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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa LITE: Jurnal Bahasa, Sastra, dan Budaya ELT Worldwide: Journal of English Language Teaching BAHASA DAN SASTRA Jurnal Celtic Al-Lisan Ahmad Dahlan Journal of English Studies EDUCAFL : E-Journal of Education of English as a Foreign Language VIVID Journal of Language and Literature Kajian Linguistik dan Sastra Abjadia, International Journal of Education ELT Echo International Journal of Humanity Studies (IJHS) Journal of Language and Literature ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture Jurnal Akuntansi dan Pajak Jurnal Ilmiah Ekonomi Islam English and Literature Journal ETERNAL(english, teaching, learning, and Research Journal) Metathesis: Journal of English Language, Literature, and Teaching LET: Linguistics, Literature and English Teaching Journal Ranah: Jurnal Kajian Bahasa E-Structural ELS Journal on Interdisciplinary Studies in Humanities LEKSIKA Journal of Teaching and Learning English Issues Lire journal (journal of linguistics and literature Jurnal Bahasa Lingua Scientia JET (Journal of English Teaching) Adi Buana Journal AL-MUDARRIS JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Edulangue Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni Journal of Pragmatics Research Journal of English Education NOTION: Journal of Linguistics, Literature, and Culture International Journal of Economics, Business and Accounting Research (IJEBAR) EDUTEC : Journal of Education And Technology Jurnal Ilmiah Edunomika (JIE) Jurnal Humanities Pengabdian Kepada Masyarakat IALLTEACH (Issues In Applied Linguistics & Language Teaching) Journal of English Language and Culture Pioneer: Journal of Language and Literature Budimas : Jurnal Pengabdian Masyarakat Anaphora: Journal of Language. Literary and Cultural Studies Getsempena English Education Journal Pedagogy : Journal of English Language Teaching Journal of English Teaching and Learning Issues Education and Linguistics Knowledge Journal (Edulink) International Journal of Computer and Information System (IJCIS) Inovasi Kurikulum Al-Lisan: Jurnal Bahasa ELECTRUM: The English Language and Education Spectrum EBONY EPIGRAM (e-journal) Jurnal Ilmu Sosial dan Humaniora Jurnal Pengabdian Masyarakat Bidang Sosial dan Humaniora Soshum: Jurnal Sosial dan Humaniora JASL - Journal of Applied Studies in Language Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi Relevance: Journal of Management and Business Jurnal Educative: Journal of Educational Studies JELL (Journal of English Language Learning JIPkM Al Basirah ENJEL: English Journal of Education and Literature ATHENA: Journal of Social Culture and Society Journal of English in Academic and Professional Communication PRIMACY Journal of English Education and Literacy TEFLICS Leksema: Jurnal Bahasa dan Sastra Journal of Entrepreneurship and Community Innovations ADJES (Ahmad Dahlan Journal of English Studies)
Fitria, Tira Nur
Department Of Sharia Economics, ITB AAS, Surakarta
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 English to the University Students by Using “Wall Magazine” Media as a Project Based Learning Tira Nur Fitria
JET ADI BUANA Vol 4 No 1 (2019): Volume 4 Number 01 April 2019
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (427.76 KB) | DOI: 10.36456/jet.v4.n1.2019.1881

Abstract

This research is to describe the implementation of Project-based Learning by using the media of wall magazine as the students’ project in teaching English to the students of STIE AAS Surakarta. This study is descriptive qualitative research. From the result of this research, there are some steps in implementing project-based learning, they are 1) Setting the stage for students with real-life samples of the projects they will be doing. 2) Taking on the role of project designers, possibly establishing a forum for display or competition. 3) Discussing and accumulating the background information needed for their designs. 4). Negotiating the criteria for evaluating the projects. 5). Accumulating the materials necessary for the project. 6). Creating their projects. 7). Preparing to present their projects. 8). Presenting their projects. 9). Reflecting on the process and evaluating the projects based on the criteria established. By using wall magazine also bring some advantages for the students in their learning process. Project-based Learning shows the students’ participation of their competitive work in class and gives the students opportunities to share their individual opinion and information with their group's members in order to arrange their ideas and achieve their projects. Project-based Learning creates a positive atmosphere which allows the students to be more creative in learning English
Teaching English for Specific Purposes (ESP) to the Students in English Language Teaching (ELT) Tira Nur Fitria
JET ADI BUANA Vol 5 No 01 (2020): Volume 05 Number 01 April 2020
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v5.n01.2020.2276

