Garuda - Garba Rujukan Digital

p-Index From 2021 - 2026

11.806

P-Index

This Author published in this journals

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

Published : 127 Documents Claim Missing Document

Claim Missing Document

Articles

6 7 8 9 10

A PSYCHOANALYSIS OF PSYCHOPATHS: PERSONALITY DISORDER OF THE MAIN CHARACTER IN ORPHAN FILM Tira Nur Fitria
ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture Vol 6, No 2 (2022)
Publisher : Jurusan Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um006v6i22022p153-173

The objective of this research is to know the psychopath behavior shown by Esther as a main character in the Orphan film and the cause of her psychopath behavior. This research is descriptive qualitative research by using the psychopath's theory from Hare (2011). Orphan is a psychopathic, thriller, and psychological-themed film directed by Jaume Collet Serra which was released in 2009. The result analysis shows that in the film Orphan, Esther shows a psychopath behavior as the main character, they are: 1) displays a false or superficial self-charm, 2) Failure to conform to social norms (likely to breach social and legal standards and conventions), 3) Having unstable ad uncontrolled emotion, 4) Acting reckless, impulsive, and hard to control, 5) Heartless and lacks empathy, 6 )Lack of remorse, easy to lie for no reason and without guilt (deception), 7) Tending to seek the attention of others, 8) Capable of committing various types of criminal acts such as killing Sister Abigail, burning Max, trying to kill Max, stabbing John, shooting and stabbing Kate, 9) Behave aggressively, 10) Manipulative and likes to cheat, and 11) Having a history of being difficult, criminal, or dangerous experience. The cause of Esther’s psychopath is caused by a hormone disorder called hypopituitarism. It likes a body disorder. She looks like a 9-year-old physically, but psychologically she is normal as a 33-year-old woman, with feelings of liking for the sex and having biological needs. It can be seen from his attitude that always tries to be close to the father of his adoptive family, namely when he dresses up as an adult and then teases Jack, his adoptive father.

Identifying Grammatical and Mechanical Errors of Students’ Writing: Using “Grammarly” as an Online Assessment Tira Nur Fitria
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 16, No 2 (2022)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v16i2.116824

This research investigates “Grammarly” as one tool of an online assessment in identifying grammatical and mechanical errors of students in writing English. This research is descriptive qualitative research. The result analysis shows that Grammarly is used to assess the students’ writing both grammatical and mechanical (spelling, punctuation, and capitalization) errors. From Grammarly report, it represents the quality of writing. First, student A’s text score is 46 out of 100. It is found writing issues (both grammatical and mechanical errors) such as confusing words, punctuation in compound/complex sentences, misspelled words, determiner use, incorrect verb forms, faulty subject-verb agreement, pronoun use, conjunction use, incomplete sentences also wordy sentences. Second, student B’s text score is 37 out of 100. It is found writing issues (both grammatical and mechanical errors) such as confusing words, misspelled words, determiner use, mixed dialects of English, incorrect noun numbers, pronoun use, incorrect verb forms, and comma misuse within clauses. Grammarly is an online proofreading service that checks for students’ grammar, spelling, and punctuation errors. Grammarly automatically verifies or detects the work typed based on a variety of factors and reveals a variety of student writing errors, both in terms of grammatical and mechanical. This finding suggests that teachers/lecturers can use Grammarly as online automated software to implement corrective evaluation of the EFL or non-EFL students’ writing. They can examine and analyze students' errors in great depth without having to make a lot of corrections or improvements manually.

Agriculture Student’s 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.

PELATIHAN PENULISAN KARYA ILMIAH (TUGAS AKHIR DAN SKRIPSI) BAGI MAHASISWA D3 DAN S1 DI PROVINSI JAWA DAN LUAR JAWA Suprihati Suprihati; Tira Nur Fitria
Jurnal Inovasi dan Pengabdian Kepada Masyarakat Vol 1, No 1 (2021): Jurnal Inovasi dan Pengabdian Kepada Masyarakat (JIPkM)
Publisher : STIE Trisna Negara

