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All Journal Education and Human Development Journal EDUTEC : Journal of Education And Technology International Journal of Business, Humanities, Education and Social Sciences (IJBHES) Jurnal Humaya: Jurnal Hukum, Humaniora, Masyarakat, dan Budaya Journal International of Lingua and Technology International Journal of English Learning and Applied Linguistics (IJELAL) LingPoet: Journal of Linguistics and Literary Research Paradigma: Jurnal Kajian Budaya TEFLICS Indonesian Review of English Education, Linguistics, and Literature Indonesian Journal of Multidisciplinary and Educational Researcher Journal of Language Intelligence and Culture Foreign Language Instruction Probe Journal of Contemporary Issues in Elementary Education Lire Journal (Journal of Linguistics and Literature) Journal of Language Education, Literature, and Culture
Nur Fitria, Tira
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Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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GENERATION Z’s PERCEPTION OF JAVANESE ORAL TRADITION OF MYTH AND TABOO ORA ILOK IN JAVANESE SOCIETY Nur Fitria, Tira
Paradigma: Jurnal Kajian Budaya Vol. 13, No. 3
Publisher : UI Scholars Hub

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The various myth and taboos of ora ilok are familiar among several Javanese groups. The objective of this research is to understand generation Z’s perception of the Javanese myth and taboo ora ilok in Javanese society. This research employs the descriptive qualitative method, involving 76 respondents from various regions of Java such as Central Java, East Java, West Java, and the Special Region of Yogyakarta. The respondents were born between 1996 and 2005. Results show that the majority of respondents do not believe in the ora ilok myths. However, there is a different opinion from Generation Z. Some consider myths as a joke and treat them with scepticism, while a few still believe in these myths, viewing them as rules that must be followed, with potential repercussions for breaking them. Meanwhile, none of the respondents believes in the ora ilok taboo. Ora ilok is a Javanese term used to describe something which is not good and unethical due to its associated prohibitions. It is unwritten and serves as important rules of politeness, serving as a reminder for children, teenagers, and adults. There are values behind the word ora ilok, but the elders usually emphasize its negative consequences on the physical and mental well-being of those who violate these rules. This serves as a reminder for the Javanese to behave politely and respect the rights of others. However, there is a difference in the judgment of generation Z. Many of them no longer believe in ora ilok, while some view it as a joke and treat it with scepticism. However, these myths and taboos are gradually eroding in the new culture of this era.
Quality of English Textbook Work in Progress for SMA/SMK/MA Class X in Edition 2022: A Content Analysis Nur Fitria, Tira
IREELL: Indonesian Review of English Education, Linguistics, and Literature Vol. 2 No. 1 (2024): IREELL
Publisher : Institut Agama Islam Negeri (IAIN) Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ireell.v2i1.2683

Abstract

This research describes the quality of an English textbook “Work in Progress” for SMA/SMK/MA Class X, especially edition 2022. This research is content analysis. The analysis shows that the book consists of chapters, the topic of the chapter, instructional objectives, questions to think about, tasks (project), chapter review, enrichment, reflection, and assessment. The Theory of Quality book by Greene & Petty (1971), this book has good quality based on ten criteria including 1) attracting the students’ interest through games such as Bingo and board games. 2) motivating students by using audiovisuals (photos/videos) and doing the design project. 3) loading/containing interesting illustrations in cartoon/caricature. 4) considering linguistic aspects and telling about English skills including listening, speaking, reading, writing, vocabulary, grammar, and structures. 5) connecting to other subjects, such as related to subjects of sports, psychology (mental health), health, and nutrition. 6) stimulating students' activity, especially in doing individual tasks/projects. 7) Avoid vague concepts and use clear concepts, especially in instructions to do something based on the pictures given. 8) having a clear point of view, especially in the second-person point of view. 9) emphasizing the moral values to students/readers such as containing the story of Malin Kundang and Little Red Riding Hood. 10) respecting and appreciating the student's personality. The textbook is appropriate and suitable for its users (high school students). In terms of language, the book is communicative, easily understood by students, and does not contain a provocateur or anything like that.
EMPOWERED AND COURAGEOUS WOMAN: THE POWER OF CHANGING EDUCATION CHAOS IN THE FILM RAATCHASI Nur Fitria, Tira
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 4 No. 1 (2023)
Publisher : University of Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/ijelal.v4i1.10720