Abstract

This article will provide 1) general overview and course design of English for Specific Purposes in the field of ELT (English Language Teaching), 2) the role of teacher and student in English for Specific Purposes (ESP), and 3) the difficulties related to teacher, student, environment and others in teaching English for Specific Purposes (ESP). In the field of English Language Teaching (ELT), English for Specific Purposes (ESP) concerns the specific English language needs of the target learners/students. It refers to teaching a specific genre of English for students with specific goals which is oriented and focused on English teaching and learning. ESP is designed and developed based on an assessment of purposes and needs and the activities for which English is needed. There are many teacher’s roles, such as asking to organize courses, setting the learning objectives, establishing a positive learning environment and evaluating the students' progress. While, the learners are related to a specific interest in learning, subject matter knowledge, and well-built learning strategies. In the implementation of ELT, there are any difficulties or problems related to the teacher in teaching ESP, such as the low quality of lectures and textbooks, teachers’ improper qualification and teaching methods and lack of a theoretical framework of teaching ESP. Difficulties related to the students, such as demographic characteristics and demands of learning ESP, English proficiency, differences between different languages, lack of vocabulary, depending on the dictionary and lack of skills in using dictionary especially ESP terms. While, the difficulties related to the environment and others are lack of teaching materials, classes with a too large student number, and heavily focused on the examination.
Linguistic problems of translating Indonesian popular lyrics of cover songs into English Tira Nur Fitria
JOALL (Journal of Applied Linguistics and Literature) Vol 7, No 1: February 2022
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v7i1.16504

Abstract

Translation results can be influenced by linguistic aspects. The objective of this study is to investigate several kinds of linguistic problems in the translation of Indonesian popular lyrics’ cover-songs from Indonesian into English. This study applies descriptive qualitative research. This research uses the document to collect data. The document used is cover songs from several popular singers and bands such as Andmesh Kamaleng, Anneth, Budi Doremi, Nineball, and Christian Bautista. There are seven popular lyrics’ cover songs that have been analyzed. The result analysis shows that translation songs activities cannot be separated from linguistic problems as in morphological, syntactical, phonological, and semantic. Morphologically, the problem is in the difference of the grammatical system related to singular and plural nouns. In phonological, the problem is in the differences between Indonesian and English syllables. As a result, the differences cause a different pronunciation and produce a different number of syllables. Syntactically, the problem is in constructing sentence elements. In a sentence, both in Indonesian and English at least will need a subject and a predicate orderly. Semantically, the problem is related to the meaning contained in a word or sentence, but equivalence may occur in translating to achieve an adequate degree of equivalence. When translating a song, a translator must pay close attention to the many components that contribute to the creation of a full product song. These components include song lyrics or text, as well as musical elements like melody and rhythm. In its formulation, the song lyric is a language that is not isolated from the musical principles such as the song's rhythm, melody, and harmony. In song translation, the sense and facts of the source texts are often changed. Therefore, the translator is faced with a choice of whether or not to translate such a lyric.
Students’ Perception toward the Implementation of Synchronous Learning during COVID-19 Pandemic in English Language Teaching (ELT) Tira Nur Fitria
E-Structural (English Studies on Translation, Culture, Literature, and Linguistics) Vol 4, No 01 (2021): June 2021
Publisher : Universitas Dian Nuswantoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33633/es.v4i01.4470