Tujuan dari pelaksanaan pengabdian kepada masyarakat (PKM) dalam bentuk pelatihan ini adalah memberikan pemahaman kepada mahasiwa D3 dan S1 tentang sistematika penulisan karya tulis ilmiah (TA dan Skripsi) yang baik, berkualitas dan bermanfaat untuk nantinya. Kegiatan ini sekaligus untuk meningkatkan motivasi mahasiswa untuk melakukan kegiatan penulisan karya tulis ilmiah yang berkualitas. Metode pelaksanaan kegiatan Pengabdian Kepada Masyarakat (PKM) ini menggunakan metode ceramah dan diskusi. Kegiatan pengabdian pada masyarakat (PKM) dilaksanakan pada Senin, 1 Juni 2021 yang dikemas dengan Webinar Nasional dengan menggunakan Zoom Meeting dan Live Streaming YouTube. Peserta yang mengikuti di Zoom Meeting mencapai 100 peserta serta ratusan peserta mengikuti Live Streaming Youtube. Para peserta hadir dari berbagai Perguruan Tinggi di provinsi Jawa dan luar Jawa. Hasil kegiatan ini menunjukkan bahwa kegiatan pelatihan penulisan karya ilmiah, Tugas Akhir (TA) dan Skripsi berjalan dengan baik dan lancar. Antusias peserta (mahasiswa D3 dan S1) saat mendaftar dan mengikuti kegiatan ini sangat banyak hingga mencapai ratusan peserta yang telah mendaftar (di awal acara) dan mengisi absensi kehadiran (di akhir acara) dengan Google Form. Ratusan peserta ini mengikuti kegiatan dengan Zoom Meeting (terbatas hanya 100 peserta) dan Live Streaming YouTube. Hal ini tentunya menumbuhkan semangat pada peserta, dilihat dengan adanya respon yang baik dari para peserta terhadap pelaksanaan pelatihan ini. Banyak peserta yang antusias dalam bertanya kepada narasumber baik di Chat Room Zoom ataupun Live Chat YouTube terkait dengan Tugas Akhir (TA) dan Skripsi. Kata kunci: karya ilmiah, Karya Tulis Ilmiah (KTI), Tugas Akhir (TA), Skripsi AbstractThe purpose of implementing community service (PKM) in the form of this training is to provide understanding to D3 and S1 students about the systematics of writing good, quality, and useful scientific papers (TA and Thesis). This activity is also to increase student motivation to carry out quality scientific writing activities. The method of implementing this Community Service (PKM) activity uses the lecture and discussion method. Community service activities (PKM) were held on Monday, June 1, 2021, which were packaged with a National Webinar using Zoom Meetings and YouTube Live Streaming. Participants who took part in the Zoom Meeting reached 100 participants and hundreds of participants took part in Live Streaming Youtube. The participants came from various universities in the province of Java and outside Java. The results of this activity indicate that the training activities for writing scientific papers, Final Projects (TA), and Thesis run well and smoothly. The enthusiasm of the participants (D3 and S1 students) when registering and participating in this activity was very much up to hundreds of participants who had registered (at the beginning of the event) and filled in attendance (at the end of the event) with a Google Form. These hundreds of participants took part in activities with Zoom Meetings (limited to only 100 participants) and YouTube Live Streaming. This certainly raises the spirit of the participants, seen by the good response from the participants to the implementation of this training. Many participants were enthusiastic in asking the speakers either in the Zoom Chat Room or YouTube Live Chat related to the Final Project (TA) and Thesis. Keywords: scientific paper, Scientific Writing (KTI), Final Project (TA), Thesis

NEED ANALYSIS OF NON-ENGLISH DEPARTMENT STUDENTS IN ENGLISH FOR SPECIFIC PURPOSE (ESP) Tira Nur Fitria
Jurnal Bahasa Lingua Scientia Vol 14 No 2 (2022)
Publisher : Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2022.14.2.189-209

This research is to investigate the need analysis of the non-English students in ESP. This research is descriptive and qualitative. The findings show that in the educational students’ background in high school from 348 students as respondents, most students (196 students or 56.3 %) graduated from Vocational High School. They think that the career opportunities available to tertiary education graduates are much wider and more numerous. Most students (259 students or 74.4 %) have a ‘Basic’ level. The students can use simple vocabulary/expressions in English, know a little grammar and make lots of pronunciation errors. Most students (232 students or 66.6 %) are motivated to learn English to have the ability in communicating orally in English and to get a good job after graduating from the study. Most students (231 students or 66.6 %) have difficulty understanding grammar’. Most students (250 students or 71.8 %) want to have the reading ability in looking for information on English text. Most students (283 students or 81.3 %) want to have the ability in writing English sentences properly and correctly. Most students (270 students or 77.6 %) want to have the ability in listening to and understanding English presentations from the lecturer. Most students (304 students or 87.4 %) want to have the speaking ability in pronouncing English words correctly. Related to English language material needs for specific purposes required by students, most students (303 students or 87.1 %) want the material of vocabulary, especially English specific terms in several references such as books, journal articles, textbooks, modules, or other sources according to their study program in the fields of Accounting, Taxation, Engineering and Information Systems, and Islamic Economics.