Abstract

This research describes the acts of empowering and encouraging women of the main character (Geetha Rani) in the film Raatchasi. This research is descriptive qualitative. The Raathacsi film is about a headmistress (principal) converting a poorly run school into one of the best in the state. Geeta Rani is the principal of an unauthorized government school in a secluded area of southern Tamil Nadu. Geetha Rani, the newly appointed headmistress of a government school, fights back against mismanagement and failings of the educational system. She must deal with misbehaving students, unmotivated teachers, and a lack of established rules and regulations. She did her utmost to instruct students and supervise teachers to be professional. Her abrupt strict and progressive policies are not well received. Her earnest efforts will bring about some much-needed reform and improve the academic standards in the process such as conducting discipline in the school area, changing the school atmosphere, changing students’ behavior, organizing a program for students’ talents, engaging students to compete, changing teachers’ performance, approaching students’ parents, and renovating the school’s building. In this film, Geeta Rani makes a favorable impression as a confident woman. This character and film are excellent for empowering and encouraging women.
The Performance of Wayang Orang Sriwedari Surakarta: A Cultural Preservation Nur Fitria, Tira
Jurnal Humaya: Jurnal Hukum, Humaniora, Masyarakat, dan Budaya Vol. 3 No. 2 (2023): DECEMBER
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/humaya.v3i2.6276

Abstract

Indonesia is home to a rich cultural heritage, one of which is the art of Wayang Orang in Solo. However, currently, it is facing economic challenges and requires ongoing efforts for preservation. This study investigates the performance of Wayang Orang Sriwedari (WOS) as cultural preservation for tourism in Solo. It is descriptive qualitative. The analysis showed that Surakarta (City of Solo) is a cultural tourism destination with a diverse range of cultures. WOS is one of Solo’s traditional performances. With the tourism slogan “Solo the Spirit of Java”, Surakartais hoped to become a center for the preservation and development of Javanese culture. The art of WOS still survives and holds regular performances during the development of modern art. July 10, 2022, became an important moment for the WOS community for its 112th anniversary. For more than a century, Javanese art and culture associations were able to survive and defend themselves, both in form, content, and management pattern. This art has philosophical, artistic, and moral values and entertainment. WOS is an alternative tourist attraction that can be enjoyed by domestic and foreign tourists. In the development of tourism, some steps for revitalization and preservation by the Surakarta City Government. Hopefully, the beauty and charm of the Sriwedari people’s wayang will continue to shine, enlighten hearts, and preserve Indonesia’s cultural heritage for generations to come.
The Roles of Translators and Interpreters: Opportunities and Challenges in Translation and Interpreting Activity Nur Fitria, Tira
Jurnal Humaya: Jurnal Hukum, Humaniora, Masyarakat, dan Budaya Vol. 4 No. 1 (2024): JUNE
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/humaya.v4i1.7775

Abstract

This research explores the roles of translators and interpreters in the 21st century, focusing on their differences in work methods, language type focus, context understanding, translation style, processing time, translator tool assistance, role in communication, and additional skills. This research is library research. The analysis shows that both professionals require a deep understanding of culture and language, expert knowledge, and clear communication. Translators must understand cultural knowledge for negotiations, while interpreters facilitate communication between people speaking different languages. They must consider non-verbal cues, and have excellent language skills, quick thinking, effective information processing, and in-depth knowledge of the culture and business practices associated with the languages they translate. Interpreters can use the SIS (Simultaneous Interpretation System) tool or not. In the 21st century, translation and interpretation are complex professions that require adaptability and diverse abilities to navigate globalization. Technical and non-technical factors influence translation continuity, with technical factors like sound systems and lighting affecting quality. Training programs for translators and interpreters have emerged, with certification being a key requirement for recognition.
CREATING SENSATION OF LEARNING IN CLASSROOM: USING 'GATHER TOWN' PLATFORM VIDEO GAME-STYLE FOR VIRTUAL CLASSROOM Nur Fitria, Tira
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 6 No 2 (2021): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v6i2.2106