Abstract

Abstract. During COVID-19 pandemic, educators implement online learning in the education process. Basic interactive models of online learning available, such as synchronous learning, as a face-to-face learning process through online media. This research investigates the students’ perception toward the implementation of synchronous learning in ELT especially TOEFL. This research is qualitative. The results show that: 1) 51 % of students use Zoom and Live YouTube in learning TOEFL. 2) 89.7 % of students use mobile phones in online learning. 3) 49.7 % of students agree that Zoom has complete features. 4) 83.2 % of students agree that operating Zoom’s features is very easy. 5) 74.2 % of students agree that Zoom is easy-used. 6) 72.9 % of students agree that using Zoom in learning TOEFL is effective. 7) 73 % of students agree that using Live YouTube in learning TOEFL also effective. 8) 63.9 % agree that in Zoom, they can participate by face-to-face interactions (e.g. question-answer even discussion with lecturer and classmates. 9) 95.5 % of students agree that using YouTube, videos can be seen anytime and anywhere because videos are stored on the lecturer’s channel. In the understanding level of TOEFL, 83.2 % of students really understand in the listening section, 89.7 % of students understand the reading section, and 81.3 % of students understand the Structure and Written Expression section. Several problems affect learning TOEFL with Zoom and YouTube. Students have a problem with an internet connection. The other problems are internet quota, technical problems of the device (e.g battery, device dead suddenly, audio quality, device’s video/audio, and others), device’s type used, and surrounding conditions (e.g light conditions, sounds, or other disturbances). In the next learning system, 80.6 % of students agree that the next learning system implements face-to-face learning and still uses Zoom and YouTube Live Streaming. Keywords: ELT, synchronous learning, TOEFL, YouTube, Zoom Abstrak. Selama pandemi COVID-19, para pendidik menerapkan pembelajaran online dalam proses pendidikan. Model pembelajaran online interaktif dasar yang tersedia, seperti pembelajaran sinkron, sebagai proses pembelajaran tatap muka melalui media online. Penelitian ini mengkaji persepsi siswa terhadap penerapan pembelajaran sinkron di ELT khususnya TOEFL. Penelitian ini bersifat kualitatif. Hasil penelitian menunjukkan bahwa: 1) 51% siswa menggunakan Zoom dan Live YouTube dalam pembelajaran TOEFL. 2) 89,7% siswa menggunakan ponsel dalam pembelajaran online. 3) 49,7% siswa setuju bahwa Zoom memiliki fitur yang lengkap. 4) 83,2% siswa setuju bahwa mengoperasikan fitur Zoom sangat mudah. 5) 74,2% siswa setuju bahwa Zoom mudah digunakan. 6) 72,9% siswa setuju bahwa menggunakan Zoom in learning TOEFL efektif. 7) 73% siswa setuju bahwa menggunakan Live YouTube dalam pembelajaran TOEFL juga efektif. 8) 63,9% setuju bahwa dengan Zoom, mereka dapat berpartisipasi dengan interaksi tatap muka (misalnya tanya jawab bahkan diskusi dengan dosen dan teman sekelas. 9) 95,5% mahasiswa setuju bahwa dengan menggunakan YouTube, video dapat dilihat kapan saja dan di mana saja karena video disimpan di saluran dosen. Pada tingkat pemahaman TOEFL, 83,2% siswa sangat memahami bagian menyimak, 89,7% siswa memahami bagian membaca, dan 81,3% siswa memahami bagian Struktur dan Ekspresi Tertulis. Beberapa masalah memengaruhi pembelajaran TOEFL dengan Zoom dan YouTube. Siswa memiliki masalah dengan koneksi internet. Masalah lainnya adalah kuota internet, masalah teknis perangkat (misal baterai, perangkat mati mendadak, kualitas audio, video/audio perangkat, dan lain-lain), jenis perangkat yang digunakan, dan kondisi sekitarnya (misal kondisi cahaya, suara, atau gangguan lainnya). Pada sistem pembelajaran selanjutnya, 80,6% siswa setuju bahwa sistem pembelajaran selanjutnya menerapkan pembelajaran tatap muka dan masih menggunakan Zoom dan YouTube Live Streaming.Kata kunci: ELT, pembelajaran sinkronus, TOEFL, YouTube, Zoom
Error Analysis Found in Students’ Writing Composition of Simple Future Tense Tira Nur Fitria
ELS Journal on Interdisciplinary Studies in Humanities Vol. 1 No. 3 (2018): SEPTEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (391.078 KB) | DOI: 10.34050/els-jish.v1i3.5028

