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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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USING INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN THE EDUCATION SECTOR: OPPORTUNITIES AND CHALLENGES IN ENGLISH LANGUAGE TEACHING (ELT) Tira Nur Fitria
Teaching English as Foreign Language, Literature and Linguistics Vol. 3 No. 1 (2023): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

This research explains the opportunities and challenges of using Information and Technology Communication (ICT) in the English Language Teaching (ELT) process. This research is library research. The analysis shows that educators (teachers/lecturers) have opportunities and challenges in adopting ICT in their classrooms. The development of ICT requires educators to adapt to the technology. The opportunities for using ICT in ELT are improving the quality of education, encouraging the development of new teaching methods, getting get unlimited ease of information easier, providing instant access to various learning resources, changing learning styles, making ELT activities more flexible, allowing teachers to use/create interesting learning media in teaching, having the potential to reduce the price of textbooks and education costs, increasing student learning interest and motivating students to learn. While, several challenges of using ICT in ELT are the emergence of various disturbances, growing lazy mindset, requiring expensive costs, limitations of social interaction between teacher and students, difficulty in understanding learning materials in digital form, having a dependence on technology, distracting students on ICT tools, and disconnect students from face-to-face relationships. Besides, other challenges are the teacher's self-confidence is lacking use of ICT, lack of teacher competence, teacher attitudes and inherent resistance against change, the teacher's level, and the institutional or school level, limitations in the field of access, limited time available to prepare ICT, limitations in self-potential development through training of using ICT. The infrastructure problem and limitations in technical support in terms of using ICT also influenced the challenges in ICT implementation.

The Effectiveness of Word Search Puzzles Game in Improving Student's Vocabulary Tira Nur Fitria
Pioneer: Journal of Language and Literature Vol 15 No 1 (2023)
Publisher : Faculty of Letters, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/pioneer.v15i1.2766

With the growing popularity of the Word Search Puzzles game in educational contexts, teaching today aims to demonstrate the positive effects of Word Search Puzzles in teaching. This study reviews the effectiveness of Word Search Puzzles in improving students’ vocabulary. The method used in this research using a systematic literature review. The findings show that from 30 article journals have been found, 12 journals can be used as secondary data because meet the requirements which are then analyzed and summarized. These data qualify with QA1 (journal published in recent 7 years between 2015-2022), QA2 (research focus on the use of Word Search Puzzle for Indonesian students), QA3 (findings explain the improvement of students’ vocabulary using crossword puzzles), and QA4 (findings compare the improvement of two different classes between control and experiment class). The experimental class is the class that gets treatment (using Word Search Puzzle), while the control class is the group that does not get treatment (non-crossword puzzle). After the teacher teach vocabulary using the media “Word Search Puzzle, there is an improvement score from previous research in the pretest and posttest, especially in the experiment class taught by using Word Search Puzzle.

'GRAMMARLY' AS A TEACHERS' ALTERNATIVE IN EVALUATING NON -EFL STUDENTS WRITINGS Tira Nur Fitria
Leksema: Jurnal Bahasa dan Sastra Vol. 6 No. 2 (2021)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/ljbs.v6i2.3957

Â In evaluating studentsâ€™ EFL writing, lecturers nowadays can implement corrective evaluation by using an online automatic software. Grammarly is automated online software that is comonly used in EFL writing classes. It is an internet proofreading service that evaluates the correctness grammarl, spelling, punctuation, and vocabulary as well as detects plagiarism. This paper reports research aimed at exploring the use of Grammarly software for evaluating non-EFL studentsâ€™ writings. This research employed descriptive-qualitative method with students of ITB AAS Indonesia as the data sources. The results of analysis show that in correcting students' language errors, lecturers can evaluate and analyze in details without a lot of correcting efforts or improvements. Grammarly can be considered as a useful tool for lecturers who need to correct non-EFL studentsâ€™ writings. Grammarly will automatically check or detect the work being typed from various related aspects. Various writing errors made by the students were found in Grammarlyâ€™s reports, both in the aspect of correctness and clarity. Correctness is concerned with the mechanical norms in writing, whereas clarity deals with concise and direct language use. The spelling errors found in studentsâ€™ writings are text inconsistencies, misspelled words, and improper formatting whereas for grammatical there are subject-verb disagreement, passive voice misuse, as well as unclear, wordy, and incomplete sentences. Meanwhile, the errors in punctuation are shown by inappropriate use of punctuation marks in compound/complex sentence, comma misuse within clauses, and improper formatting. It can be concluded that Grammarly can be an alternative for lecturersâ€™ in evaluating non-EFL students' writings.

