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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Language Circle : Journal of Language and Literature Al-Lisan LingTera EDUCAFL : E-Journal of Education of English as a Foreign Language Englisia Journal VIVID Journal of Language and Literature Proceeding SENDI_U Journal of English and Education Anglo-Saxon : Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris International Journal of Humanity Studies (IJHS) ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture Jurnal Ilmiah Ekonomi Islam ETERNAL(english, teaching, learning, and Research Journal) CaLLs : Journal of Culture, Arts, Literature, and Linguistics LET: Linguistics, Literature and English Teaching Journal LLT Journal: A Journal on Language and Language Teaching Dinamisia: Jurnal Pengabdian Kepada Masyarakat Globish: An English-Indonesian Journal for English, Education, and Culture JET (Journal of English Teaching) Adi Buana Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Journal of Pragmatics Research Rainbow : Journal of Literature, Linguistics and Cultural Studies JENTERA: Jurnal Kajian Sastra JET (Journal of English Teaching) Acuity : Journal of English Language Pedagogy, Literature and Culture Polingua : Scientific journal of Linguistics, Literature and Language Education Borneo Journal of English Language Education Jurnal Ilmiah Edunomika (JIE) Journal of Language, Literature, and Teaching Elsya : Journal of English Language Studies IALLTEACH (Issues In Applied Linguistics & Language Teaching) Pioneer: Journal of Language and Literature Budimas : Jurnal Pengabdian Masyarakat Journal of English Teaching and Applied Linguistics (JETAL) Anaphora: Journal of Language. Literary and Cultural Studies Journal Of English Literature, Linguistic, and Education (JELLE) SALEE: Study of Applied Linguistics and English Education Jurnal Pendidikan Bahasa Inggris Proficiency ENGLISH FRANCA : Academic Journal of English Language and Education International Journal of Computer and Information System (IJCIS) ELP (Journal of English Language Pedagogy) Journal of English Education Program (JEEP) Foremost Journal ELTALL: English Language Teaching, Applied Linguistic and Literature Al-Lisan: Jurnal Bahasa JASL - Journal of Applied Studies in Language Journal of English Language Teaching, Linguistics, and Literature Studies Jurnal Educative: Journal of Educational Studies Journal of English Language Teaching, Linguistics and Literature (JETLEE) Widyaparwa Saree : Research in Gender Studies TEFLICS Langue Indonesian Review of English Education, Linguistics, and Literature Journal of English Language and Pedagogy (JELPA) ABDI UNISAP: Jurnal Pengabdian Kepada Masyarakat Journal of Language Intelligence and Culture Erudita: Journal of English Language Teaching English Edu: Journal of English Teaching and Learning Salience: English Language, Literature, And Education Journal
Tira Nur Fitria, Tira Nur
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Using Google Forms as an Online Learning Assessment Tool for Non-EFL Students Fitria, Tira Nur
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 3, No 2 (2023)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v3i2.2641

Abstract

This research investigates the use of Google Forms as an online learning assessmenttool for non-EFL students at Institute Technology Business AAS Indonesia and toknow the strengths and limitations of Google Forms in assessing English students’learning. This is descriptive qualitative research. The method of collecting data in thisresearch used observation. The analysis shows that Google Forms is a practical,effective, and easy learning assessment tool for English lecturers in mid-term testsand final tests in English courses. We can use Google Forms by first logging into aGoogle account, making a learning assessment title, setting the initial learningassessment, deciding on question type, making questions, making answer keys anddefault scores, copying a URL link test, sharing, scoring, and analyzing the result. Wecan set a time limit for taking questions/quizzes on Google Forms so students canwork on test questions on time. Google Forms offers benefits that help us to createEnglish tests. It is free to use, easy to use, integrated with Google Sheets, can beeasily used and shared, and data presentation from respondents can be presented invarious forms, open source, saving cost, saving time and energy, storing datasecurely, integrated add-ons, having short URLs, having many choices of quiz menus,having auto-summary and real-time survey results. However, Google Forms haslimitations including limited design and font choices, limited export options only toGoogle Sheets and PDF, no email notifications, no editing/modification history, andGoogle Forms cannot be used in online discussion forums. However, the pros anddownsides of using Google Forms as an online assessment tool were not discussedin depth by the researchers. In this scenario, the researcher intends to carry out astudy on Google Forms by enrolling in the teaching site's 'English 2' course.Keywords: assessment tool, Google Form, online learning assessment
USING INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN THE EDUCATION SECTOR: OPPORTUNITIES AND CHALLENGES IN ENGLISH LANGUAGE TEACHING (ELT) Fitria, Tira Nur
Teaching English as Foreign Language, Literature and Linguisticss Vol. 3 No. 1 (2023): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/teflics.v3i1.4038