Abstract

Error analysis is a way to investigate errors in the second or foreign language acquisition. This study of error (error analysis) is part of an investigation of the process of English language learning. This research will find the kind of error analysis found in students’ writing composition in the aspects of grammar, punctuation, and spelling and to find the most dominant kind of error analysis found in students’ writing composition of simple future tense. This research used the qualitative research to collect empirical data from the students’ written. By using this method, the data would be accurately collected. The object of the research is fifteen students’ writing composition which taken from 15 students of S1 Accounting STIE AAS Surakarta. The result of analysis shows that the students’ error in writing composition of simple future tense consists of three aspects of writing. First, in grammar, punctuation and spelling. In grammar aspect, there are errors in some points of class word like in noun (21 data or 36,84 %), determiner/article (2 data or 3,51 %), pronoun (1 data or 1,75 %), preposition (15 data or 26,32 %) and verb (18 data or 31,58 %), then the most dominant error in grammar aspect is noun. Second, in punctuation (16 data or 17,20%). Third, in spelling (20 data or 21,51%). Based on the frequency of each aspect of error writing shows that the most dominant error found in the students’ writing composition is in the aspect of grammar as 57 data or 61,29.
Translation Technique of English into Indonesian Subtitle in “Bhaijan Bajrangi” Movie Tira Nur Fitria
ELS Journal on Interdisciplinary Studies in Humanities Vol. 2 No. 2 (2019): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (933.223 KB) | DOI: 10.34050/els-jish.v2i2.5347

Abstract

This objective of the research is to classify the types of translation technique from English to Indonesian subtitle, to determine the most dominant type of translation technique of English to Indonesian subtitle of “Bhaijan Bajrangi” movie. The study of this research used the descriptive qualitative method to describe the subject or the object of the research based on the fact or reality. The data of this research are utterances or sentences in the movie script, which involves two different languages, both the SL (English) and the TL (Indonesian). The source data are “Bhaijan Bajrangi” movie. The data were collected by using the documentation method in the movie. The type of translation techniques used are: 1) Literal (137 data or 28.84 %), 2) Modulation (86 data or 18.11 %), 3) Reduction/Omission (83 data or 17.47 %), 4) Established Equivalence (49 data or 10.32 %), 5) Amplification/Addition (42 data or 8.84 %), 6) Transposition/Shift (33 data or 6.95 %), 7) Borrowing (20 data or 4.21 %), 8) Particularization (12 data or 2.53 %), 9) Generalization (6 data or 1.26 %), 10) Adaptation (5 data or 1.05 %), and 11) Description (2 data or 0.42 %).
Translation Technique of English to Indonesian Subtitle in “Crazy Rich Asian” Movie Tira Nur Fitria
ELS Journal on Interdisciplinary Studies in Humanities Vol. 3 No. 1 (2020): MARCH
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (610.944 KB) | DOI: 10.34050/els-jish.v3i1.8415

Abstract

This objective of the research is to classify the types of translation technique from English to Indonesian subtitle, to determine the most dominant type of translation technique of English to Indonesian subtitle of “Crazy Rich Asian” movie. This research is descriptive qualitative research. It presents the problem clearly based on the most accurate data, explaining and describing the topic of a problem based on the theory used. The technique of collecting data used is documentation. There are 8 types of translation techniques found in the subtitle Crazy Rich Asian movie. The type of translation techniques used are Shift/Transposition as 72 data or 19.46 %, Literal as 70 data or 18.92 %, Established Equivalence as 62 data or 16.76 %, Reduction/Omission as 53 data or 14.32 %, Borrowing as 52 data or 14.05 %, Addition/Amplification as 30 data or 8.11 %, Modulation as 26 data or 7.03 % and Adaptation as 5 data or 1.35 %. While the most dominant type of translation technique of English to Indonesian subtitle of “Crazy Rich Asian” movie is shift/transposition.
A View of Personality a Good Language Learner: An Investigation of Non-EFL Students Tira Nur Fitria
Abjadia Vol 7, No 1 (2022): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v7i1.15667

