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Fitria, Tira Nur

Department Of Sharia Economics, ITB AAS, Surakarta

Author-ID : 1960199

Religion Arts Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Public Health Social Sciences Other

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STRUCTURE ANALYSIS OF ENGLISH ABSTRACTS IN INTERNATIONAL JOURNAL PUBLISHED IN 2020 Tira Nur Fitria
Journal of English Language and Culture Vol 12, No 1 (2021): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30813/jelc.v12i1.2815

The objective of this research is to analyze the move structure of English abstracts published in the International Journal of Economics, Business, and Accounting Research (IJEBAR) in 2020. The result shows that 10 types of moves were used in 96 abstracts’ articles in the IJEBAR journal. The abstracts’ article used two, three, or four moves. The first type was M2-M3-M4 (Purpose-Method-Product/Result) which shows 3 moves. It consists of 49 articles (51.04 %). The second type is M1-M2-M3-M4 (Introduction-Purpose-Method-Product/Result) which shows 4 moves. It consists of 27 articles (28.13 %). The third type is M2-M3-M4-M5 (Purpose-Method-Product/Result-Conclusion) shows 4 moves. It consists of 6 articles (6.25 %). The fourth type is M1-M2-M4 (Introduction-Purpose-Product/Result) which shows 3 moves. It consists of 4 articles (4.17 %). The fifth type is M1-M2-M3-M4-M5 (Introduction-Purpose-Method-Product/Result-Conclusion) which shows 5 moves. It consists of 3 articles (3.12%). The sixth type is M1-M3-M4 (Introduction-Method-Product/Result) which shows 3 moves. It consists of 3 articles (3.12 %) The seventh type is M1-M4 (Introduction-Product/Result) which shows 2 moves. It consists of 1 article (1.04 %). The eighth type is M1-M3-M4-M5 (Introduction-Method-Product/Result-Conclusion) which shows 4 moves. It consists of 1 article (3.12 %). The ninth type is M2-M4 or Purpose-Product/Result which shows 2 moves. It consists of 1 article (1.04 %). The last type is M2-M5 (Purpose-Conclusion) which consists of 1 article (1.04 %). From the explanation above, it shows that the most frequent move uses 3 moves with type M2-M3-M4 or Purpose-Method-Product/Result.

UTILIZING BRAINLY AS A SOCIAL QUESTION-AND-ANSWER (Q&A) SERVICE IN ENGLISH LEARNING MATERIALS: BENEFITS AND LIMITATIONS Fitria, Tira Nur
Journal of English Language and Culture Vol 14, No 1 (2023): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30813/jelc.v14i1.4163

This study describes Brainly as a social question-and-answer (Q&A) service in English learning and finds the positive and negative impacts on teachers and students. This research is descriptive qualitative. The analysis shows that using Brainly is easy. We can open Brainly at https://Brainly.co.id/. If we do not have an account, we can register using Gmail, then log in using the Brainly account. To make a question, click "Let's Ask", write down the questions, select the points to be rewarded to the answerers, choose the type of subject matter then click "Ask a Question". To answer a question, click the question to be answered in the "our answer" column fill in the answer, and click "Add Answer". Answering questions will add to our points. Based on previous studies, using Brainly have a positive and negative impact. Positively, teachers can convey concepts to their students simply and ability to connect students with education experts. Besides, students can add insight into knowledge which affects students' learning interests and learning outcomes. They can get answers and references and interact with each other to add answers or can be mutually correct. Brainly can provide easy content and is easily accessible to the student, this site is more practical compared to other educational sites, facilitate students in doing homework, can be used as an alternative to communicate virtually, and can be a learning resource and motivation simultaneously. Negatively, using Brainly creates students’ laziness to read books, reduces effectiveness in learning activities, generates dependency on Q&A technology, and familiarizes students to be passive to get an answer instantly. It impacts the teacher’s inability to control the students who used books or websites. However, further research certainly still needs to be done related to the level of accuracy of the answers given to the answerers on Brainly.

