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All Journal Education and Human Development Journal 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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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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Educational Robotics for Elementary Students: Teaching’s Opportunity Nur Fitria, Tira
Journal of Contemporary Issue in Elementary Education Vol. 2 No. 1 (2024): Juni 2024
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/jciee.v2i1.7629

Abstract

This research describes educational robotics for elementary/primary students. This research is library research. The analysis shows that educational robotics (ER) can be introduced in elementary/primary schools, as it is compatible with subjects of Science, Technology, Engineering, and Mathematics (STEM). The benefits of educational robotics are enhancing higher-level thinking skills, computational reasoning, logical thinking, and problem-solving abilities. Robotics activities foster creativity and imagination, technological capabilities, teamwork, and collaborative skills, interest in technology culture, and skills development both motor and soft skills development. Educational robotics bridges the gap between students' learning and teachers' teaching methods, stimulating curiosity, interest, and motivation and also improving students' collaborative abilities and special needs education. By incorporating hands-on exercises, technological engagement, and collaboration, robotics can develop 21st-century skills. Educational robotics can help students with special needs by reducing teacher pressure and promoting personalized learning experiences. Therefore, the advancements in robotic technology make students more accessible and can be used as learning media to support their skills. However, educational robotics faces challenges in education including gender, teachers, teaching methods, curriculum, technology, resources, technical issues, teachers' lack of knowledge, teaching incentives, inadequate facilities and infrastructure, inadequate measures for successful integration, time, rules/regulations, and high costs.
The Prophet's Style Learning Method: Prophetic Learning in English Language Teaching (ELT) to Students Nur Fitria, Tira
Jurnal Internasional Bisnis, Humaniora, Pendidikan dan Ilmu Sosial Vol 6 No 1 (2024): International Journal of Business, Humanities, Education and Social Sciences
Publisher : Universitas Teknologi Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46923/ijbhes.v6i1.313

Abstract

This research describes the prophet's style learning method and prophetic learning in English Language Teaching (ELT). This research is a library research. The researcher uses sources from books and national journals. The analysis shows that in Indonesia, teaching English is a lifelong endeavor, starting from elementary school and continuing through university. The Prophet Muhammad SAW is a role model for Muslims, as he pioneered education and developed learning models applicable in various contexts, including English study. Teachers/lecturers should prioritize sincerity, patience, and honesty in the classroom to create strong relationships with students and maintain a strong connection with Allah SWT. Prophet Muhammad is a Muslim trendsetter, demonstrating cognitive and affective learning methods. To incorporate prophetic learning into English teaching, they can use prophetic learning strategies such as 1) teacher as a model, 2) stimulus-response/questioning, 3) storytelling, 4) analogy/logical order, 5) direct practice, 6) applied materials, 7) offering advice, 8) closing statement. Prophets possess virtuous qualities such as honesty, trust, communication, and intelligence. Besides, teachers/lecturers should give examples, play the role of guides, and support students in learning progress. Teachers/lecturers should also be able to create curiosity and enthusiasm about the next meeting and be prepared to answer questions and provide answers. In conclusion, prophetic learning is a crucial aspect of a student's life, and educators should emulate the learning methods to ensure their students are equipped with the necessary skills to succeed in their studies.
REVISITING PHOTOGRAPHIC MEMORY IN CLASH OF CHAMPIONS: HOW TO INTEGRATE PHOTOGRAPHIC MEMORY IN ENGLISH LANGUAGE TEACHING (ELT)? Nur Fitria, Tira
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 5 No. 1 (2024): Interdisciplinary Approaches to English Learning: Language, Literature, and Bey
Publisher : University of Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/ijelal.v5i1.13287

Abstract

This research explores the integration of photographic memory principles into English Language Teaching (ELT), focusing on descriptive qualitative methods. Photographic memory (eidetic memory), enables individuals to vividly remember visual stimuli after brief exposure, which is crucial in contexts like ELT where retention and recall are paramount. Integrating these principles into ELT emphasizes active learning and memory retention to enhance language proficiency through engaging tasks that mirror real-world language use. Educators utilize visual, mnemonic, contextual, and interactive strategies alongside repetition, review, and multi-sensory approaches to optimize learning outcomes. This approach not only supports students in mastering English skills but also fosters cognitive abilities related to memory and learning. In ELT, photographic memory proves invaluable across various domains. Students with this ability excel in vocabulary acquisition by associating words with mental images or visual cues, aiding retention. They also benefit from vividly recalling grammar rules and sentence structures presented in class, enhancing comprehension. Moreover, photographic memory assists in reading comprehension by facilitating accurate recall of text details, thereby improving students' ability to analyze and discuss content effectively. In developing pronunciation and listening skills, these learners leverage memory to replicate correct models and remember spoken phrases accurately, crucial for language acquisition. Lastly, in exams like TOEFL or IELTS, where memorization is crucial, students with photographic memory excel in quickly retrieving and applying knowledge, significantly enhancing their exam performance. Integrating photographic memory principles into ELT not only enhances language learning outcomes but also nurtures overall engagement and cognitive development, making it a powerful tool in educational contexts focused on language proficiency and academic achievement.
Pre-Service Teachers’ Perspectives on the Implementation of Song-Based Instruction in Teaching English to Early Childhood Learners Danti Pudjiati; Andi Musda Mappapoleonro; Hisham Abd. Malik; Nur Fitria, Tira
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 9 No 3 (2024): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v9i3.6249