GINGER WRITER AS AN ONLINE REPHRASE TOOL WITH AI-POWERED SUGGESTIONS OF ALTERNATIVE SENTENCES IN ENGLISH WRITING Tira Nur Fitria
Leksema: Jurnal Bahasa dan Sastra Vol. 8 No. 1 (2023)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/ljbs.v8i1.4814

This is a descriptive-qualitative study analyzes the use of Ginger Writer as an online rephrase tool based on AI-powered suggestions in English writing. The result of analysis shows that the free edition of the Ginger Writer application is used for the implementation. Some techniques of rephrasing applied b the tools are: (1) rephrasing by using equations/synonyms of words. (2) rephrasing by changing/rearranging the sequence of words based on the relevant rules. (3) rephrasing by altering the word's form, (4) rephrasing by using the active or passive form, (5) rephrasing by changing the word class, and (6) rephrasing word into phrase, phrase into clause, and vice versa. Ginger Writer makes writing high-quality work effortless for users. Not only adds missing words, completes fragmented phrases, and corrects spelling problems related to the context of sentences, Ginger Writer also adds missing words, completes fragmented sentences, and corrects spelling errors. This online rephrasing tool is considerably fast but teachers and students should double-check their work. To some extent, manual paraphrasing is considered better and, even the best in quality, compared to the automatic ones.

Bimbingan Karir Bagi Lulusan Mahasiswa: Pelatihan Mencari Lowongan Pekerjaan, Menulis Surat Lamaran Pekerjaan dan Mendesain CV Menarik Tira Nur Fitria
Journal of Entrepreneurship and Community Innovations Vol 1 No 1 (2022): AGUSTUS 2022
Publisher : Faculty of Economics and Business YARSI University, Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33476/jeci.v1i1.15

Tujuan kegiatan pengabdian kepada masyarakat kegiatan ini adalah untuk memberikan edukasi (bimbingan karir) dalam mencari lowongan pekerjaan, menulis surat lamaran pekerjaan serta membuat Curriculum Vitae (CV) yang menarik bagi lulusan mahasiswa D3 dan S1. Kegiatan ini dilaksanakan pada hari Sabtu 4 Juni 2022 dengan menggunakan Zoom dan YouTube live streaming. Partisipan/ peserta kegiatan ini berjumlah 62 peserta yang merupakan lulusan mahasiswa Diploma dan Sarjana dari berbagai perguruan tinggi di Indonesia. Metode pengabdian yang digunakan adalah metode ceramah dan simulasi/demosntrasi. Hasil kegiatan menunjukkan bahwa dalam metode ceramah, narasumber menjelaskan materi tentang tema/topik terkait bimbingan karir yang meliputi jenis tahapan lulus kuliah, iklan lowongan pekerjaan di berbagi sumber/referensi, surat lamaran pekerjaan serta daftar riwayat hidup atau Curriculum Vitae (CV). Sedangkan dalam metode simulasi/demosntrasi, narasumber mensimulasikan/mendemonstrasikan beberapa hal terkait dengan materi misal cara mencari lowongan pekerjan dari beberapa sumber, cara menulis surat lamaran pekerrjan, cara menulis Curriculum Vitae (CV) dan mendesain Curriculum Vitae (CV) yang menarik dengan aplikasi Canva. Selanjutnya, narasumber memberikan waktu kepada peserta untuk memberikan pertanyaan terkait dengan tema/topik. Peserta kegiatan terlihat aktif dan antusias dalam Mengikuti kegiatan, menuliskan beberapa pertanyaan di room chat Zoom dan narasumber menjawab pertanyaan peserta.