ANALYSIS OF WORD FORMATION PROCESS IN ONLINE SHOP’S TERMINOLOGIES Tira Nur Fitria
Kajian Linguistik dan Sastra Vol 7, No 2 (2022)
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/kls.v7i2.15511

This study is to analyzes the type of word formation process of terms in online shops. Thisresearch used descriptive qualitative. The result of the analysis shows four types of wordformation process in online shops, namely derivation, compounding, clipping, and acronym.The derivation is the process of forming words by giving affixes to the word, so results in newword formation causes a change in word-class and its meaning. The examples of suffix are -er,-or, -al, -ment, -ed, –ing in the words “Seller, Buyer, Supplier, Retailer, Counter, Hanger,Customer, Testimonial, Endorsement, Payment, Booked, Trusted, Shipping, Booking,Packaging”. The examples of the prefix is re- in the words “Return, Refund, Restock,Refurbish”. Compounding is the process of forming words by combining two or more classesof words into a new form such as in the words “Handmade, Dropship, Download, Upload,Cashback, Online, Offline, Stockroom, Showroom, Giveaway, Fullset, Checkout”. Clipping is theprocess of forming words by cutting parts of the word itself or forming words from words thathave more than one syllable that gets the word cutting process at the beginning or end such asin the words “Advertisement (Ad), Original (Ori), Brother (Bro), Sister (Sist)”. The acronym isthe process of formation by taking from the initial letter in each syllable arranged to mentionthe abbreviation or extension of a term, so the result can be pronounced as a word. Forexample in the words “COD (Cash on Delivery), PO (Pre Order), DP (Down Payment), FP (FullPayment), PL (Price List), (PM) Private Message, IDR (Indonesian Rupiahs), WTB (Want toBuy), WTS (Want to Sell), WS (WholeSale), ATC (Add to Chart), RC (Recommended Seller).Keywords: word-formation, word-formation process, online shop, terms, morphology

PELATIHAN METODE PENELITIAN KUANTITATIF DALAM PENGERJAAN SKRIPSI BAGI MAHASISWA S1 Tira Nur Fitria; Iin Emy Prastiwi
Jurnal Al Basirah Vol. 2 No. 2 (2022): Al Basirah
Publisher : LPPM STAIMAS WONOGIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58326/jab.v2i2.40

Tujuan kegiatan pengabdian kepada masyarakat ini adalah untuk memberikan pelatihan tentang metode penelitian kuantitatif dalam pengerjaan skripsi bagi mahasiswa S1. Metode pelaksanaan kegiatan ini menggunakan metode ceramah dan diskusi (tanya jawab). Kegiatan pengabdian kepada masyarakat dilaksanakan pada Selasa, 26 April 2022 pukul 15.30 – 17.00 WIB melalui platform Zoom Meeting dan Live Streaming YouTube. Peserta kegiatan ini terdiri dari 30 mahasiwa jurusan S1 Akuntansi Institut Teknologi Bisnis AAS Indonesia yang sedang menempuh skripsi. Dosen selaku narasumber kegiatan menyampaikan materi tentang bab 3 yaitu metode penelitian kuantitatif yang meliputi pengertian dan karakteristik metode analisis data kuantitatif, contoh judul penelitian kuantitatif, populasi dan teknik pengambilan sampel, teknik penentuan ukuran sampel, skala pengukuran instrumen penelitian, metode pengumpulan data dan teknik analisis untuk jenis penelitian deskriptif, komparatif, dan asosiatif. Selain itu, dosen (narasumber) kegiatan menampilkan bab 4 misalnya data penelitian, hasil penelitian dan pembahasan, analisa pembahasan hasil penelitian, kesimpulan dan saran, serta lampiran pada skripsi. Selanjutnya pada tahap penutupan, dosen selaku narasumber kegiatan memberikan kesempatan kepada peserta kegiatan (mahasiswa) untuk memberikan pertanyaan di kolom chat Zoom atau chat YouTube. Selama kegiatan berlangsung, peserta kegiatan aktif mengikuti kegiatan dan antusias peserta kegiatan dalam bertanya kepada dosen (narasumber) terkait dengan materi metode penelitian kuantitatif yang telah dijelaskan. Dosen (narasumber) tidak membatasi jumlah pertanyaan peserta, sehingga dosen (narasumber) menjawab seluruh pertanyaan peserta. Tindak lanjut dari kegiatan ini adalah perlu diadakannya kegiatan lanjutan sejenis yang lebih berfokus membahas tentang analisis data terutama dalam pengujian data.

