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All Journal Indonesian EFL Journal Barometer Journal of Research in Instructional Journal of Educational Sciences TELL - US JOURNAL Ranah Research : Journal of Multidisciplinary Research and Development
Rahmah, leny Saili
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WEB-BASED INVENTORY INFORMATION SYSTEM AT SMA NEGERI 1 BABAKANCIKAO PURWAKARTA: WEB-BASED INVENTORY INFORMATION SYSTEM AT SMA NEGERI 1 BABAKANCIKAO PURWAKARTA Nanang Mulyana, Nanang Mulyana; Rahmah, leny Saili; Aminah, Siti
BAROMETER Vol 8 No 2 (2023): Barometer
Publisher : Fakultas Teknik, Universitas Singaperbangsa Karawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35261/barometer.v8i2.11150

Abstract

Digitalization is very important at this time, including in the education sector. Education has complex activities, starting from processes, education systems, curriculum, administration and other things. The success of education is greatly influenced by the speed of the interaction process which can be replaced by an information system. One of the important activities in the education sector that needs to be implemented is an information system, namely inventory of goods. This affects information on the availability of facilities and infrastructure, their condition and even their quantity. So an information system is needed to digitize the inventory of goods at the school, namely SMA Negeri 1 Babakancikao Purwakarta. This information system uses supporting tools, namely phpmyadmin, MySQL, XAMPP and Sublime Text. The result of this research is a web-based goods inventory application at SMA Negeri 1 Babakancikao Purwakarta which consists of 11 menus including: 1) login page; 2) main menu page; 3) brand page; 4) category pages; 5) item page, 6) user page; 7) incoming goods page; 8) outgoing goods page; 9) incoming goods report page; 10) outgoing goods page, and 11) stock report page. This system has made it easier for school employees/staff to record inventory and also makes it easier to monitor inventory.
The Meaning Context in Fast Food Advertisement: Pragmatics Study Rahmah, Leny Saili; Nurazizah, Wafie Siti; Ramadhina, Nurul Fadhilah; Zulfiah, Yufi; Fatimah, Vina Aulia
Ranah Research : Journal of Multidisciplinary Research and Development Vol. 6 No. 6 (2024): Ranah Research : Journal Of Multidisciplinary Research and Development (Septemb
Publisher : Dinasti Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/rrj.v7i3.1544

Abstract

This research aims to interpret English advertisements containing a pragmatics context. This study uses a qualitative method, and the object of this study is several English fast food restaurant advertisements. The data in this study were collected by searching fast food restaurant advertisements, then grouping them pragmatically, and classifying them based on their pragmatic context. Researchers got eight pieces of data to be examined, and they are: the first is 'call your own time-out', which means 'Take time to enjoy the food offered in the advertisement'. The second is 'it'll blow your mind away', means 'You will be surprised by the size of the food in the advertisement'. The third is 'get fully charged', means 'The food offered in the advertisement will satisfy the reader. The fourth is 'think outside the bucket', which means ordered food outside the menu package. The fifth is 'Happy hour' means 'there is a 20% discount, in a certain period or time of the advertisement'. The sixth is 'Sure is good to have around', which means a delicious meal to enjoy with close friends. The seventh is 'talking can wait', means Do not let the distractions while enjoying the food. The last advertisement is `Look its waving at you' means 'The food is tempting to buy.
THE PERCEPTION OF 10TH GRADE STUDENTS ON CHATBOT AI TO ENHANCE VOCABULARY ENRICHMENT IN WRITING POCEDURE TEXT: English Gaffar , Muhammad Andriana; Rahmah, Leny Saili; Ghaitsa Fauziyyah; Nuraini Syifa Rahayu
Indonesian EFL Journal Vol. 11 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i2.11652

Abstract

This study investigates the challenges of mastering technical vocabulary in writing English procedure texts in grade X high school students in Indonesia, which is caused by traditional teacher-centered teaching methods and the lack of adaptation of interactive technology. As a solution, the study proposes the integration of AI chatbots (such as ChatGPT) to provide personalized learning, instant feedback, and contextual examples. The study used a descriptive quantitative approach with a survey technique through a validated 5-point Likert scale questionnaire (Cronbach's Alpha = 0.893). Participants consisted of 57 high school students in Bandung, with data analysis using descriptive statistics. The results showed that 78.9% of students used ChatGPT to generate procedure texts, and the chatbot was rated as easy to use (mean 3.33–3.58). However, 31.6% of students stated that vocabulary was irrelevant to the curriculum, and 43.9% were not motivated to write procedure texts. The conclusion of the study confirms that AI chatbots are effective as micro-aids, but they require curriculum-based content integration, interface improvements, and collaboration with teachers to improve holistic effectiveness.
ANALYSIS OF SPEAKING ANXIETY ON VOCATIONAL HIGH SCHOOL STUDENTS IN ENGLISH PERFORMANCE Haninda, Viola; Rahmah, Leny Saili; Hidayat, Hamdan
TELL - US JOURNAL Vol 11, No 2 (2025): New Applications and Perspectives in Teaching English as a Foreign Language (EF
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i2.9664