Abstract

This study describes perceptions from pre-service teachers regarding the use of songs in teaching English to young children. The research method comprised qualitative methods. The research subjects consisted of 69 students of early childhood education programs at a private university. The findings explore four primary themes of the students, namely (1) the pedagogical value attributed to songs, (2) the attitudes of students towards the use of songs, (3) the opinions of students concerning the songs utilized, and (4) the perceived effectiveness of songs. The findings indicate a consensus among the respondents on the efficacy of using songs as a tool to introduce English to young children. The investigation into pre-service teachers' perspectives on song-based instruction in teaching English to early childhood learners reveals several key insights. First, pre-service teachers strongly support the inclusion of English songs in the curriculum, recognizing their pedagogical value in enhancing linguistic proficiency and engaging young learners. They agree that songs make learning enjoyable and improve auditory skills, aligning with existing literature on the benefits of song-based education. Second, despite concerns about resource availability and selecting appropriate songs, pre-service teachers believe that songs do not negatively impact learners' concentration or English proficiency assessments. They acknowledge challenges like potential disruptions and time constraints but see overall benefits. Third, teachers view songs as effective tools for vocabulary retention and promoting the automatic use of the target language. While they appreciate the engaging nature of songs, there is some disagreement about their effectiveness in reducing language acquisition anxiety. Fourth, pre-service teachers find English songs accessible and are positive about their use in the classroom, though opinions vary on the frequency of implementation, but most agree on the integration of songs into the curriculum.  
Teaching Coding Using Scratch to Elementary Students: Exploration of Benefits for Students Nur Fitria, Tira
Journal of Contemporary Issue in Elementary Education Vol. 3 No. 1 (2025): Juni 2025
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/jciee.v3i1.10719

Abstract

In the ever-evolving digital era, knowledge and skills in informatics are becoming more crucial. To equip the younger generation for future challenges, education should integrate technology into its curriculum such as coding programs to foster students' interests and talents in programming and technology. This research describes how coding is taught at the elementary school level and the benefits obtained from implementing coding based on existing research. This research is library research. Currently, many elementary schools in Indonesian Elementary schools are starting to teach coding as a lesson in the official curriculum and as an extracurricular activity. As technology advances and the importance of digital skills in the 21st century, many schools may realize that teaching coding early can help students develop computational thinking, creativity, and problem-solving skills that are important for their future. The finding shows the use of coding especially Stracth in elementary students. Scratch has become a popular tool in teaching programming to children at the elementary school level. Scratch is a visual programming tool designed to introduce programming concepts, especially to children, to train computational thinking in beginners. Scratch allows students to learn programming without having to master complex programming languages. Using Scratch in learning coding has been proven to provide many benefits for students. Scratch helps improve computational thinking skills, programming understanding, and creativity. Scratch also helps students practice problem-solving strategies, accuracy, and critical thinking. In addition, students can create animations and games after taking part in the training, with the support of the important surrounding environment. Scratch supports interactive and fun learning, makes it easier to understand programming logic, and improves basic programming competencies. Overall, Scratch is effective in developing students' technology skills in an engaging and easy-to-understand way.
English Language Teaching (ELT) for Special Needs Learners: Strategies for Speech Impairments Students Nur Fitria, Tira
Teaching English as Foreign Language, Literature and Linguistics Vol. 5 No. 1 (2025): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/teflics.v5i1.8790

Abstract

This research describes English Language Teaching (ELT) for special needs learners for example speech impairment students. This study employs a library research method. The analysis shows that teaching English to students with speech impairments requires adaptive strategies to develop communication skills through non-verbal and assistive methods. Since verbal communication is challenging, alternative approaches like sign language, writing, and technology-based aids are essential. A multisensory approach involving sight, touch, hearing, and movement enhances comprehension, while multimodal techniques using images, videos, and symbols help clarify word meanings. Assistive tools such as augmentative communication devices and speech-to-text software support students' learning processes. To reduce anxiety and enhance participation, teachers should provide extra time, allow repetitive practice, and create an inclusive environment. Challenges include pronunciation difficulties, limited verbal expression, and low confidence in speaking activities, often leading to reduced engagement. Traditional assessments may not accurately measure students’ abilities, necessitating alternative evaluation methods. Additionally, many teachers lack training in specialized teaching techniques, highlighting the need for professional development and classroom adaptations. By integrating supportive teaching strategies, collaborative learning, and game-based activities, English learning for speech-impaired students can be more effective, engaging, and inclusive.
YouTube as a Supplementary Resource for Learning English Speaking and Conversation of Non-English Department Students Nur Fitria, Tira
LingPoet: Journal of Linguistics and Literary Research Vol. 6 No. 2 (2025): LingPoet: Journal of Linguistics and Literary Research
Publisher : Talenta Publisher