Hard Skill and Soft Skill Training Through Outbound Game for Children in TPQ Nurul Qoryah Mulur Sukoharjo Tira Nur Fitria
Jurnal Humanities Pengabdian Kepada Masyarakat Vol 3 No 1 (2022): Journal Humanities : Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Negeri Padang Press, Pusat Kajian Pendidikan Olahraga, Kesehatan dan Rekreasi, Fakultas Ilmu Keolahragaan, Univeristas Negeri Padang.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jha.0301.2022.10

This community service activity aims to train soft skills and hard skills through outbound games for the children in TPQ Nurul Qoryah Mulur Bendosari Sukoharjo. This community service activity uses the simulation/demonstration method. This activity is implemented on Sunday, 5 June 2022 at 06.00 - 09.00 WIB at the field. The number of students in this outbound is 20 which are divided into 4 or 5 groups. With the average age of four to eight years of TPQ students, the division of groups is carried out very carefully, so that the group is divided fairly and the game is fun. This outbound started at 08.00 - 11.00 WIB. In outbound games, lecturers in community service activities teach playing raffia rope circles. This activity can practice solving abilities, practice patience, mutual understanding, accuracy, speed, and cohesiveness in rope games. We only need to prepare the raffia rope to play this game. Then, we just need to make a circle with the rope. When signaled, all players on the team must enter the circle that has been created. If no participant enters then all participants will be penalized. The players also need to instill an attitude of mutual trust between participants in teammates to play a circle of ropes. With this trust, participants are expected to be able to establish better relationships and be able to help each other in any way. Although this game is very simple, the students look very happy when they follow the game, they can also learn to work together and train cohesiveness in a team. The outbound has received a positive response from participants. This is illustrated by the high enthusiasm of TPQ Nurul Qoryah's children in participating in this outbound activity.

Augmented Reality (AR) and Virtual Reality (VR) Technology in Education: Media of Teaching and Learning: A Review Tira Nur Fitria
International Journal of Computer and Information System (IJCIS) Vol 4, No 1 (2023): IJCIS : Vol 4 - Issue 1 - 2023
Publisher : Institut Teknologi Bisnis AAS Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/ijcis.v4i1.102

Augmented Reality (AR) and Virtual Reality (VR) are the latest technologies that provide a new color to the field of education. This study reviews the use of AR and VR in education, especially in the teaching and learning process. This study is library research. The analysis shows that AR and VR are the solutions for teachers and students as a medium in the teaching and learning process. AR embellishes existing reality with image elements, sound effects, or text. While, VR creates a new simulation environment that presents a specific topic to students in an engaging, interactive, and experiential way. Several subjects using AR technology in education are: 1) anatomy of living things in Biology, 2) atoms in Chemistry, 3) earth and space in Geography, 4) movie Screening in Film and Television, 5) Computer network topology in Informatics, 6) geometry in Mathematics, and 7) 3D Stories in History. Several subjects which use VR technology in education are: 1) digestive system in Biology, 2) geometry in Mathematics, 3) earth's surface in Geography, 4) artifacts and temples in History, 5) space in Astronomy, 6) surgical operation practicum in Medical, and 7) pilot training in Aviation education. However, AR and VR have benefits and limitations. There are several barriers to implementing AR and VR in educational institutions and some considerations in implementing AR and VR technology in educational institutions. It is hoped that AR and VR can be used as a breakthrough in education and a solution to improving the quality of education in the future.

Code Mixing Used by English Lecturers in English Language Teaching (ELT) for Non-EFL Students Tira Nur Fitria
Jurnal Pendidikan Bahasa dan Sastra Vol 22, No 2 (2022): OKTOBER 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/bs_jpbsp.v22i2.55912

This research is to know the type and reasons for code-mixing used by English lecturers in teaching non-EFL students at ITB AAS Indonesia. This research uses descriptive qualitative. The analysis shows that English lecturers use code-mixing during the English teaching and learning process by inserting Indonesian words, phrases, and clauses. In their utterances, they insert words consisting of parts of speech including pronouns, verbs, adjectives, adverbs, prepositions, and conjunction. They insert phrases including noun phrases, verb phrases, adjective phrases, and adverbial phrases. They also insert clauses including an independent clause. The lecturers use bilingualism such as code-mixing by using two languages both English and Indonesian in the delivery of learning materials and instructional instructions to avoid miscommunication. Therefore, code-mixing is felt to be very necessary to bridge communication in learning between lecturers and students. Practically, the use of code-mixing serves as a way to teach English more easily. Besides, other several reasons for using code-mixing in English language teaching are clarification of ideas and opinions, giving instructions effectively, translation points and notes, socialization and communication, showing linguistics competence, changing/shifting topics, ease of expression, emphasis, and highlighting points, checking understanding, repetitive functions, and create a sense of belonging.

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

Title

Found 127 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 127 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 127 Documents
Search