Abstract

This research explains the opportunities and challenges of using Information and Technology Communication (ICT) in the English Language Teaching (ELT) process. This research is library research. The analysis shows that educators (teachers/lecturers) have opportunities and challenges in adopting ICT in their classrooms. The development of ICT requires educators to adapt to the technology. The opportunities for using ICT in ELT are improving the quality of education, encouraging the development of new teaching methods, getting get unlimited ease of information easier, providing instant access to various learning resources, changing learning styles, making ELT activities more flexible, allowing teachers to use/create interesting learning media in teaching, having the potential to reduce the price of textbooks and education costs, increasing student learning interest and motivating students to learn. While, several challenges of using ICT in ELT are the emergence of various disturbances, growing lazy mindset, requiring expensive costs, limitations of social interaction between teacher and students, difficulty in understanding learning materials in digital form, having a dependence on technology, distracting students on ICT tools, and disconnect students from face-to-face relationships. Besides, other challenges are the teacher's self-confidence is lacking use of ICT, lack of teacher competence, teacher attitudes and inherent resistance against change, the teacher's level, and the institutional or school level, limitations in the field of access, limited time available to prepare ICT, limitations in self-potential development through training of using ICT. The infrastructure problem and limitations in technical support in terms of using ICT also influenced the challenges in ICT implementation.
Persuasive Strategies in Selected Brand Products’ Advertisement on Instagram: Rationalization Aspect Fitria, Tira Nur
Journal of Pragmatics Research Vol 3, No 2 (2021): Journal of Pragmatics Research
Publisher : State institute of islamic studies salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/jopr.v3i2.108-130

Abstract

The objective of this research is to find the reason for using persuasive strategies in Selected Brand Products’ Advertisement on Instagram”.In Instagram Captions’ found in the selected brands' product, it is found the persuasive strategy used in “Mineral Water” products, “Medicine” products, “Food and Drink” products, “Household” products, and “Beauty and Skin Care” products. In “Mineral Water” products, these advertisements try to persuade consumers to focus on the quality and technology of the product used. In “Medicine” products, these advertisements try to persuade consumers to focus on the ingredients in the medicine and its uses, also tries to get consumers to focus on the causes and drugs that must be consumed. In “Food and Drink” products, these advertisements try to persuade consumers to focus on the high standards and technology to produce the product and quality of ingredients of the products that can be consumed. In “Household” products, these advertisements try to persuade consumers to focus on the ingredients in it and its benefits to be used. In “Beauty and Skin Care” products, these advertisements try to persuade consumers to focus on the ingredients in it and its benefits to be used. Those advertisements use rationalization in their persuasion strategy. Rationalization in persuasion work because the advertiser knows what the consumers’ needs and wants. There is the involvement of reasons, deep thought, making a sense and logical statements that expected can be accepted by the consumers.
Code Mixing Between Indonesian and English in The Website “Female Daily Review” Fitria, Tira Nur
SALIENCE: English Language, Literature, and Education Journal Vol 4 No 2 (2024): November
Publisher : STKIP PGRI Ponorogo Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60155/salience.v4i2.409