Value Engagement of TikTok: A Review of TikTok as Learning Media for Language Learners in Pronunciation Skill Tira Nur Fitria
General English Education Vol 3 No 2 (2023): EBONY- Journal of English Language Teaching, Linguistics, and Literature
Publisher : The Study Program of English Education of Palangka Raya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/ebony.v3i2.9605

This study describes the use of TikTok as a medium for Language Learners in learning pronunciation. This study uses a descriptive qualitative. The research uses Exolyt as an analytical tool to determine engagement values including clicks, comments, and shares. The researcher uses five popular content creators, namely @englishwithgeet, @english.with.luccy, @englishwithcarla, @englishwithnab, and @andreaholmenglish. The analysis shows that the pronunciation category has the highest engagement because pronunciation is one of the important elements in English speaking and short video duration is very suitable for this category. It shows clear sound, images, filters, and material in the delivery of material, attractive images (right light), and the influence of the creator and material presented is more specific and clear. These videos from @english.with.lucyy and @englishwithnab consist of phonetic symbols. The use of the phonetic symbol is important in learning pronunciation to make it easier for viewers or English learners in pronouncing English words correctly. Besides pronunciation, the learners also can learn grammar, vocabulary, and common mistakes in English. TikTok application, together with the proper use and method can be used as an interesting, interactive, and innovative learning medium in learning even teaching English.

Using Manual and Automatic Summarization: What Should Students Consider in Writing a Summary? Tira Nur Fitria
English Language and Education Spectrum Vol. 3 No. 2 (2023): July 2023
Publisher : English Education Department - Universitas Nasional Karangturi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53416/electrum.v3i2.140

Writing a summary related to reading and writing. Writing a summary of a text not only helps students assimilate what they have read by highlighting and connecting the key points but also enables them to articulate their thoughts in writing. It means that a summary must be brief, accurate, and written in individual words. This study describes teaching summarization both manual and automatic summarization for students. This research is library research. The analysis shows that writing and summarizing a journal article is a common task for students. Students can read articles for summaries, plan good summaries, and write summaries to completion. Writing a summary can be manual or online (automatic) summarization. Manually, students need to consider several points before writing a summary including avoiding using personal pronouns, making sentences as objective as possible, beginning by defining the problem statement, discussing the author’s methodology, describing the research results, connecting the main ideas featured, do not conclude, provide the interpretation, avoid using direct quotes from journal articles, use appropriate tenses and improve students writing design. Students must check their self-evaluation of summarising skills, such as expressing the central idea or theme as a statement/declarative, assessing the quantity, quality, and order of the evidence, constructing evidence for inferential reasoning, paraphrasing details in their words, and avoiding common pitfalls. While automatic summarisation involved an online summarizer tool. Many summarization tools are available for English languages with abundant resources. However, students need to consider the benefits and the limitations.

English Lecturers' Difficulties in Teaching English for Specific Purposes (ESP) in Various Higher Education in Indonesia Tira Nur Fitria
Journal of English Teaching and Learning Issues Vol 6, No 1 (2023): June
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v6i1.19178

This research investigates the English lecturers’ difficulties in teaching English for Specific Purposes (ESP) in higher education. This research is descriptive qualitative. There are 58 English lecturers from various higher education involved in this research. The analysis shows that the most dominant English lecturers teach ESP in the 2nd semester. Besides, in the 1st, and 3rd semesters. English skills taught by English lecturers in ESP courses are speaking, writing, reading, speaking, vocabulary, and translation. Speaking skills is the difficult English skill taught by them in the ESP course. The most dominant English lecturers have been teaching ESP for more than 5 years. They state that teaching ESP requires more challenges than teaching EGP (English for General Purposes). In the implementation of teaching ESP, they face several difficulties including) 1) making syllabi and lesson plans. 2) making ESP course materials according to student needs. 3) selecting and using learning methods. 4) getting ESP textbooks related to student needs. 5) making/creating ESP textbooks related to student needs. 6) difference in students' English proficiency levels. 7) difference in the level of student's motivation to learn English. 8) different levels of students' awareness of the importance of ESP. 9) the institution’s policy related to the ESP course curriculum has not been clearly stated. 10) institutional policies related to facility policies are not adequate. 11) the number of lectures/credits, and the number of semesters in the ESP course are not as expected. 12) compensation (income) in teaching ESP courses is not expected.