Abstract

Abstract: Virtual classes have now become commonplace during the COVID-19 pandemic. As time goes by, applications for virtual meetings continue to appear, one of which is Gather Town, which is now widely used and is a tight competitor to Zoom Meeting and Google Meet. Gather Town is a virtual meeting platform designed like a video game. This research is to implement the use of the 'Gather Town' game platform and to find out the student’s perception during the implementation and simulation of Gather Town application as an alternative platform in creating a sensation of English Language Learning (ELL) in the real classroom through virtual class during the pandemic COVID-19. This study uses descriptive qualitative research. The result analysis from observation and interview show that Gather Town has graphics similar to the Harvest Moon game, where students can play one character and can write their name on the top so that the lecturer can see which students are present. The room is designed similar to a classroom, where the lecturer's desk is at the front of the classroom. The virtual classroom also has chairs that are neatly lined up like classrooms in the real world. Then when doing group assignments, the student characters will gather at the same table as in a real classroom. They also carry out group work activities as if they were in the classroom. Each group sat in a circle and discussed with one another. The current game may be an alternative design in a virtual classroom. Abstrak: Kelas virtual kini menjadi hal biasa selama pandemi COVID-19. Seiring berjalannya waktu, aplikasi untuk virtual meeting terus bermunculan, salah satunya adalah Gather Town yang kini banyak digunakan dan menjadi pesaing ketat Zoom Meeting dan Google Meet. Gather Town adalah platform pertemuan virtual yang dirancang seperti gim video. Penelitian ini bertujuan untuk mensimulasikan penggunaan platform game 'Gather Town' dan mengetahui persepsi siswa selama simulasi aplikasi Gather Town sebagai platform alternatif dalam menciptakan sensasi Pembelajaran Bahasa Inggris di kelas nyata melalui virtual. kelas selama pandemi COVID-19. Penelitian ini merupakan penelitian kualitatif deskriptif. Hasil analisis dari observasi dan wawancara menunjukkan bahwa Gather Town memiliki grafik yang mirip dengan game Harvest Moon, dimana mahasiswa dapat memainkan satu karakter dan dapat menuliskan namanya di bagian atas sehingga dosen dapat melihat mahasiswa mana yang hadir. Tidak hanya itu, ruangannya didesain mirip dengan ruang kelas, dimana meja dosen berada di bagian depan kelas. Ruang kelas virtual juga memiliki kursi yang berjejer rapi seperti ruang kelas di dunia nyata. Kemudian saat mengerjakan tugas kelompok, karakter siswa akan berkumpul di meja yang sama seperti di ruang kelas yang sebenarnya. Mereka juga melakukan kegiatan kerja kelompok seolah-olah berada di dalam kelas. Setiap kelompok duduk melingkar dan berdiskusi satu sama lain. Game saat ini dapat menjadi alternatif desain di kelas virtual.
Implementation of English Language Teaching (ELT) Through Understanding Non-EFL Students’ Learning Styles Nur Fitria, Tira
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 8 No 1 (2023): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v8i1.4457

Abstract

This research investigates the non-EFL students9 learning styles and describes how to teachEnglish with different learning styles. This research is descriptive qualitative research. The analysisshows that are six types of students9 learning styles including VAK (Visual, Auditory, and Kinesthetic),also the combinations of learning styles including visual-auditory, visual kinesthetic, and auditorykinesthetic. This also shows that students can have more than one learning style such as visual-auditory,visual-kinesthetic, and auditory-kinesthetic learning styles. Non-EFL students learning a language tendto apply a visual learning style. Students with a visual learning style more easily absorb informationfrom the sense of sight, such as through pictures/images. While students with an auditory learning styleeasily understand when processing information through the sense of hearing (listening). On the otherhand, students with a kinesthetic learning style need opportunities to be actively moving. Therefore, withunderstanding and the teacher’s knowledge of learning styles each student in the teacher’s class canimplement interesting and meaningful English learning. Understanding the learning styles may be veryhelpful for students to learn via activities in the manner in which they learn best. It will assist students tocomprehend the course material easily, so enhancing their motivation and language skills, enhancingtheir enjoyment of the learning process, reducing their stress levels, and resulting in higher performance.When the teacher understands students’ learning styles, teachers should provide interesting materials andan appropriate learning environment
Word Formation Analysis of Foreign Terms in Information and Communication Technology Based on General Guidelines of Formation Terms in Indonesia Nur Fitria, Tira
Journal of Language Intelligence and Culture Vol. 5 No. 2 (2023): Journal of Language Intelligence and Culture
Publisher : Faculty of Tarbiyah and Teacher Training, IAIN Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jlic.v5i2.116