Abstract

This research describes the code-mixing found in the website “Female Daily Review”. This research is qualitative descriptive. The analysis shows that code-mixing is a phenomenon where two or more languages are used in one sentence or discourse without changing the grammatical structure of each language. In the beauty and makeup industry, many English-derived terms and phrases are commonly used, both among professionals and consumers. Female Daily Review uses various language types to convey reviews, tips, and discussions about beauty. Formal language is used for objective and informative product reviews, while informal language is used for relaxed and personal reviews. Technical language is used for discussing beauty products, while emotional language expresses excitement, disappointment, or personal experiences. Praise or criticism language is used for positive or negative reviews, while instructional language provides tips or guidance on product use, skincare, or makeup looks. Female Daily users often mix languages or code-mixing in their reviews due to their preference for English terms or the globalization of the industry. This allows users to convey their experiences with beauty products more accurately and precisely. Code mixing in product reviews on Female Daily is a common phenomenon due to factors such as a multilingual audience, global audience, culture, speaking style, influence of social media and globalization, expression of identity, vocabulary limitations, perceived quality or excellence, and connected online community. Users may create unique sentences or phrases by combining Indonesian and English words to make their reviews more interesting or different.
Exploring The Translation of Web Content in The Website Fitria, Tira Nur
SALIENCE: English Language, Literature, and Education Journal Vol 5 No 1 (2025): Mei
Publisher : STKIP PGRI Ponorogo Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60155/salience.v5i1.520

Abstract

This research explores the translation of a website (web page). This research is library research. As the internet expands in non-English-speaking countries, multilingual websites have become essential for businesses and accessibility. Translating websites into English enhances global reach but presents challenges in technical, content, and linguistic aspects. Technical issues include file formats and encoding, while content considerations involve text, images, and symbols. Linguistically, style, meaning, and idioms require careful handling. Website translation methods include manual and machine translation. Manual translation ensures accuracy, requiring expertise, contextual understanding, and cultural sensitivity. Machine translation, using AI, offers speed, cost-effectiveness, and consistency but may lack nuance and context. Browsers like Google Chrome, Mozilla Firefox, and Microsoft Edge provide built-in translation features, while extensions further enhance accessibility. However, machine translation can negatively impact SEO rankings and fail to consider reader-specific vocabulary. Moreover, translation influences website design and user experience (UX), affecting layout, menus, and usability. Translators must balance linguistic accuracy with usability, ensuring readability without compromising design. Ultimately, effective website translation requires careful planning to maintain accessibility, accuracy, and functionality. The implications of this research indicate the need for a more holistic approach to translating websites, taking into account readability, user experience, and cultural fit. Translators must understand the target audience well and adapt content to suit the local context while maintaining global communication goals.
Non-English lecturers' perception and their difficulties toward English Proficiency Test (EPT) for lecturer certification Fitria, Tira Nur
LingTera Vol. 9 No. 1 (2022)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v9i1.52948

Abstract

The importance of English Proficiency Test (EPT) cannot be separated from the career development of lecturers in Indonesia, as it has become a requirement for obtaining the much desired lecturer certification. This research is conducted to find out the non-English lecturers' perceptions and difficulties with EPT. It employed a descriptive qualitative approach and used a questionnaire as the data collection method. The results show that non-English lecturers agree that EPT is a deserved requirement for lecturer certification. They were also in agreement with the certain passing grades in EPT, certain fees in EPT payment, the institutions which administer the EPT, and the scheduling of EPT. The study suggests that the case leans more towards the non-English lecturers' difficulties in doing the EPT which concern 1) the lack of preparation in the form of (both) offline and online courses, 2) difficulties in certain English skills, 3) the lack of English vocabularies, 8) the time limit of EPT, 4) the overwhelming number of questions, 5) unfamiliarity with the various types of questions, 6) the absence of clear guidelines in EPT, and 7) the lack of clear instructions for the test items. Furthermore, it was found that while the institution, faculty, or study program gives full support regarding policies and facilities in administering EPT courses for the lecturer certification, most of them do not provide the compensation for the lecturers who take the EPT.
The impact of gamification on students' motivation: A Systematic Literature Review Fitria, Tira Nur
LingTera Vol. 9 No. 2 (2022)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v9i2.56616

