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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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Using Nursery Rhymes in Teaching English for Young Learners at Childhood Education Tira Nur Fitria
Athena: Journal of Social, Culture and Society Vol. 1 No. 2 (2023): April 2023
Publisher : CV. Media Digital Publikasi Indonesia

This study is a literature review that explores the use of nursery rhymes as a teaching tool for young learners in early childhood education. Nursery rhymes, also known as English children's songs, can be an enjoyable way to engage children and foster their interest in learning English. Additionally, singing nursery rhymes can support children's physical-motor, social, emotional, and intellectual development. When selecting nursery rhymes as teaching materials, teachers must consider the appropriateness of the content for the children's age and world, and the potential for the content to encourage discussion and exploration of values and problem-solving skills. The illustrations should also be evaluated for their alignment with the story and appropriateness for the children's age. From a linguistic standpoint, teachers must choose nursery rhymes that are suitable for the children's language level, that facilitate language learning, and that can serve as the basis for activities. While there are challenges associated with selecting and utilizing nursery rhymes as teaching materials, this study suggests that their use can be a valuable tool in the early childhood education classroom

FACTORS INFLUENCING EDUCATION DEPARTMENT STUDENTS IN CHOOSING A TEACHER'S CAREER Tira Nur Fitria
EPIGRAM (e-journal) Vol 20 No 1 (2023): Epigram Volume 20 Nomor 1 Tahun 2023
Publisher : Politeknik Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32722/epi.v20i1.5570

This study describes the factors that influence students of the faculty of teaching and education to choose a career as a teacher. This method is qualitative research. The result of the analysis shows that two factors influence students to become a teacher in internal factors and external factors. Internal factors include 1) students’ perception that being a teacher is a noble job, and 2) students’ desire to be a useful person as a teacher. 3) students’ desire to be a teacher after graduation. 4) students’ first career choice is to be a teacher. 5) students promise of being good teachers and role models for students. 6) students’ obligations to understand the courses during lectures. 7) students’ obligations to conduct training before being a teacher (internship). External factors include 1) students’ ability to interact and communicate with children or teenagers. 2) students’ belief that being a teacher offers an attractive income and good working conditions. 3) students’ belief about their better life and career future. 4) students’ interest to be a teacher is based on themselves and does not demand from their parents, family, friends, or their teachers. 5) students’ belief that the social image of a teacher is good and positive in society. 10) students believe that being a teacher will have free time for other jobs, works, or activities with their family and friends. 11) students’ interest to be a teacher after joining an internship because of having teaching experience. 12) students’ desire to be teachers appeared when they are in college. While other factors are: students’ belief that a teacher to dedicate themselves to improving education in Indonesia, contribute their knowledge to the wider community, provide better education, especially to the younger generation, and make a good change in the lives of others.

Using Phonetic Transcription App as Media of Teaching Phonetics in English Pronunciation Skill Tira Nur Fitria
EDUCAFL : Journal of Education of English as Foreign Language Vol 6, No 1 (2023): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar

This research stimulates the use of toSpeech phonetic transcription app as media for teaching phonetics in English pronunciation. This research is descriptive qualitative. The analysis shows that in using toPhonetic app, we as teachers or lecturers can click the website https://tophonetics.com/. The apps show 1) several languages available. 2) a column box for pasting English text, 3) an option of English accents both British and American with several choices of a male or female voice. 3) an option to show the phonetic transcription including transcription only, transcription slide by side with English text, and transcription line by line with English. 4) an option to set the pronunciation speed. In using toPhonetic app, we as teachers or lecturers can choose the English language to teach pronunciation. We paste English text into the available column box and choose from a male or female voice and an English accent both British and American. We also can set the pronunciation speed. If we click the sound of pronunciation, the chosen voice and accent will pronounce each word and shows the phonetic transcription in British and American accent. We can play the sound and ask the students to be concerned with the phonetic transcription and imitate the sound with an American accent. Given the limited time available for English class, pronunciation is sometimes the most disregarded part of language learning. However, when the pronunciation of the learner is expected to be good or native-like, as is the case when a language teacher or lecturer is involved, opportunities for students to do self-study inside and outside of class should be considered, of them is utilizing toSpeech as an app for their learning English pronunciation.

Utilization of SINTA (Science and Technology Index) as Web-based Research Information System Tira Nur Fitria
International Journal of Computer and Information System (IJCIS) Vol 4, No 2 (2023): IJCIS : Vol 4 - Issue 2 - 2023
Publisher : Institut Teknologi Bisnis AAS Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/ijcis.v4i2.114