Abstract

This research analyzes foreign terms in Information and Communication Technology (ICT) based on general guidelines for the Indonesian formation of terms (Pedoman Umum Pembentukan Istilah or PUPI). This research is descriptive qualitative. The analysis shows that Based on the General Guidelines for the Formation of Terms, the process of absorbing foreign terms in ICT into Indonesian can be classified into four processes, namely complete absorption, absorption through translation, absorption through adjustment of the form of writing, also absorption through adjustments to the form of writing and translation at the same time. While, the translation process by adjusting the form of writing is grouped into three forms of adjustment, namely spelling adjustment, adjustment of foreign consonant groups, and adjustment of foreign prefixes. In forming Indonesian computer terms, a collection of benchmarks and suggestions in General Guidelines for Enhanced Indonesian Spelling and General Guidelines. The emergence of ICT terms due to the advancement of science and technology can encourage Indonesians to adopt and form Indonesianized terms. Given the importance of the role of foreign terms in ICT as a ‘vehicle’ for the implementation of globalized international communication, ease of speed of mutual understanding between nations receives special attention from Indonesian computer terminology.
Non-EFL Students' Ability and Their Difficulties in Reading Comprehension Test Nur Fitria, Tira
Foreign Language Instruction Probe Vol. 2 No. 2 (2023): Technology Enhanced Language Learning
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v2i2.280

Abstract

This research describes the non-EFL students’ ability and their difficulties in reading comprehension tests. This research is descriptive qualitative research. The analysis from Google Form response shows that the student’s average is 20.15 from 50 points, the students’ median is 18 from 50 points (correct answer) and the students’ range is between 9 (lowest score) reading texts up to 40 (highest score). The students’ problems in the reading test are about a number of questions, limited time in doing the test, unfamiliar and uninteresting topics of reading text, number of texts, number of paragraphs in the text, varied types of text-related questions, unfamiliar vocabularies, difficulty in understanding the meaning of the question and the content of the text, and difficulty in answering types of reading comprehension such as the main idea, reference, stated detail, unstated detail, vocabulary, conclusion/inference, etc. Both English teachers/lecturers and students must collaborate to answer these problems. English teachers/lecturers can evaluate the students’ reading levels effectively, explain the reading method clearly, and implement an exciting strategy in teaching reading to stimulate the students to read texts. While students need to read regularly, choosing reading according to interest, reading various topics, and combining different methods in reading English.
Difficulties of Non-Arabic Study Program Students in Arabic Teaching and Learning Process at ITB AAS Indonesia Nur Fitria, Tira
Journal International of Lingua and Technology Vol. 2 No. 1 (2023)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiltech.v2i1.383

Abstract

This study investigates the difficulties of Non-Arabic study program students in Arabic learning at ITB AAS Indonesia. This research uses descriptive qualitative. This study involves 60 students of the Economy Sharia study program. The analysis shows internal and external factors of students’ difficulties in Arabic learning. The internal factors are 1) difficulty in writing Hijaiyah letters at the beginning of, in the middle, and at the end of the sentence. 2) difficulty in writing Hijaiyah letters in computer typing because it must have an Arabic Typesetting font. 3) belief that writing Arabic letters is more difficult than writing Latin letters, 4) difficulty in reading recitation (Tajwid). 5) belief that learning Arabic is more difficult than Indonesian and English. 6) belief that many Mufrodat includes Isim, Fi'il, and Harf. 7) many rules for changing words and writing an Arabic sentence. Besides, external factors are 1) many foreign expressions or Arabic terms that are different from Indonesia. 2) lack of learning media of Arabic textbooks. 3) lack of facilities in the language laboratory. 4) lack of environment, association, social, and culture in learning Arabic. 5) lack of self-support and motivation in learning Arabic. 6) influence of the first language (regional) and the second language (Indonesian). 7) Arabic learning time is short to 1 week. 8) a lot of Arabic material in one semester. 9) too many students in a class. 10) situation in the Arabic class is not conducive.
Co-Authors Andi Musda Mappapoleonro Danti Pudjiati Hisham Abd. Malik