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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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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.

Implementation of Institution's E-Learning Platform in Teaching Online at ITB AAS Indonesia Tira Nur Fitria
EDUTEC : Journal of Education And Technology Vol. 4 No. 2 (2021): March 2021
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/edu.v4i3.157

E-learning is one of impact of the development of information and communication technology (ICT) technology applied in education using the accessible website. The purpose of this research is to know the implementation of the Institution’s E-Learning Platform and to know the strengths and weaknesses of the implementation of the Institution’s E-Learning Platform of ITB AAS Indonesia. This research applies descriptive qualitative research. The result of the study shows that ITB AAS Indonesia began implementing e-learning to support face-to-face classrooms in the academic year 2020/2021. E-learning’s platform was made based on Learning Management System (LMS) that can be accessed at the website https://elearning.itbaas.ac.id/ Based on the implementation of the e-learning, there are several menus found such as “Home, Message, Teaching Schedule, Material, Task, My Comment, Lecturer’s Filter, Student’s Filter, Video Conference, and Logout”. But, during the observation of the implementation of the e-learning platform, there are several strengths and weaknesses. In strengths are 1) Multi Users, 2) Online Application. 3) Several menus available. In the weaknesses, 1. This application contains a lot of data, 2. This application’s design will only look good when opened by using a laptop or a computer, 3. In making the material, it can only be shared into the Study Program category- Semester, and it cannot be shared with each class. 4. There may be the possibility of sending the material incorrectly. 5. This application does not have the facilities for importing and exporting user data. 6. In making multiple-choice question assignments, there is still a manual import feature, 7. E-learning does not have a Video Conference feature, 8. In printing grades into a file pdf, an additional application is required. 9. E-learning cannot record learning and participants in a video. 10. This application does not have an installer version on the android/smartphone.

Agriculture Students Perceptions Toward Native English-Speaking Teachers (NESTs) and Non-Native English-Speaking Teachers (NNESTs) Fitria Wulandari; Tira Nur Fitria; Adelina Maryanti
Jurnal Educative: Journal of Educational Studies Vol. 7 No. 2 (2022): December 2022
Publisher : Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30983/educative.v7i2.5407

This study aims to reveal students' perceptions of Native English-Speaking Teachers (NEST) and Non-Native English-Speaking Teachers (NNEST). The study involved students from the Agriculture Faculty of the Riau State Islamic University. This is a quantitative research that employs a survey design. The examination of the data reveals that students had a good assessment of teachers who were either native or non-native speakers. On the other hand, students encountered difficulties when learning with native and non-native professors. Students believe that NEST and NNEST will be more effective if native speakers also study and understand their original language and culture. Instructors who are not natural English speakers should pursue additional education in countries where English is the primary language to hone their abilities. The ideal non-native teachers are those who have reached a level of English proficiency comparable to that of a native speaker. Assuming the talents of the non-native English instructor are optimal, the majority of students believe that as long as instructors display a high level of competence and professionalism, there should be no discrimination between native speakers and non-native English teachers. However, when properly prepared and competent, both native and non-native English teachers can increase the enthusiasm for the student's English skill development. Both have their advantages and disadvantages, and they should collaborate to aid students in becoming successful English learners.

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.

Zakat Profesi (Zakat Penghasilan) Menurut Hukum Islam Tira Nur Fitria
Jurnal Ilmiah Ekonomi Islam Vol. 1 No. 01 (2015): Jurnal Ilmiah Ekonomi Islam, Vol. 01, No. 01, Maret 2015
Publisher : ITB AAS INDONESIA Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/jiei.v1i01.9

This study aims to find out about the zakat profession (tithe income) in Islamic view (Islamic law). This research is qualitative descriptive. This study included literature to examine the written sources such as scientific journals, books referesni, literature, encyclopedias, scientific articles, scientific papers and other sources that are relevant and related to the object being studied. As for the object of study of this research is in the form of texts or writings that describe and explain about the profession zakat (tithe income). Results from this study is obligatory of Zakat profession together with the charity business and other income such as agriculture, livestock and trade. Limit nisab wealth derived from the business professions can be equated with charity nisab plant yield is 5 wasaq (about 750 kg of rice), with the obligation of zakat 5% or 10%, and is payable when earning achievements, rewards or wages of the profession. For kind of professions such as doctors in hospitals, teachers or lecturers who only received a fixed salary of the workings of government agencies, likened nisab nisabnya with gold and silver, which is 93.6 grams, with the obligation of zakat 2.5 percent, which is issued every one years, and having expended costs of basic necessities.Keywords: zakat profession / income zakat, Islamic lawÂ

Perkembangan Bank Syariah di Indonesia Tira Nur Fitria
Jurnal Ilmiah Ekonomi Islam Vol. 1 No. 02 (2015): Jurnal Ilmiah Ekonomi Islam, Vol. 01, No. 02, Juli 2015
Publisher : ITB AAS INDONESIA Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/jiei.v1i02.30

This study aims to find out about the development of Islamic banks in Indonesia. This research is qualitative descriptive. This study included literature to examine the written sources such as scientific journals, books referesni, literature, encyclopedias, scientific articles, scientific papers and other sources that are relevant and related to the object being studied. As for the object of study of this research is in the form of texts or writings that describe and explain about the development of Islamic banks in Indonesia. Results from this study is Indonesian banking now enlivened by the presence of Islamic banks, which offers financial products and investment in a different way than conventional banks, as Indonesia is the largest Muslim country in the world. The development of Islamic banking in Indonesia has become a benchmark for the success of the Islamic economic existence. Bank Muamalat as the first Islamic bank and a pioneer for other Islamic banks in Indonesia.Keywords: Islamic banks, conventional banks, bankingÂ

Bisnis Multi Level Marketing (MLM) dalam Pandangan Islam Tira Nur Fitria
Jurnal Ilmiah Ekonomi Islam Vol. 2 No. 02 (2016): Jurnal Ilmiah Ekonomi Islam, Vol. 02, No. 02, Juli 2016
Publisher : ITB AAS INDONESIA Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/jiei.v2i02.47

This study aims to find out about MLM (Multi Level Marketing) in Islamic view (Islamic law). This research is qualitative descriptive. This study included literary research to examine the written sources such as scientific journals, book references, literature, encyclopedias, scientific articles, scientific papers and other sources that are relevant and related to the object which is being studied. As for the object of study of this research is form of texts or writings that describe and explain about MLM that be popular in Indonesia. Results of this study is Islamic law permit MLM as long as not contrary with Islamic law. However, if it is contrary with Islamic law, so MLM is forbiden. Islam has principles on the development of business systems that must be free of elements dharar (danger), jahalah (vagueness) and zhulm (detrimental or unfair to one party). The system of bonuses to be fair, do not oppress and do not only benefit the people. Businesses also must be free from the element of gambling, oppression, fraud, unclean, riba (interest), vanity etc. If we want to develop a MLM business, it should be free from those elements above. Therefore, the goods or services are commercialized and ordinances sales must be halal, no haram and doubtful, and not in conflict with the principles of Shari'ah above.Â Keywords: Business, MLM (Multi Level Marketing), syariahâ€™

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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