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

Abstract

This study explores non-English department students' perceptions of the use of YouTube videos as supplementary resources in learning English speaking and conversation. This research is descriptive qualitative research. The analysis shows that non-English students generally find YouTube an engaging and effective tool for learning English. They appreciate its flexibility, accessibility, and the realistic learning experiences it offers. YouTube is particularly valued for improving understanding of English topics and conversations, providing cultural insights, and supporting pronunciation and intonation. It is seen as a personalized and enjoyable learning resource. YouTube is regarded as effective for vocabulary acquisition. Students believe it helps them learn new words, understand word usage in social contexts, and apply vocabulary in real-life conversations. The platform’s clear explanations and frequent phrase repetition improve retention and confidence. In speaking skills, YouTube has a significant impact. It enhances pronunciation, builds confidence, and helps students feel more comfortable speaking English, especially in casual situations. Students get benefits from exposure to various accents and conversation examples, which help improve fluency. However, students face several challenges using YouTube for learning, such as difficulty understanding accents or fast speech, poor video/audio quality, and trouble maintaining focus. There is also a challenge in selecting appropriate videos, and some students feel there is insufficient explanation of vocabulary or a lack of interactive speaking practice. Students suggest several improvements to make YouTube more effective as a learning tool, including the addition of subtitles, more videos on formal and professional conversations, and better video selection guidance. They recommend incorporating interactive quizzes, visuals, and more tailored conversation examples for different learning needs. Additionally, they suggest videos should focus on correcting pronunciation errors and include more exposure to diverse accents. Lastly, students call for guided speaking practice sessions to enhance learning. Overall, students highlight YouTube’s potential as an effective and flexible tool for English learning while offering suggestions to overcome its challenges and enhance its educational value.
Similarities and Differences between Indonesian and English Semantic: Implications in Teaching English Semantic to Students Nur Fitria, Tira
Jurnal Humaya: Jurnal Hukum, Humaniora, Masyarakat, dan Budaya Vol. 5 No. 1 (2025): JUNE
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/humaya.v5i1.10768

Abstract

This research explores the semantic similarities and differences between Indonesian and English, focusing on their implications for teaching English semantics to students. It employs a descriptive qualitative approach to analyze both languages. The study reveals that English and Indonesian share fundamental parallels in how meaning is structured and conveyed. They exhibit commonalities in basic vocabulary, sentence structures following SVO order, and the use of modifiers, adjectives, adverbs, prepositions, borrowed vocabulary, numerical systems, days of the week, prepositions, question words, conjunctions, and common expressions. These similarities facilitate comprehension and communication between speakers but are accompanied by distinctions in grammar, pronunciation, idiomatic expressions, and cultural contexts that distinguish their linguistic identities. Conversely, semantic differences arise from the unique linguistic and cultural contexts of each language. Lexical gaps occur where concepts lack direct equivalents due to differing cultural norms and experiences. Cultural specificity influences terms tied to specific Indonesian practices, while technical terminology adapts from English with contextual nuances. Euphemisms, metaphors, pragmatics, and social norms also shape semantic interpretation differently, impacting communication and translation accuracy. Understanding these semantic similarities and differences is crucial in teaching English semantics. Recognizing similarities aids in knowledge transfer and faster learning, leveraging students' familiarity with their native language. Addressing differences requires detailed explanations to ensure accurate comprehension and contextual usage of English vocabulary and expressions.
Basic Teaching Skills of Microteaching for Graduate Students’ Competencies as Prospective Teacher: What Should They Consider? Nur Fitria, Tira
Indonesian Journal of Multidisciplinary Educational Research Vol. 3 No. 2 (2025): Oktober 2025
Publisher : LP2M Institut Agama Islam Negeri (IAIN) Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijomer.v3i2.6777

Abstract

This study describes basic teaching skills in microteaching to enhance graduate students’ competencies as prospective teachers through a library research approach. The finding shows that basic skills for microteaching are skills to open and close learning, skills of explanation, asking/questioning skills, skills in using variations, skills to provide reinforcement, small group and individual teaching skills, class management skills, and skills in guiding small group discussions. Microteaching is a teaching practice model conducted on a limited scale to develop essential teaching skills. The limitations include specific competencies, subject matter, time, number of students, and targeted skills. Typically lasting 10–40 minutes with 1–10 students, microteaching consists of three main stages: Preparation, Implementation, and Feedback. In the Preparation Stage, teachers design a learning activity plan according to the allotted time, organize student numbers, prepare teaching materials, and arrange instructional media. During the Implementation Stage, prospective teachers deliver content clearly, use appropriate language, manage the classroom effectively, provide exercises, and evaluate learning outcomes. The Feedback Stage involves receiving input from observers or peers through discussion or Q&A, helping participants identify areas for improvement. Microteaching trains fundamental teaching skills such as opening and closing lessons, explaining concepts, questioning techniques, using variations, giving reinforcement, managing classrooms, teaching individuals and small groups, and guiding discussions.
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.
Co-Authors Andi Musda Mappapoleonro Danti Pudjiati Hisham Abd. Malik