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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 ENJEL: English Journal of Education and Literature 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) International Journal of Sustainable English Language, Education, and Science Journal of Language Education, Literature, and Culture
Nur Fitria, Tira
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Arts Humanities Biochemistry, Genetics & Molecular Biology Decision Sciences, Operations Research & Management 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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Lecturer’s Personal Branding in the Digital Era: Building Good Reputation and Positive Image through Social Media Nur Fitria, Tira
Jurnal Internasional Bisnis, Humaniora, Pendidikan dan Ilmu Sosial Vol 5 No 2 (2023): 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.v5i2.269

Abstract

This research describes the lecturer’s branding in the digital era to build a good reputation and positive image through social media. This research uses library research. The analysis shows that the digital era and technological developments have provided numerous benefits, including the ability to build and promote personal branding on various social media platforms. Social media platforms and personal websites/blogs can be used to create a personal brand and establish an online identity. Academic and publication portals such as Google Scholar, Sinta, ResearchGate, Orcid.org, and others can be utilized to promote the lecturer’s scientific works and establish a professional image and social ties within the community. Therefore, personal branding is essential for lecturers to establish a strong self-image and a directed career, allow for a wider public reach, and focus on goals and relationships with the Tri Dharma of Higher Education. Besides, the other benefits of a lecturer’s branding include building confidence, increasing credibility, building academic branding for an institution, becoming the face of the world of national higher education, expanding the network and relationships, developing capabilities and skills, having academic achievements, being active on social media, becoming a friendly and open lecturer, develop capabilities and skills, and increasing income. Critical factors for personal branding include creating knowledge, building trust, creating a reputation, and influencing perception. By focusing on these aspects, lecturers can create a good reputation and positive image to contribute to their career development.
English Language Teaching (ELT) for Special Needs Learners: Strategies for Speech Impairments Students Nur Fitria, Tira
Teaching English as Foreign Language, Literature and Linguisticss 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.
FIELD TRIP TEACHING METHOD: INTRODUCING EDUCATIONAL TOURISM (EDUTOURISM) FOR LEARNING ENGLISH Nur Fitria, Tira
Journal of Language, Education, Literature, and Culture Vol. 2 No. 1 (2024): Journal of Language, Education, Literature, and Culture
Publisher : English Education Study Program - Artha Wacana Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33323/l.v2i1.15

Abstract

This research describes educational tourism (edu-tourism) for learning English. This research is library research. The analysis shows that Edu-tourism is a method that combines tourism and learning activities, often held by primary schools, even higher levels. Educational tourism is an attractive choice for all groups, including elementary, middle, and high school students. Educational tourism is a form of tourism that offers education to students as tourists or visitors through activities and fun methods. It allows them to understand and remember the learning process. This method helps to deepen understanding and remember the learning process, as it is often driven by boredom with rigid and formal learning methods. Visiting places where many people live abroad allow for interactive and entertaining educations. One popular educational tourism is English Village, a famous place in Indonesia with numerous English language course institutions. The village not only provides institution courses but also has fluent English-speaker residents. With a variety of interesting activities and a unique educational concept, English Village is an attractive tourist destination for students even tourists who want to learn English in a fun and effective way. The role of English villages as educational tourism in increasing the interest of immigrants is as a learning center that facilitates many English language course institutions and creates a learning environment that is different from formal education. The management of the course institution plays a role in creating a language environment to attract newcomers to learn English by involving a teacher who plays a direct role when interacting with students in the classroom. English Village not only showcases natural beauty but also serves as a place for learning foreign languages (English) for visiting tourists. It offers tourism activities that emphasize educational elements and involve tourists in direct contact with the local community. Overall, educational tourism provides a unique and engaging way for tourists to learn and enjoy the beauty of an area while also learning English.
BORROWING WORD ANALYSIS IN "I FINE THANK YOU LOVE" MOVIE Nur Fitria, Tira
Lire Journal (Journal of Linguistics and Literature) Vol. 3 No. 1 (2019): 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.v3i1.45

Abstract

The objectives of this research are to describe the types of borrowing word and to find out the dominant type of borrowing words found in “I Fine Thank You Love You” movie. This research is descriptive qualitative research. Descriptive research tries to present the problem clearly based on the accurate data, explaining and describing the topic of a problem based on the theory used. From the analysis, it is found that there are two types of borrowing word found in “I Fine Thank You Love You” movie, they are pure and naturalized borrowing. In pure borrowing, there are 43 data or 38.39 %. While, in naturalized borrowing, there are 69 data or 61.61 %. It shows that pure borrowing shows high percentage than naturalized borrowing. In pure borrowing, a word purely taken from the source language (SL) into the target language (TL) without changing any letters. While, in naturalized borrowing, a word can be naturalized to fit the spelling rules in the target language (TL) so the readers can understand easily what the word means
Understanding Basic Literacy and Information Literacy for Primary Students Nur Fitria, Tira
Journal of Contemporary Issue in Elementary Education Vol. 1 No. 2 (2023): Desember 2023
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/jciee.v1i2.6181

