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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature PAEDAGOGIA Indonesian EFL Journal Barometer Journal of Educational Sciences TELL - US JOURNAL Ranah Research : Journal of Multidisciplinary Research and Development JOTTER Lire Journal (Journal of Linguistics and Literature) LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Rahmah, leny Saili
Pendidikan Bahasa Inggris, FKIP Universitas Islam Nusantara
Religion Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Public Health Social Sciences Transportation Other

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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 ANALYSIS OF DEIXIS AND IMPLICATURE IN TEACHER-STUDENT INTERACTION IN ENGLISH CLASSES Amalia, Riska; Saili Rahmah, Leny; Satya Gumelar, Wahyu
Lire Journal (Journal of Linguistics and Literature) Vol. 9 No. 2 (2025): Lire Journal (Journal of Linguistics and Literature)
Publisher : Elite Laboratory Jurusan Sastra Inggris Universitas Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33019/lire.v9i2.447

Abstract

This study examines how students and teachers communicate in English classes, with a particular emphasis on implicature and deixis usage and its impact on students' comprehension. Analyzing the effects of implicature and deixis on student interaction and comprehension is the aim of this study. Data were collected at SMKN 9 Bandung through interviews, audio recordings, and observations using a qualitative methodology. The results of the analysis demonstrated that the use of deixis including person, spatial, and temporal deixis created an interactive environment that encouraged student participation. Additionally, the teacher's use of implicature in open-ended questions prompted critical thinking and active participation from the students This study identifies the challenges students face in understanding hidden meanings and the social context that influences language use. The findings suggest that building a strong relationship between teachers and students is just as important for effective classroom communication as simply dispensing knowledge. Therefore, understanding implicature and deixis helps students become better communicators. 
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.
Analysis Of English Students’ Book For XI Grade Of Tourism Vocational School Students Ruly Rosmalina; Leny Saili Rahmah
Journal of Teacher Training and Educational Research Vol. 3 No. 1 (2025): Agustus 2025
Publisher : Yayasan Sahabat Literasi Edukasi dan Publikasi Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71280/jotter.v3i1.532

Abstract

Textbooks play a crucial role in English language teaching, particularly in vocational schools where materials are expected to support students’ professional and communicative needs. However, many textbooks still provide general English content without sufficient attention to specific vocational contexts. This study aimed to evaluate the English textbook used by eleventh-grade tourism vocational students and to analyze its relevance to learners’ academic and workplace needs. This research employed a descriptive qualitative design using a triangulation of instruments: a textbook evaluation checklist, student questionnaires, and teacher interviews. The data were analyzed thematically and descriptively to identify the strengths and weaknesses of the textbook in relation to the 2013 Curriculum and the requirements of English for Specific Purposes (ESP). The findings revealed that the textbook was only partially aligned with the needs of tourism students. While it covered general language skills, it lacked listening activities, contained insufficient tourism-related vocabulary, and offered limited authentic tasks relevant to the tourism industry. Teachers reported supplementing the textbook with authentic resources to bridge the gap between classroom learning and workplace demands. In conclusion, the study highlights the urgent need for vocational English textbooks that are based on systematic needs analysis and that integrate authentic, domain-specific tasks. It is recommended that future textbook development for vocational schools focus on industry relevance to better prepare students for employability and career success in tourism.
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 PERCEPTION OF 10TH GRADE STUDENTS ON CHATBOT AI TO ENHANCE VOCABULARY ENRICHMENT IN WRITING POCEDURE TEXT: English Muhammad Andriana Gaffar; Leny Saili Rahmah; 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.
ILLOCUTIONARY SPEECH ACTS AND GENDERED TABOO EXPRESSIONS IN SUNDANESE INDIGENOUS DISCOURSE Leny Saili Rahmah; Rully Agung Yudhiantara; Dedi Wahyudi
Linguists : Journal of Linguistics and Language Teaching Vol 12, No 1 (2026): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v12i1.10778

Abstract

Taboo expressions function as critical pragmatic resources through which social norms, moral values, and gendered expectations are constructed and maintained within speech communities. While existing research in Sundanese linguistics has extensively examined ritualized discourse and literary taboos, everyday taboo expressions (pamali) have often been relegated to the study of static belief systems rather than active communicative tools. Therefore, this study addresses this gap by investigating women-specific taboo expressions as dynamic illocutionary speech acts within the indigenous community of Kasepuhan Sinar Resmi. The research aims to identify these expressions, analyze their illocutionary force using Searle’s framework, and examine generational perceptions of these pragmatic regulations. Employing a qualitative ethnographic-pragmatic approach, data were collected through participant observation and in-depth interviews with a purposive sample of 18 participants, including indigenous elders and Sundanese women across four distinct life stages. Data were analyzed using manual thematic coding and validated through member checking with community authorities. The findings reveal that women-specific taboos are systematically organized into a "Life-Cycle Matrix" (general, virgins, menstruating, and pregnant/postpartum). Pragmatic analysis identifies a "Pragmatic Chain" where Declarative acts establish a sacred status, thereby triggering Directive, Commissive, and Expressive acts to enforce behavioral compliance.  The study demonstrates that taboo discourse operates as a gendered mechanism of social regulation, where the illocutionary force is derived from ancestral authority rather than empirical causality. From a language education perspective, these results underscore the necessity of integrating "culturally grounded pragmatics" into curricula. This approach enhances sociolinguistic awareness by teaching learners to navigate local norms of authority and gendered communication in diverse indigenous and Muslim-majority contexts.
Total Physical Response in Vocabulary Learning: A Qualitative Study in Fourth Grade Students Salma Zakiyah; Leny Saili Rahmah; Hamdan Hidayat
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10856

Abstract

This study addresses low students’ engagements and limited vocabulary retention under traditional instruction at a public primary school in Bandung Regency. It aims to examine the qualitative implementation of the Total Physical Response (TPR) method and analyze its role in fostering student engagement. Unlike previous studies that predominantly measure TPR’s quantitative effectiveness, this study offers a novel contribution by exploring the deep qualitative nuances and lived experiences of young learners during the physicalization of words. Using a descriptive qualitative design, data were collected through observations, semi-structured interviews, and documentation, then analyzed using the framework (Miles et al., 2014). The results revealed that TPR successfully trnasformed the passive classroom into an interactive environment, enhancing student immersion and behavioral engagement. Qualitative insights described a substantial improvement in English vocabulary retention, while also uncovering a nuanced spectrum of individual learning preferences, including students who still favored text-based learning. This study concludes that while TPR effectively breaks traditional passivity, primary school educators should practically integrate multi-sensory activities with diverse instructional methods to effectively accommodate distinct cognitive learning styles in daily vocabulary teaching.
Co-Authors Amara, Rafika Dedi Wahyudi Diandra Putri Aristia Fatimah, Vina Aulia Gaffar, Muhammad Andriana Ghaitsa Fauziyyah Hamdan Hidayat Hamdan Hidayat Haninda, Viola Khadijah, Syakira Nurul Muhammad Andriana Gaffar Nanang Mulyana, Nanang Mulyana Neng Sri Siti Rahma Nuraini Syifa Rahayu Nurazizah, Wafie Siti Ramadhina, Nurul Fadhilah Riska Amalia Rully Agung Yudhiantara Ruly Rosmalina Ruswandi, Riki Salma Zakiyah Siti Aminah Sofiah, Nur Wahyu Satya Gumelar Zulfiah, Yufi