Abstract

Given the complexity and difficulty of mastering English competencies and skills required in an English subject, a lack of interest and motivation to learn is a common issue that affects learning activities and learning outcomes of the students. By using the Systematic Literature Review (SLR), this study reviews the impact of gamification on students' motivation (engagement) in the teaching and learning process of English as a foreign language. The study collected 30 journal articles as the data corresponding to three quality assessments: published in the last 5 years or between 2018-2022, explains the influence of gamification on students' motivation or students' engagement, and discusses research on gamification in the setting of Indonesian school/college students. These articles also need to answer the research questions on the improvement of gamification score on students' motivation/engagement and the influence of gamification on students' motivation/engagement during the class. The systematic review demonstrates that the application of gamification in learning has a favorable effect on the improvement of motivation scores and their engagement during the teaching and learning process. Gamification in education is especially promising due to its ability to influence students' behavior in a favorable manner.
Students' preparation in IELTS Writing Task 1: How to write a summary of visual information Fitria, Tira Nur
LingTera Vol. 11 No. 1 (2024)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v11i1.59520

Abstract

The International English Language Testing System (IELTS) Writing Task  1 is used to test participants' ability to select and report main ideas, describe and compare data, identify trends in factual information, or describe a process. This research describes the types of questions in IELTS Writing Task 1 and how to write a summary of visual information usually in the form of a graph, chart, or diagram in IELTS Writing Task 1.  This research uses a descriptive qualitative approach. The analysis shows that IELTS Academic Writing Task 1 emphasizes graph interpretation and analysis. In this activity, verbal proficiency must be multiplied by the ability to comprehend and represent information as graphs (graphicacy). The provided information may be directly reflective of what we see (as in pictures or drawings) or more abstract, such as spatial (maps, plans, and diagrams) or numerical (charts, graphs, and tables) information (as in tables and graphs. There are several types of IELTS Writing Task 1, for example, pie charts, bar charts, bar graphs, line graphs, tables, maps, diagram processes, line and bar charts, also pie and bar charts. Each form of data visualization has its way of describing it.  To complete the IELTS Writing Task 1, participants are required to write a minimum of 150 words of writing or an essay. We can divide the number of words into 3 paragraphs (introduction, body, and conclusion) to make it easier to write an essay according to the data presented. The IELTS Writing Task 1 can be fairly challenging, particularly if we have not prepared. Overcoming these challenges requires good preparation, consistent practice, and a deep understanding of the IELTS format, structure, and requirements.
Investigating the Emergence of Digital Platforms for Listening Learning Proficiency Fitria, Tira Nur
Al-Lisan: Jurnal Bahasa Vol 6 No 2 (2021): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v7i2.2217

Abstract

This study investigates the use of any platforms in English language teaching and learning, especially in listening skills. This research design is qualitative. From the result, it shows that some technologies available both online or offline include applications or platforms that provide many choices for listening to English, they are. 1) Music platform. These platforms can be found in PlayStore, such as Joox and Spotify recommends songs for listening skills. 2) Youtube channel. Many YouTube channels for learning English listening skills include 1) Voice of America (VOA), BBC Learning English, Learn English with TV Series, English with Lucy, and Oxford Online English. 3) Podcasts. Both BBC (British Broadcasting Corporation) and VoA (Voice of America). These Podcasts offer listening skills. The other podcasts are “The English We Speak, Podcast in English, Better at English, Luke’s English Podcast, Espresso English Podcast, Anchor FM” etc. 4) Websites that are pretty representative in practicing the listening skills such as Sound English, ESL-Lab, English listening, Ello, learn English British Council, Daily ESL, Story Nory, Story Line, which can be accessed. Learning English through several applications above can be an alternative for students in practicing and improving their English listening skills. Listening exercises can be carried out by using interesting listening strategies when learning English. It depends on the teachers/lecturers who teach listening subjects and the students who learn English materials.
Performance of Google Translate, Microsoft Translator, and DeepL Translator: Error Analysis of Translation Result Fitria, Tira Nur
Al-Lisan: Jurnal Bahasa Vol 8 No 2 (2023): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v8i2.3442