Abstract

This research describes basic literacy and information literacy for elementary (primary) students. This research is library research. The analysis shows that primary students should understand six basic literacies, including 1). Literacy Read and Write (ability to understand the contents of written texts both explicit and implicit). 2). Numerical Literacy (ability to use basic mathematical symbols and numbers to solve practical problems and analyze mathematical information). 3). Scientific Literacy (ability to understand natural phenomena both scientific literacy and social phenomena). 4). Financial Literacy (ability to understand finance, concepts, management, risks, and skills in the financial sector. 5). Digital Literacy (ability to use digital media, create communication content, and filter information). 6). Cultural Literacy and Civic (ability to understand values, rights, and obligations as Indonesian citizens). Besides, understanding information literacy is also important for students. Several benefits of literacy are 1) training basic skills to read, write and count, 2) developing to think critically and logically when entering society and facing any situation. 3) having good literacy development correlates with better learning and communication skills, solving logical problems even academic achievement.
Teaching Teaching Extensive Reading to EFL and Non-EFL Students: Benefits and Problems: Keywords: extensive reading, reading, reading English, teaching reading Nur Fitria, Tira
ENJEL: English Journal of Education and Literature Vol. 2 No. 1 (2023): June Edition
Publisher : English Education Program, Education Faculty, Universitas Nurul Huda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30599/enjel.v2i01.471

Abstract

This research describes the benefits and problems during the teaching of Extensive Reading (ER). This research is library research. The analysis shows that extensive reading has several benefits in the teaching and learning process, especially in learning English as a foreign language, such as adding vocabulary, helping to understand grammar, building reading speed, and reading fluency, reading for getting pleasure, building confidence and motivation, increasing motivating to read English more. Several difficulties of ER are also identified throughout the long reading exercise in extensive reading, including poor/lack of vocabulary and grammatical skills, inconsistent reading, difficulty comprehending the meaning of words, and loud classroom environment influence concentration on text analysis. Other problems are the level of reading material or difficulty in analyzing material related to literary works, different academic grades, learners paying less attention to the program, and the ER material selection. In selecting materials for extensive reading (ER), appropriate reading materials constitute an essential foundation of ER program. Students need a large quantity of engaging, approachable, readily available materials if they are to read extensively. Teachers should choose student-centered activities so students have opportunities to appreciate themselves with interactive reading experiences. The extensive reading (ER) program in schools/institutions also can be developed students' passion for reading in English. It is not only a skill or a translation, but also a personal, social, and academic activity. To be successful in ER program implementation, several aspects must be considered which involve all parties including schools/institutions, students, teachers, and even parents.
Culture-Based Teaching: Integrating Indonesian Culture in English Language Teaching (ELT) Nur Fitria, Tira
International Journal of Sustainable English Language, Education, and Science Vol. 2 No. 2 (2025)
Publisher : Universitas Kristen Cipta Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71131/xbqdn589

Abstract

This research describes the integration of Indonesian culture into English Language Teaching (ELT). This research is library research. The analysis shows that integrating Indonesian culture into English learning is crucial supported by the nation's commitment to "Unity in Diversity" and the preservation of cultural richness across all societal sectors including education. This integration deepens students' understanding of English proficiency and Indonesian cultural values. English teachers play a dual role in fostering language acquisition and imparting local cultural insights to cultivate students who appreciate heritage. They can integrate Indonesian culture into ELT including: Firstly, including using Indonesian folk tales, traditional songs, and arts to enhance language skills including vocabulary, grammar, listening, and pronunciation through projects and theater. Analyzing Indonesian films with English subtitles enriches students' cultural comprehension. Secondly, discussions and explorations of Indonesian values and philosophies alongside studies on traditional ceremonies and cuisine, highlight the cultural context within language learning. Practical language skills are honed through everyday use of Indonesian phrases, role simulations in cultural contexts, and integration of Indonesian loanwords into English vocabulary. Thirdly, collaborative projects on cultural festivals, dances, and art exhibitions promote teamwork and deepen cultural understanding through English presentations. Using guest lectures and partnerships with local communities facilitates direct interaction and experiential learning. Fourthly, technology and media are leveraged to explore Indonesian culture in English, using documentaries, social media, podcasts, and student-generated content like podcasts and vlogs to enhance language proficiency and cultural appreciation. Lastly, contextually based evaluations assess students' comprehension of Indonesian culture through simulated interactions, reflective journals, real-life case studies, critical thinking, and practical application of cultural knowledge in English contexts. Integrating Indonesian culture into ELT can enhance language skills across reading, writing, listening, and speaking and develop students' cultural competence. This approach prepares them as culturally sensitive global citizens capable of effective cross-cultural communication and appreciation.
Co-Authors Andi Musda Mappapoleonro Danti Pudjiati Hisham Abd. Malik