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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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Teaching Digital Business: Integrating Digital Business Materials into English Language Teaching (ELT) Tira Nur Fitria
JURNAL ILMIAH EDUNOMIKA Vol 8, No 3 (2024): EDUNOMIKA
Publisher : ITB AAS Indonesia Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/jie.v8i3.14050

This research describes the integration of digital business materials into English Language Teaching (ELT). This research is descriptive qualitative research. The analysis shows that English proficiency is fundamental for adapting and succeeding in digital business amid ongoing globalization and technological advancement. Integrating digital business contexts into English materials equips learners with technical terms and concepts essential for innovation and management in digital enterprises. Teaching English skills for digital business is crucial for preparing individuals to thrive in today's interconnected global business landscape. Teaching English for digital business requires an integrated approach focused on e-commerce, digital marketing, and fintech contexts. Proficiency in English facilitates effective communication via digital platforms like email, video conferencing, and social media, enabling seamless collaboration with international colleagues and clients. It also ensures direct access to essential information and documentation in English within a digital business, eliminating translation barriers and ensuring comprehensive understanding. Mastery of English in understanding technology concepts such as e-commerce and artificial intelligence empowers individuals to actively contribute to strategic decision-making. In digital marketing, English proficiency is vital for creating compelling content and optimizing strategies globally. Teaching materials for English language skills in digital business cover a broad spectrum of topics in reading, writing, listening, and speaking. These include analyzing case studies of digital transformations, reading industry whitepapers on blockchain and e-commerce trends, understanding regulatory documents, and analyzing big data for consumer insights. Writing tasks range from crafting technology project proposals to developing SEO-driven content strategies and drafting legal contracts. Listening activities involve industry podcasts, negotiation simulations, and webinars on technology innovations while speaking exercises include pitching ideas, cross-cultural communication, and presenting digital products. These materials not only enhance language proficiency but also cultivate analytical, communication, and strategic skills essential for navigating the complexities of the digital economy and seizing global business opportunities.

IMPLEMENTATION, CHALLENGES AND SOLUTIONS OF MULTICULTURAL EDUCATION IN SCHOOL Tira Nur Fitria
PRIMACY Journal of English Education and Literacy Vol. 2 No. 2 (2023): December - 2023
Publisher : English Language Education Department, Faculty of Teacher Training and Education, Syekh-Yusuf Islamic University (PBI FKIP UNIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/primacy.v2i2.4085

This research describes the implementation, challenges, and solutions of multicultural education. This research is library research. The analysis shows that multicultural education promotes equality in schools to develop students' attitudes toward diversity and living together in harmony. Multicultural education is a reform movement aimed at providing equal opportunities for all students, regardless of their ethnicity, culture, language, religion, race, or class. It is crucial in Indonesia, where the school system is a social system with individuals from different backgrounds united. The success of multicultural education depends on the desire and care of the school community, especially teachers. Teachers must innovate to teach multicultural education, aiming to increase student motivation and tolerance towards diversity. In a multicultural classroom, all students from different cultures and languages have equal educational opportunities. Learning reflects culture, experiences, perspectives on linguistics and culture of a group, as well as respect for differences and student cultural similarities. Having a positive attitude towards differences can bring individuals into the community and bring the community into the wider world community. However, challenges during the implementation of multicultural education may. Indonesia's education policy should promote a democratic, egalitarian society that respects the values of humanity and equality, and values differences.

Implementation of Hypnoteaching in English Language Teaching (ELT) Tira Nur Fitria
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 5 No 2 (2023): Education and Linguistics Knowledge Journal (Edulink)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/edulink.v5i2.4142

This research discusses the implementation of hypnoteaching in the teaching and learning process. This research is library research. The analysis shows several steps in implementing hypnoteaching: 1) Giving intentions and motivation. It is related to the teacher mastering the material and continuing to provide meaning to the things that are conveyed. 2) Pacing. Pacing is stepping/equalizing positions, gestures, language, and brain waves between teachers and students. 3) Leading. Leading is directing the class atmosphere to create a conducive and efficient manner, but still feel calm or relaxed. 4) Giving praise. Praise is a self-esteem boost and forms a person's self-concept so it is very important to provide sincere praise to students. 5) Modeling. Modeling is being a role model and setting an example through speech and behavior. Besides, teachers should consider using hypnoteaching including the teacher’s appearance, feeling of sympathy, empathic attitude, language use, demonstration, or issuing self-expression for the kinesthetic, and motivating learners. However, the teacher's proficiency in using hypnoteaching depends on the extent to which the teacher uses, applies, and practices their knowledge in the learning process. Hypnoteaching places more emphasis on the abilities of the subconscious brain than the student's conscious brain. By using hypnoteaching, teachers can create a variety of learning processes, the learning process will run dynamically, there is good interaction between teachers and students, students are more motivated to learn and understand the learning material, students enjoy learning activities, also there are positive suggestions for the subconscious language used by teachers.

