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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.

Using TED Talks In English Language Teaching (ELT): Supplemental Resources for English Language Teaching (ELT) Tira Nur Fitria
SOSMANIORA: Jurnal Ilmu Sosial dan Humaniora Vol. 1 No. 1 (2022): Maret 2022
Publisher : Yayasan Literasi Sains Indonesia

The objective of this research is to discuss using TED Talks in English Language Teaching (ELT). This research uses the descriptive qualitative method. Based on the findings, it shows that TED Talks can help students learn a variety of skills on English skills such as speaking, listening, and writing skills. In speaking, TED Talks allow the students in listening to a good example of talks/lecturers and to analyze how they are structured and presented. The students can be given the opportunity outside of class to watch selected TED Talks, so these talks are can be analyzed in class and the students are familiar with the language and content. In listening, TED talks are delivered by native English speakers from all over the world which allows the students to see some TED chats about a subject that concerns them, by merely listening to a native English speaker. They can help develop their understanding, vocabulary, and pronunciation skills. In writing, available TED Talks’ transcripts allow the students to read along with the spoken word. This can develop their skills in grammar and vocabulary to hear what is being said quickly. It is important to point out that there are lots of websites or digital channels where the students and teacher can find TED Talks English video which provides speeches or presentations from world inspirational figures from various fields with various interesting topics. These video-based language learning make the students understand the influential TED Talks concepts and explore them more. Teaching English with TED Talks supports every English language program with easy-to-use classroom tools. TED talks are also great resources for teachers like approach to teaching ESL. English Language Teaching by using TED Talks is one of the authentic supplemental resources for English teachers to manage in English language learning programs.

Online Learning Implementation and Challenges during Covid-19 Pandemic: English Lecturers’ Perspective in Indonesia Tira Nur Fitria; Afdaleni; Nurmala Elmin Simbolon; Ida Bagus Putu Suamba
SOSHUM : Jurnal Sosial dan Humaniora Vol. 12 No. 2 (2022): July 2022
Publisher : Unit Publikasi Ilmiah, P3M, Politeknik Negeri Bali

This study investigates the English lecturers’ perspective on the implementation and their challenges (difficulties) in online learning during the Covid-19 pandemic. This research is qualitative descriptive. There are 115 English lecturers from various state and private higher institutions in Indonesia are involved in this research. The result analysis shows that most English lecturers implement online learning during 4 semesters, and the dominant applications used are Zoom Meeting, WhatsApp, Google Meet, Institutional E-Learning, and YouTube. During conducting online learning, 1) they have the flexibility of place and time in teaching, 2) they have the freedom to choose and use the type of e-learning app and they feel satisfied with the use of application features to support online lectures. But, they need more time to prepare materials, use more materials, use creative and interesting materials also use interesting and different teaching methods. The English lecturers also face difficulties during conducting online learning such as 1) difficulty to master the class and control students. 2) the students are not more participative, enthusiastic, and interactive, 3) difficulty determining/assigning assignments/projects, and 4) difficulty holding mid-term and end-of-semester exams online both written exams and oral exams. 5) difficulty in evaluating/assessing students during online learning. 6) feel worried about students' abilities and grades. Sometimes they also feel bored teaching online. Besides, they experience other various problems, such as quota and internet connection, interference with the device used, and environmental conditions, even though they don't know students more closely and personally. After conducting online learning, English lecturers feel satisfied with online lectures for several semesters, feel online learning is more interesting and challenging, but they have more teaching load in online lectures than offline even do not receive more compensation for teaching online.

SPEECH ACT ANALYSIS FOUND IN INSTAGRAM CAPTIONS OF "WHO INDONESIA” Tira Nur Fitria
Kajian Linguistik dan Sastra Vol 6, No 1 (2021)
Publisher : Universitas Muhammadiyah Surakarta

Speech acts are utterances that contain action as a function of communication that considers aspects of the speech situation. The objective of this research is to analyze the type of speech act found in Instagram Captions of ‘WHO Indonesia”. This research uses descriptive qualitative research. There are 332 data which contains the speech act in Instagram Captions of ‘WHO Indonesia”. There are some types of speech acts found in Instagram captions in ‘WHO Indonesia”, they are directive, representative and expressive speech acts. 1) Directive speech act is a speech act that is performed so that the speaker does what the speaker says. In directive speech act shows 204 data or 61.45 % consist of positive forms, such as the use of base form or verb 1 and the use “let’s”, and the negative form such as the use verb “Don’t”. 2) Representative speech acts are speech acts that bind the speaker to the truth or fact. In representative speech act shows 120 data or 36.14 % which show opinion, assumption, stating, and informing. While Expressive speech acts are actions that are carried out to assess or evaluate what is mentioned in the speech. In an expressive speech, the act shows 8 data or 2.44 % which consists of the act of thanking, condolences, and congratulating.