This research describes the utilization of SINTA (Science and Technology Index) as a Web-based research information system. This research is descriptive qualitative research. The analysis shows that the utilization of SINTA as a Web-based research information system is also a portal of science and technology performance measurement to measure the performance of researchers, institutions, and journals in Indonesia. SINTA shows the performance of the institution, the lecturer, and the journals in Institut Teknologi Bisnis AAS Indonesia. In the institution, the website SINTA of ITB AAS Indonesia shows 35 verified authors, 6 departments, and 4 journals. Besides, SINTA shows a SINTA Score Overall of 5.722, a SINTA Score of 3 Years of 4.240, a SINTA Score of productivity of 159, and a SINTA Score of Productivity of 3 Years of 118. The lecturer’s performance shows that one of the lecturers has a SINTA Score Overall of 1.236, a SINTA Score of 3 Years of 832, an Affiliation Score Overall of 0, an Affiliation Score of 3 Years of 0, a Scopus H-Index of 0, WoS H-Index, and Google Scholar H-Index 15. In journal performance, SINTA shows that there are 4 total journals in Institut Teknologi Bisnis AAS Indonesia. First, Jurnal Ilmiah Ekonomi Islam (JIEI) shows SINTA 3 accredited, Impact is 2,86, H5-index is 40, Citations 5yr is 8.252, and Citations is 8.462. Second, the International Journal Of Economics, Business, And Accounting Research (IJEBAR) shows SINTA 4 accredited, Impact is 1,27, H5-index is 19, Citations 5yr is 2.184, and Citations is 2.186. Third, Jurnal Ilmiah Edunomika (JIE) shows SINTA 5 accredited, Impact is 0.98, H5-index is 16, Citations 5yr is 1.281, and Citations is 1.294. Third, Jurnal Akuntansi dan Pajak (JAP) shows SINTA 5 accredited, Impact is 0.00, H5-index is 26, Citations 5yr is 2.281, and Citations is 2.344.

Non-EFL Students' Perception of Their Difficulties in Writing English Application Letter Tira Nur Fitria
ELT Worldwide: Journal of English Language Teaching Vol 9, No 2 (2022)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v9i2.31760

The objective of this study is to know the Non-EFL students' perception of their difficulties in writing an English application letter. This research is descriptive quantitative research. The subject of this study is 199 students from the fifth-semester of Non-EFL students of ITB AAS Indonesia especially Diploma Students are involved in this research. The result analysis shows the students’ perception toward English writing that writing is one of the most difficult English skills, English Job Application Letter' is an interesting topic, writing a job application letter in English is more difficult than writing a job application letter in Indonesian because there are many aspects to be considered such as grammar, vocabulary, spelling, and punctuation. The students have several difficulties in writing English application letters, such as 1) finding job vacancies in English. 2) understanding the contents of job vacancies in English. 3) understanding the elements of a job application letter from the opening, body, and closing of the letter in English. 4) Write the elements of a job application letter in English at the opening, body, and end of the letter. 5) choosing the appropriate vocabulary. 6) writing based on English grammar (for example writing sentences and selecting the appropriate tenses. 7) using correct punctuation. 8) writing a job application letter in Indonesian first and then translating it into English by using Google Translate. After writing an English application letter, the students agree that writing a job application letter can improve their English writing skills, know a lot of English vocabulary and understand English grammar well and correctly. 4) after writing a job application letter, the students can find English job vacancies easily, and they feel that it can be useful for their career in the future when applying for a job.

Students' Problems in Online Learning: What Happened to the Students in English Class During Pandemic Covid-19? Tira Nur Fitria
Journal of English Language Learning Vol. 7 No. 1 (2023)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar

This research describes problems faced by students of ITB AAS Indonesia in the implementation of online learning during the pandemic Covid-19 in the academic year 2020/2021. This research uses qualitative research. The analysis results show that during online learning in English class, students’ problems are: 1) concentration during learning. 2) feeling bored and lazy during learning. 3) slow or unstable internet network. 4) expensive internet quota prices. 5) technical problems with learning devices such as computers, laptops, or cellphones. 6) adaptation to digital technology such as video-conferencing applications. 7) the circumstances that are not conducive at home. 8 communicating and interacting with the lecturer and classmates. 9) managing work and study time. 10) accessing institutional e-learning or other learning applications. 11) understanding English learning materials. 12) doing the English assignments and homework given by the lecturer. 14) the total number of English assignments is too much. 13) having limited time for doing English assignments and homework. 14) the lecture schedule is not adjusted to the proper lecture schedule. 15) lecturers have a limited learning method during teaching online. 16) feeling worried and anxious about the English midterm exam and the final exam including the question type, number, or level of difficulty of questions and the implementation of online exams during online learning. 17) feeling worries and anxiety about the English final grade or score that will be obtained at the end of the semester. As teachers or lecturers, we have to find various solutions to overcome the problems.

Teaching Teaching Extensive Reading to EFL and Non-EFL Students: Benefits and Problems: Keywords: extensive reading, reading, reading English, teaching reading Tira Nur Fitria
ENJEL: English Journal of Education and Literature Vol. 2 No. 01 (2023): June Edition
Publisher : ENJEL: English Journal of Education and Literature