Abstract

Many EFL students feel that speaking in English is the most difficult skill, So this triggers the emergence of speaking anxiety among students. This study aims to analyze the level of anxiety in speaking English as well as the factors that influence speaking anxiety among the 11th grade students of SMKN 1 Stabat. The study used a qualitative approach with random sampling technique in class XI of Beauty and Spa Management which totaled 27 students. Google Form was used to distribute the questionnaire, which is based on the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz et al. (1986) and has 31 question items formatted in a five-point Likert scale. Data were analyzed using Microsoft Excel 2007, along with interviews and observations. The majority of students reported experiencing moderate levels of anxiety, with test anxiety being the most common.  According to Horwtz et al. (1986), the elements of student speaking anxiety are divided into three categories: test anxiety, communicative fear, and fear of receiving poor judgment. A homogeneous and supportive learning environment, where all students come from the same major and gender, plays an important role in reducing anxiety levels. The negative impact of anxiety on students' speaking performance was not significant as students were able to manage their anxiety well. This finding confirms the importance of creating a conducive learning environment to increase students' confidence and active participation in English language learning.
An Analysis of Senior High School Students Factors to Confidence in Speaking English Sofiah, Nur; Rahmah, Leny Saili; Hidayat, Hamdan
Journal of Educational Sciences Vol. 9 No. 5 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.5.p.3368-3376

Abstract

Despite years of English instruction, many Indonesian senior high school students remain hesitant to speak due to anxiety, fear of mistakes, and low self-efficacy. Speaking confidence is influenced by both internal factors, such as self-perception, motivation, and linguistic competence, and external factors, including teacher support, peer interaction, and classroom environment. This study aims to identify and analyze the internal and external determinants of students’ confidence in speaking English. Using a descriptive qualitative approach, data were collected through open-ended questionnaires distributed to 25 eleventh-grade students at MA Sirnamiskin Bandung. Responses were analyzed thematically to identify recurring themes. Findings reveal that psychological barriers—such as anxiety, low self-esteem, and fear of negative evaluation—significantly hinder students’ confidence. External elements, including supportive teacher feedback, peer encouragement, and school programs like English Day, were found to enhance confidence. Consistent practice through media exposure and real-life interactions also contributed positively. The study concludes that improving speaking confidence requires a holistic approach that addresses emotional, social, and experiential aspects of learning. These results provide practical implications for teachers and school administrators to design supportive and engaging speaking activities that foster students’ confidence in English communication.
The University EFL Students’ Perceptions of QuillBot as an AI-Based Tool for Enhancing Paraphrasing Skills and Academic Writing in English Amara, Rafika; Rahmah, Leny Saili; Ruswandi , Riki
Journal of Educational Sciences Vol. 9 No. 5 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.5.p.4298-4307

Abstract

This study investigates English as a Foreign Language (EFL) learners' perceptions of QuillBot, an artificial intelligence (AI) tool supporting academic writing and paraphrasing. The study was carried out at Universitas Islam Nusantara, with active students from the English Education Department in the sixth and eighth semesters. The data was collected using a validated questionnaire with 11 items and a Cronbach's alpha reliability coefficient of 0.792. The data indicate that QuillBot is well liked for its time- saving features, accessibility, and psychological benefits such as increased self-confidence and reduced paraphrase anxiety. Over 80% of respondents reported increased comfort in using the tool, nearly 89% acknowledged time efficiency, and more than 88% agreed on its ease of use. Furthermore, QuillBot helped to increase vocabulary, sentence organization, and writing coherence. More than half of the participants plan to continue using QuillBot for their academic writing tasks.These findings emphasize the importance of integrating AI technology into English language instruction to effectively improve students' writing skills.
The relationship between teaching style and students' writing ability: The mediating role of feedback practice Rahmah, Leny Saili; Gumelar, Wahyu Satya; Khadijah, Syakira Nurul
Journal of Research in Instructional Vol. 5 No. 2 (2025): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i2.748

Abstract

This study explores the relationship between teaching style and students’ writing ability, focusing on the mediating role of feedback practice among tenth-grade EFL students at MA Bandung. Recognizing that effective writing instruction relies not only on the instructional methods used but also on how feedback is delivered, the research addresses ongoing challenges caused by inconsistent pedagogical and feedback practices in the classroom. A quantitative approach with a correlational  design was employed, involving 38 students who completed questionnaires on teaching style and feedback practice and participated in a standardized writing assessment. Data were analyzed using multiple regression and mediation tests to assess both direct and indirect effects. The findings reveal a significant positive relationship between teaching style and feedback practice, and between teaching style and writing ability. However, feedback practice did not significantly mediate the relationship between teaching style and students' writing performance. These results suggest that while effective teaching promotes better feedback environments, feedback alone may not enhance writing outcomes unless it is clearly communicated and well-integrated into instruction. The study underscores the importance of adopting teaching style and feedback practice and enhancing the quality not just the quantity of feedback in EFL writing instruction.
Co-Authors Amara, Rafika Fatimah, Vina Aulia Gaffar, M. Andriana Ghaitsa Fauziyyah Hamdan Hidayat Haninda, Viola Khadijah, Syakira Nurul Nanang Mulyana, Nanang Mulyana Nuraini Syifa Rahayu Nurazizah, Wafie Siti Ramadhina, Nurul Fadhilah Ruswandi , Riki Siti Aminah Sofiah, Nur Wahyu Satya Gumelar Zulfiah, Yufi