Pengajaran Kosakata Dasar Bahasa Inggris (English Basic Vocabulary) dengan Metode Drilling Untuk Anak-Anak Desa Kalangan Mulur Sukoharjo Tira Nur Fitria
Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi Vol 1, No 2: August 2022
Publisher : Universitas Negeri Gorontalo

The purpose of this community service activity is to teach and introduce English vocabulary through the drilling method so that it can improve the ability to memorize English vocabulary. The method of community service used is a demo. In carrying out this activity, teaching English vocabulary is carried out using the drilling or retreat method. There are several stages carried out, namely: scheduling the teaching of foreign language vocabulary, presenting English vocabulary material, introducing and using English vocabulary around, inviting children to interpret or define each new vocabulary taught, repeating English vocabulary material, and conducting tests to assess the level of achievement in learning English vocabulary using the drilling method. So that children can master vocabulary easily, fun learning is needed so that children are interested in memorizing English vocabulary. In its use, children must also be able to manage time well by using various drilling methods so that children do not feel bored quickly, enthusiastically, and enthusiastically learning English. Here, the task of educators is to determine and use appropriate English teaching techniques applied to children.

Culture-based Animation: Inserting Indonesian Local Culture in Animation Series ‘Si AA’ Tira Nur Fitria
Journal of Language and Literature Vol 22, No 2 (2022): October
Publisher : Universitas Sanata Dharma

Indonesia offers many opportunities to use local culture’s potential in producing Indonesian animation. The greatest idea is to make an animation that is based on the characteristics of traditional or local arts from each region. This research analyzes the Indonesian local cultures inserted in the animation series Si Aa’ created by RANS Animation Studio. This research uses descriptive qualitative research. The documents are taken from 9 videos of the animation series “Si Aa” released in 2020 and 2021. The result analysis shows that there are 12 examples of Indonesian local culture in ‘Si Aa” animation series such as 1) Inserting a local language “Sundanese”, 2) Inserting local story (folklore) of Timun Emas, 3) Inserting regional Dance “Jaipong”, 4) Inserting regional musical instruments “Angklung”. 5) Inserting regional music instrument “Gamelan”. 6) Telling an Indonesian national hero “Kapitan Pattimura”. 7) Showing a palace building “Keraton”. 8) Inserting regional performing arts “Wayang Suket”. 9) Inserting regional Performing Arts “Ondel-ondel”. 10) Inserting traditional game “Gangsing”, 11) Inserting local handicraft “Tenun”, 12) Showing tourism place destination in Maluku, 13) Inserting local custom “Tandur”. Through animation, the creator conveys the local culture by recognizing and appreciating an Indonesian identity in their work. Initially, culture-based animation served simply as a means of Indonesian cultural preservation.

Benefit Perception Analysis, Risk Perception, Hedonic Motivation, Psychological Factors, Web Design To Online Shop Purchase Decisions Iin Emy Prastiwi; Tira Nur Fitria
Relevance: Journal of Management and Business Vol. 4 No. 1 (2021)
Publisher : UIN Raden Mas Said Surakarta

This study aims to determine what factors influence consumer decisions to buy through an online shop. The factors that the researchers took were perceived benefits, perceived risks, hedonic motivation, psychological factors, and web design. This research is a quantitative study by taking a study at ITB AAS Indonesia. The population in this study were all academicians of ITB AAS Indonesia who have ever made purchases on the line shop. The sample in this study amounted to 142. The technique of collecting data by distributing questionnaires and interviews. The analytical method used is multiple linear regression analysis. The results obtained in this study are the variables of perceived usefulness, hedonic motivation, and web design have a positive and significant effect on online shop purchasing decisions. Meanwhile, risk perception and psychological factors do not have a significant effect.