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This research describes the benefits and problems during the teaching of Extensive Reading (ER). This research is library research. The analysis shows that extensive reading has several benefits in the teaching and learning process, especially in learning English as a foreign language, such as adding vocabulary, helping to understand grammar, building reading speed, and reading fluency, reading for getting pleasure, building confidence and motivation, increasing motivating to read English more. Several difficulties of ER are also identified throughout the long reading exercise in extensive reading, including poor/lack of vocabulary and grammatical skills, inconsistent reading, difficulty comprehending the meaning of words, and loud classroom environment influence concentration on text analysis. Other problems are the level of reading material or difficulty in analyzing material related to literary works, different academic grades, learners paying less attention to the program, and the ER material selection. In selecting materials for extensive reading (ER), appropriate reading materials constitute an essential foundation of ER program. Students need a large quantity of engaging, approachable, readily available materials if they are to read extensively. Teachers should choose student-centered activities so students have opportunities to appreciate themselves with interactive reading experiences. The extensive reading (ER) program in schools/institutions also can be developed students' passion for reading in English. It is not only a skill or a translation, but also a personal, social, and academic activity. To be successful in ER program implementation, several aspects must be considered which involve all parties including schools/institutions, students, teachers, and even parents.

Training on Qualitative Methods in Writing Scientific Papers for Students: Learning Data Collection and Data Analysis Tira Nur Fitria
ABDISOSHUM: Jurnal Pengabdian Masyarakat Bidang Sosial dan Humaniora Vol. 2 No. 2 (2023): Juni 2023
Publisher : Yayasan Literasi Sains Indonesia

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This training activity provides information and knowledge to students about qualitative research methodology in doing their final project, thesis, and the task of writing articles that are being programmed. The method of implementing this activity uses the lecture and discussion (Q&A method). This activity was held on Tuesday, April 26, 2022, via Zoom Meeting and YouTube Live Streaming. Participants consist of 55 students majoring in S1 Sharia Economics from ITB AAS Indonesia. The lecturer as the speaker presents material about qualitative research methods including the definition, characteristics, and data collection methods such as primary data (interview, questionnaire, and observation) and secondary sources (document), then data validation (triangulation) and data analysis methods (data reduction, data display, and conclusion). Â The lecturer as a speaker also provides an opportunity for participants (students) to ask questions in the raise hands, Zoom chat column, or live YouTube chat. These Q&A answers show the participantsâ€™ activeness in participating in the activity and the enthusiasm of the activity participants in asking the lecturer (speaker) regarding the qualitative research method material that has been explained. The follow-up of this activity is holding similar activities that focus more on implementing data analysis in the findings and discussion section.

TEACHING ENGLISH FOR SPECIFIC PURPOSES (ESP): TEACHERS' ROLE AND THEIR CHALLENGES Tira Nur Fitria
PRIMACY Journal of English Education and Literacy Vol. 2 No. 1 (2023): June - 2023
Publisher : English Language Education Department, Faculty of Teacher Training and Education, Syekh-Yusuf Islamic University (PBI FKIP UNIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/primacy.v2i1.3446

This study examines the role of the teacher and the challenges related to teaching English for Specific Purposes (ESP). This investigation was conducted in a library. The analysis indicates that teachers should have multiple responsibilities, such as managing/organizing learning, devising learning objectives, establishing a positive classroom environment, and evaluating student processes. The challenges that ESP teachers face in teaching ESP include the poor quality of teachers, the teachers' improper qualification and teaching methods, the absence of a theoretical framework for teaching ESP, a lack of knowledge about the field of study of their students, a lack of ESP training, the absence of a correct needs analysis, large classes, and learners with varying English proficiency levels. Students' motivation to learn English, demographic characteristics and demands of learning ESP, English proficiency, differences between languages, lack of vocabulary, reliance on the dictionary, and lack of skills in using the dictionary, especially for ESP terms. Among the environmental and other obstacles is the condition of the classroom, a lack of instructional materials, classes with an excessive number of students, and an excessive emphasis on the examination. In further research regarding curriculum and lesson plan comprehension.

Analysis of English lecturer assessment using academic information system (SIAKAD) institution Tira Nur Fitria
Journal of Applied Studies in Language Vol. 7 No. 1 (2023): Jun 2023
Publisher : Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/jasl.v7i1.86-98

This research describes the English lecturer’s assessment by students in odd semesters in the 2022/2023 academic year using Academic Information System. This research is descriptive qualitative research. This research uses data from questionnaire results from SIAKAD or Sistem Informasi Akademik Institut Teknologi Bisnis AAS Indonesia at siakad.itbaas.ac.id. The finding shows that ITB AAS implements monitoring of lecturers in carrying out their teaching duties by allowing students to fill out questionnaires “Lecturer Assessment by Students” by filling in SIAKAD, especially in the odd semester of 2022. Students must fill in a value, which ranges from 0-4, each questionnaire consisting of 43 questions. The questions used for obtaining lecturer assessments by students in the form of a checklist regarding lecturer performance in daily lecture activities in odd semesters 2022/2023 include aspects of lectures including planning, implementation, evaluation, and lecturer’s personality. There are 32 students from S1 Accounting study program fulfill the questionnaire. From the questionnaire, it is obtained an average rating of 3.83 on a scale of 0-4 or with “Very Good” criteria. It also shows that most dominant students choose the score (4) which shows the students perceive positively about English lecturers in the teaching and learning process. The further research needs to be implemented to know more classes and students about their ‘perception’ toward the English Language Teaching (ELT) process during one semester.

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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