Non-EFL Students’ Perception of Grammar and Their Ability in Understanding Basic Grammar Tira Nur Fitria
Anaphora : Journal of Language, Literary, and Cultural Studies Vol 6 No 1 (2023): JULY
Publisher : Universitas 17 Agustus 1945 Surabaya, Prodi sastra Inggris, Fakultas Ilmu Budaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30996/anaphora.v6i1.8565

This study describes the students’ perception of grammar and to know their ability in understanding basic grammar. This research is descriptive qualitative. The analysis shows that students like learning English grammar because grammar is a rule or guideline related to English proficiency. But a lot of grammar material must be learned because it is very complicated, complex, and interrelated with other materials. Learning grammar is important for them in mastering writing, speaking, listening, reading, and vocabulary. After learning grammar, the students agree that the lecturer teaches grammar material in a fun way, explains grammar material well accompanied by examples and practice, and then gives assignments as understanding evaluations every meeting. The students can understand grammar lessons in English although the grammar learned in college is more complex than in high school, they do not have any difficulty understanding the material on campus. Grammar helps students to able to communicate orally and written in English better, but they still need to learn more grammar to improve their English skills. However, the result of the tests shows something different from their positive perceptions after learning grammar. The average score is 66.86 from 100 points, the median is 71 from 100 points, and the range from the lowest score of 33 up to 91 points score (correct answer) as the highest score. Further research, of course, still needs to be done to find out the reasons why students' grammar skills show an unsatisfactory average.

Chatbots as Online Chat Conversation in the Education Sector Tira Nur Fitria; Nurmala Elmin Simbolon; Afdaleni Afdaleni
International Journal of Computer and Information System (IJCIS) Vol 4, No 3 (2023): IJCIS : Vol 4 - Issue 3 - 2023
Publisher : Institut Teknologi Bisnis AAS Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/ijcis.v4i3.116

Chatbot technologies as virtual assistants have significantly emphasized streamlining and augmenting learning processes by integrating pedagogical approaches and innovative technologies. This research reviews the use of chatbots in education. The results of this review provide a comprehensive comprehension of the prior research on the use of Chatbots in education, including information on existing studies and its benefits, as well as prospective research areas on implementing Chatbot technology in the education sector. This study utilizes library research. The analysis shows that Artificial Intelligence technology permits incorporating Chatbot systems into various educational contexts and purposes, including for teachers, students, and administrators (institutional employees). First, teachers using chatbots can be virtual assistants for teachers to save time, including setting schedules, answering questions from students, and providing technical information about the learning system. Thus, the teacher has much time to prepare lesson plans or subject matter, make a set of questions, check assignments, and make other teaching preparations. Second, students using a chatbot can analyze student needs and provide teaching materials that are appropriate and specific to their needs. Learning can be done anytime and anywhere because of its ability to be able to reply to chats automatically. Chatbots will make it easier for students to get material and ask questions if they experience difficulties. Chatbots also make teaching and learning more manageable and teach-student communication and activities. Third, administrators using chatbots can simplify administration. The staff would be assisted in conveying information related to administrative matters and the student's registration process. Chatbots can be one of the best solutions to serve users by answering simple questions anytime without stopping. Chatbots can send broadcast messages to all students at once, and the data provided will be more personal, such as a reminder of tuition payments. Day by day, the popularity of chatbots is getting more attention and has penetrated the education sector. Chatbots should not threaten humans, but t can be used to help them. The teacher's role may be one of the parties that can be replaced by AI technology. However, it should be noted that AI cannot develop the character of both students and students, including providing motivation and establishing emotional relationships between teachers and students.

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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