Utilizing Text-to-Speech (TTS) Technology in Creating Listening Materials for English Language Teaching (ELT) Fitria, Tira Nur
Journal of English Language and Culture Vol 15, No 1 (2024): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30813/jelc.v15i1.4995

This research stimulates the use of Text-to-Speech (iSpeech) in creating English listening materials. The analysis shows that in using iSpeech Text-to-Speech, click the web https://www.ispeech.org/text.to.speech. Enter sentences or texts in the text box provided. Choose a male or female voice and choose the accent language we want to use to convert text to audio including UK (British) or US (American) English. To start the process synthesize sentences or text, press the Play button, and text that is currently sounded will be automatically blocked in yellow. Download the audio output and the audio can be played to students as listening materials in teaching English. Save the results of the synthesis into audio form in a certain format, so it can be heard again wherever and whenever by our students. With the presence of speech synthesizer technology, of Text-To-Speech (TTS) system can perform conversions from text computer-generated in the form of pronunciation (audio), where audio the resulting speed can be adjusted, intonation (prosody), as well as audio format output to be saved in the form of an audio file. English teachers/ lecturers can create listening materials according to their needs which will be taught to students.

TEACHING BUSINESS ENGLISH TO STUDENTS: CONCEPT OF ENGLISH FOR BUSINESS PURPOSES (EBP) AND ENGLISH FOR BUSINESS COMMUNICATION (EBC) Fitria, Tira Nur
Journal of English Language and Culture Vol 16, No 1 (2025): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30813/jelc.v16i1.8191

This study describes Business English skills (reading, writing, speaking, and listening) and exploring strategies for integrating those skills into economics education, thereby providing a comprehensive approach to preparing students for successful communication and negotiation in global business contexts. This study employed a library research approach to gather comprehensive literature relevant to the integration of teaching Business English into English skills (reading, writing, speaking, and listening) for economic students. The analysis shows that Business English is specialized for international business contexts, aiming to improve communication through emails, presentations, and negotiations. It enhances professional interactions by developing skills in business vocabulary, writing, listening, speaking, and cross-cultural understanding, preparing individuals for diverse global career opportunities. Teaching materials are tailored to these goals, focusing on technical terminology, business report writing, and practical application in scenarios like financial reports and project proposals. They employ activities such as presentations, discussions, and simulations to foster communication skills and critical thinking. This approach promotes active learning through engagement in real-world applications, ensuring learners are prepared for success in the competitive global business environment. Teaching Business English to economics students focuses on developing reading, writing, listening, and speaking skills tailored for professional contexts. In reading, students analyze business documents like financial reports to extract critical information and master key terms for decision-making. Writing instruction emphasizes crafting clear and persuasive emails, reports, and proposals for effective communication. Listening skills prepare students to understand diverse accents in business conversations and presentations, enabling them to capture essential details and participate effectively. Speaking practice builds fluency and confidence in delivering presentations, negotiating, and engaging in discussions respectfully. Educators address challenges such as tailoring instruction to business needs, overcoming language difficulties, developing robust communication skills, integrating technology effectively, and fostering critical thinking and cultural sensitivity. By tackling these challenges, teachers enhance their strategies to prepare students for success in the global business environment.

Co-Authors Abdul Haris Romdhoni Adelina Maryanti Afdaleni Agus Marimin Aly Muhammad Azmi Budiyono Budiyono Budiyono Budiyono Budiyono Budiyono Danti Pudjiati Desy Nur Pratiwi Dewi Muliasari Fitria Wulandari Ida Bagus Putu Suamba Iin Emy Prastiwi Indra Lila Kusuma Indra Lila Kusuma Jheniar Pratiwi Khansa Al Azizah LMS Kristiyanti LMS. Kristiyanti M. Hasan Ma'ruf Maisa Setiyowati Maya Widyana Dewi Muhammad Tho'in Muqorobin Muqorobin Ningrum Setyana Nurmala Elmin Simbolon Petrus Jacob Pattiasina Putri Ayu Damayanti Rukmini Rukmini Samanto Hadi Sri Laksmi Pardanawati Sri Laksmi Pardanawati Sri Supatmingsih Suhesti Ningsih Sumadi Sumadi Sumadi Sumadi Sumadi Sumadi Suprihati Suprihati Suprihati Uswatunnisa Venti Mawarni Vera Yulia Harmayanthi Wikan Budi Utami Wulan Widia Astutik Yuge Agung Heliawan Yuwita Ariessa Paravasanti Yuwita Ariessa Pravasanti

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