Abstract

This research simulates the use of Google Translate and Microsoft Translator in translating Indonesian into English abstract and analyzes errors of translation results in the aspect of grammar and spelling using Grammarly Premium. This research is descriptive qualitative. The result analysis shows several writing issues (errors) of translation results using Microsoft Translator (MT), Google Translate (GT), and DeepL Translator (DT) in the aspect of clarity, correctness (correction), and delivery. First, there are  26 writing issues from MT including 1) 4 clarity (4 unclear sentences), 2) 21 correctness (2 comma misuse within clauses, 4 punctuation in compound/complex sentences, 5 wrong or missing prepositions, 3 incorrect verb forms, 2 determiner use, 2 conjunction use, 2 confusing words, 1 improper formatting), 3) 1 delivery (1 incomplete sentences). Second, there are 25 writing issues from GT including 1) 6 clarity (4 unclear sentences and 2 wordy sentences), 2) 17 correctness (1 misplaced word or phrase, 1 text inconsistencies, 1 comma misuse within clauses, 4 punctuation in compound/complex sentences, 3 wrong or missing prepositions, 3 incorrect verb forms, 2 conjunction use, 1 confusing word, and 1 determiner use.). 3) 2 delivery (2 incomplete sentences). Third, there are 10 writing issues from DT including 3 comma misuse within clauses, 1 incorrect noun number, 1 faulty subject-verb agreement, 1 wrong or missing preposition, 1 improper formatting, 1 misuse of modifiers, 1 conjunction use, and 1 confused word. Online translator including MT, GT, and DT may help in translating foreign language texts, but it does not always provide accurate translations. Thus, whether consciously or unconsciously, each translation machine contains its traits, whether directly or indirectly, human participation cannot be separated from machine translation technology. However, no computer translator can provide translations with the same precision as humans. It means that they are still a machine that is not able to match human capabilities equipped with feelings and thinking processes that describe them.
Co-Authors Abdullah Zailani Afdaleni Agus Marimin, Agus Aisah, Tutik Al Azizah, Khansa Al Muslim, Mujahid Azizah, Fadillah Nur Bayu Kurniawan Damayanti, Putri Ayu Dewi Muliasari Dewi Setyoningsih Eko Ari Wibowo Fatihah Wari Nurjanah Fitria Wulandari Hadi Samanto Hadi Samanto, Hadi Hadi, Samanto Hidayatullah, Bima Ifan Iskandar Indra Lila Kusuma Indra Lila Kusuma, Indra Lila Kartika Cahyaningtyas Lisa Anggraini Marimin , Maryanti, Adelina Maya Widyana Dewi Muqorobin, Muqorobin Muqorobin, Muqorobin Muqorobin Ninuk Lustyantie Nurcahyani, Mariska Bening Pratiwi, Jheniar Pudjiati, Danti Rukmini Rukmini Sabila, Renata Seva Sahid, Ariyanto Saniago Dakhi, Saniago Setiyowati, Maisa Simbolon, Nurmala Elmin Sri Laksmi Pardanawati, Sri Laksmi Suhesti Ningsih, Suhesti Sumadi SUMADI SUMADI Sumadi, Sumadi Sumadi Suryani, Nyayu Yayu Susanti, Amrih Susilo, Andri Tho'in, Muhammad Tino Feri Efendi Triwahyuniastuti Yustin Henina Oktaviani Zania, Rosse Firli Zulfa Khoirul Ummah