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.

A Translation Analysis of Kahlil Gibran’s “The Broken Wings” to “Sayap-Sayap Patah” by Sapardi Djoko Damono and M. Ruslan Shiddieq Tira Nur Fitria
Ranah: Jurnal Kajian Bahasa Vol 13, No 1 (2024): Ranah: jurnal Kajian Bahasa
Publisher : Badan Pengembangan dan Pembinaan Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/rnh.v13i1.4713

This research analyzes the translation between two translators in translating Kahlil Gibran’s work entitled “The Broken Wings” into ‘Sayap-Sayap Patah”. This research is descriptive qualitative. The analysis shows that the two translators have different styles of translating. The first translator, Sapardi Djoko Damono, chose a more formal and direct style in his translation, while the second translator, M. Ruslan Shiddieq, tended to use a more expressive style and prioritized artistic impressions. Sapardi Djoko Damono maintained fidelity to the original text by translating it literally, while M. Ruslan Shiddieq carried out free interpretation and created more metaphorical and creative sentences. These differences in approach result in translations that have different nuances and expressions, reflecting the translator's style and preferences. Despite their differences, both translators, Sapardi Djoko Damono and M. Ruslan Shiddieq, effectively convey the essence of Kahlil Gibran's "The Broken Wings" in Indonesian, albeit through distinct stylistic lenses. To be a proficient translator of literary works, one must possess a mastery of both the source and target languages, a deep understanding of literature, a keen sense of aesthetics, and a strong sense of literature. Literature with its emotional depth and linguistic beauty resonates deeply with readers Skilled translators like Sapardi Djoko Damono and M. Ruslan Shiddieq bring forth its lyrical and profound qualities in their translations. Overall, the translation of literary works requires not only linguistic proficiency but also creative skill and cultural sensitivity. Each translator brings their unique style and approach, shaping the reader's experience of the translated work. As readers, we can appreciate and explore the diverse interpretations offered by different translations, enriching our understanding and enjoyment of literature in translation. AbstrakPenelitian ini menganalisis penerjemahan antara dua orang penerjemah dalam menerjemahkan karya Kahlil Gibran yang berjudul “The Broken Wings” ke dalam ‘Sayap-Sayap Patah’. Penelitian ini bersifat deskriptif kualitatif. Hasil analisis menunjukkan bahwa kedua penerjemah mempunyai gaya penerjemahan yang berbeda. Penerjemah pertama, Sapardi Djoko Damono, memilih gaya yang lebih formal dan langsung dalam penerjemahannya, sedangkan penerjemah kedua, M. Ruslan Shiddieq, cenderung menggunakan gaya yang lebih ekspresif dan mengutamakan kesan artistik. Sapardi Djoko Damono menjaga kesetiaan pada teks aslinya dengan menerjemahkannya secara harfiah, sedangkan M. Ruslan Shiddieq melakukan interpretasi bebas dan menciptakan kalimat yang lebih metaforis dan kreatif. Perbedaan pendekatan ini menghasilkan terjemahan yang mempunyai nuansa dan ekspresi berbeda yang mencerminkan gaya dan preferensi penerjemah. Meski berbeda, kedua penerjemah, Sapardi Djoko Damono dan M. Ruslan Shiddieq efektif menyampaikan esensi “Sayap Patah” karya Kahlil Gibran dalam bahasa Indonesia, meski melalui lensa stilistika yang berbeda. Untuk menjadi seorang penerjemah karya sastra yang mahir, seseorang harus memiliki penguasaan bahasa sumber dan bahasa sasaran, pemahaman yang mendalam tentang sastra, rasa estetika yang tajam, dan rasa sastra yang kuat. Sastra dengan kedalaman emosional dan keindahan linguistiknya sangat disukai pembaca. Penerjemah terampil seperti Sapardi Djoko Damono dan M. Ruslan Shiddieq menonjolkan kualitas liris dan mendalam dalam terjemahannya. Secara keseluruhan, penerjemahan karya sastra tidak hanya memerlukan kemahiran linguistik tetapi juga keterampilan kreatif dan kepekaan budaya. Setiap penerjemah menghadirkan gaya dan pendekatan uniknya masing-masing, yang membentuk pengalaman pembaca terhadap karya terjemahan. Sebagai pembaca, kita dapat mengapresiasi dan mengeksplorasi beragam penafsiran yang ditawarkan oleh berbagai terjemahan sehingga memperkaya pemahaman dan kenikmatan kita terhadap karya sastra dalam terjemahan.

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.

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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