Abstract

The personality of the learner is one of the suspected internal factors that affect the success of foreign language learning. The objective of this study is to investigate the personality of non-EFL students to be being good language learners. This research is descriptive qualitative. The questionnaire is used to determine the students’ MBTI personality type (Myers-Briggs Type Indicator). The analysis shows that the personality of the student’s initial name SK is introverted, intuition, feeling, and judging.  While, the personality of the student’s initial name MT is extraverted, sensing, thinking, and perceiving. The personality type of Initial’s Student Named MT is INFJ (The Counselor). This personality shows the characters insightful, harmonious, compassionate, private, ad perceptive. While the personality type of Initial’s Student Named SK is ESFP (The Performer). This personality shows the characters energetic, dynamic, earnest, charming, and optimistic. The personality of the learner is one of the factors that need to be considered in foreign language learning that can support or even inhibition of learning success. Learners need to know their personality better to know their strengths and weaknesses regarding language learning. The characteristics of a good language learner need to be known to be a good foreign language learner. Future research still required larger samples and more comprehensive personality measures (possibly using more than one of the standard multi-trait model assessments with the same or different students) to find precise statistical evidence that will shed light on teachers'/lecturer views/beliefs about the importance of this issue.
USING CANVA AS MEDIA FOR ENGLISH LANGUAGE TEACHING (ELT) IN DEVELOPING CREATIVITY FOR INFORMATICS STUDENTS’ Tira Nur Fitria
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 7, No 1 (2022): JUNE
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v7i1.10789

Abstract

This research simulates the use of Canva as a medium for English Language Teaching (ELT) in developing the creativity of Informatics Students in English for Working Course at ITB AAS Indonesia. This research is descriptive qualitative. The result analysis shows that educators (teachers or lecturers) can use the Canva application in English Language Teaching (ELT) such as creating materials for job vacancies, cover letter/job application letter, curriculum vitae (CV) or resume in English for Working subject to the students. In creating materials for “Job Vacancy”, we can use a template or layout of brochures, flyers, or announcements. Canva is very suitable to be used for learning basic competencies about functional texts, including functional texts to make brochures/flyer/announcement, letter, and curriculum vitae (CV) or resume by editing the existing text in the Canva application and then changing it with their words according to the situation requested by the teacher. Canva is hoped can develop and grow students' creativity in the field of technology by designing their designs, adding text, adding images, or adding photos. Canva application is very easy to practice and suitable for students majoring in Informatics students who want to learn to make simple graphic designs creatively and innovatively.
ANALYSIS OF LOVE IN “THE BROKEN WINGS” BY KAHLIL GIBRAN Tira Nur Fitria
ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture Vol 6, No 1 (2022)
Publisher : Jurusan Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um006v6i12022p140-152

Abstract

Love is a priceless gift and without it, life feels empty. Therefore, keep love with loyalty, honesty, and be able to keep our heart from being stained just for self-satisfaction which will regret in the end. This expression may as the basis for the writing of the novel "Broken Wings" by Khalil Gibran, a poet, philosopher, and painter from Lebanon. This work is considered very beautiful and tells the story of the fate that broke the wings of Gibran's love for a Lebanese girl named Selma Karamy. The objective of this research is to describe the meaning of love found in “The Broken Wings” by Kahlil Gibran. Love is the main theme in this story. The love in it is not only for Gibran to Selma Karamy, but also Selma Karamy's affection for his father is a form of love. Selma Karamy, who is starting to grow up, feels restless about her father. He realized that she was a woman. "Indeed, the tears of an old man are more meaningful than the tears of youth”. Love is not only for lovers, a child can give love to his parents. But, in the novel Wings of Broken, the love of a couple is highlighted. With his extraordinary sensitivity, Kahlil Gibran weaves a love story about a beautiful and passionate couple. The strength of this novel lies in its poetic lyrics which are full of meaning and the criticism it conveys. Love is interpreted as an attempt to love, do not have to have a loved one. Because in the end all will be returned to God, the Owner of Love. In this case, Gibran sees Selma as a ray of light that leads him to understand the meaning of life. Selma led Gibran to enter willingly into the paradise of pure love and truth with her sweetness and love. In The Broken Wings, Gibran uses the story of Adam and Eve to illustrate his story. When the love has died (or forced to die), what remains is only a row of sorrow that resides on the tomb. Leaving sweet dreams and painful memories behind. Just like a broken wing, unable to flap anymore.
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