Non-EFL Students’ Experience of Speaking English: A Project Based Learning in Making Video Tira Nur Fitria; Uswatunnisa Uswatunnisa; Petrus Jacob Pattiasina
Al-Mudarris: Journal Of Education Vol 5, No 1 (2022): edisi APRIL
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/al-mudarris.v5i1.950

The objective of this research is to know the non-EFL students’ experience in making a project of English Speaking video as Project-Based Learning (PBL). This research is descriptive qualitative. The analysis shows that: students feel that speaking is a difficult skill in English, but they agree that the topic of the speaking project about ‘Introduction Myself & Others is “interesting”. In making an English project video, students make an Indonesian script then translate it into English, students read scripts when recording videos and almost do 5 times repetitions of making an English video project. The duration of making an English video project about more than 1 minute and 2 minutes duration. During making an English project video, the students face difficulties, such as doing pause (pauses the message while thinking about what to say), doing filler (filling the gap in speaking with a certain voice (eeeeee, emmmmm, hmmm, and others), doing a mispronunciation/spelling error, doing a grammatical error, having a limited vocabulary, having trouble using accents in English, and having difficulty when expressing ideas. While, external students’ difficulties such as having mental problems, being easily distracted by their surroundings, having problems related to media (the audio/image is not clear), and having problems with lighting. By using video projects, students can know the vocabularies and how to read it in English, can know better English grammar, students can express ideas in speaking English, students feel courageous and confident in speaking English and they can improve their English speaking skills.

Figurative Language in the Broken Wings by Kahlil Gibran: An Analysis of Language Style as Stylistic Effect Tira Nur Fitria
NOTION: Journal of Linguistics, Literature, and Culture Vol. 4 No. 2 (2022): NOTION: Journal of Linguistics, Literature, and Culture
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/notion.v4i2.5798

The objective of this research is to find out the figurative languages in the Broken Wings by Kahlil Gibran. This research is descriptive qualitative. The data was taken from Kahlil Gibran’s novel entitled “The Broken Wings”. The researcher analyzes the data based on Abrams’s theory (1999) about figurative language. The result analysis shows that Based on table 9 above, shows there are several types of figurative language in “The Broken Wings” by Kahlil Gibran. 292 data contains figurative language in 8 types of figurative language including simile, personification, metaphor, synecdoche, hyperbole, paradox, symbol, and proverb. In a simile, there are 128 data (43.8 %). In personification, there are 34 data (11.6 %). In metaphor, there are 33 data (11.3 %). In synecdoche, there are 30 data (10.3 %). In hyperbole, there are 25 data (8.6 %). In a paradox, there are 22 data (7.5 %). In symbol, there are 13 data (4.5 %). In the proverb, there are 7 data (2.4 %). It shows that the most dominant type of figurative language in “The Broken Wings” by Kahlil Gibran is simile as 128 data or 43.8 %. The novel Broken Wings by Kahlil Gibran is a romantic literary novel that tells the fate of Gibran's love story for a Lebanese girl named Selma Karamy. The writing of this novel is very light and easy to read and the way he writes it makes us immersed in the situation of the love story. The style of language used by the author in this novel is very distinctive. The author provides proof that his love story wrapped in romance is written in beautiful and interesting language to the readers.

AN ANALYSIS OF THE STUDENTS’ DIFFICULTY IN READING THE TOEFL PREDICTION TEST Tira Nur Fitria
Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni Vol 23, No 2 (2022)
Publisher : Fakultas Bahasa dan Seni UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/komposisi.v23i2.116291

The objective of this study is to know the students’ difficulty TOEFL prediction test of reading skills. This study uses qualitative research. The findings show some difficulties faced by the students in reading TOEFL. In external factors, they are: 1) Using the reading technique of skimming to find the main idea or point of the reading as a whole. 2) Using techniques of scanning to find more specific information from a long reading in the reading. 3) Reading the questions first then reading the reading on the TOEFL reading. 4) Feeling the topic of the TOEFL reading passages is less or unfamiliar. 5) Feeling the reading passages on the TOEFL reading is too long or too much. 6) Feeling lots of unfamiliar vocabulary in the TOEFL reading. 7) Feeling the number of TOEFL reading questions is too much. 8) Feeling the amount of time to do the TOEFL reading questions is short because of only about 55-60 minutes. While, in internal factors, the students: 1) Having limited memory when reading the TOEFL’s passages. 2) Tending to choose easy questions first than difficult questions. 3) Having a lack of concentration in doing the TOEFL reading test. 4) Having previous experience taking the TOEFL reading test before. 5) Having a lack of practice in reading TOEFL passages. 6) Having boredom when doing TOEFL reading questions. 7) Feeling easily distracted by other things when reading TOEFL reading questions. 8) Being busy interpreting each word/sentence while reading the TOEFL passages.

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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