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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 PRASASTI: Journal of Linguistics 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 Anaphora: Journal of Language. Literary and Cultural Studies Journal Of English Literature, Linguistic, and Education (JELLE) Journal of English Teaching and Learning Issues 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 Journal of English Language Teaching, Linguistics and Literature (JETLEE) LingPoet: Journal of Linguistics and Literary Research 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 Innovations in Language Education and Literature ELite Journal: International Journal of Education, Language and Literature Salience: English Language, Literature, And Education Journal
Tira Nur Fitria, Tira Nur
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Game-Based Learning in Teaching Islamic Banking: A Role-Play Approach to Enhance Students’ Engagement and Understanding Among Sharia Economics Students Fitria, Tira Nur
Jurnal Ilmiah Ekonomi Islam Vol. 11 No. 06 (2025): JIEI : Vol. 11, No. 06, 2025
Publisher : ITB AAS INDONESIA Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/jiei.v11i06.18485

Abstract

This research describes the use of Game-Based Learning (GBL), specifically through a role-play approach, in teaching Islamic banking concepts to Sharia Economics students. This study aims to understand how role-play activities—such as acting as a teller, customer role-play, and customer service–customer role-play simulation in simulated Islamic banking transactions. This study adopts a library research design to examine the effectiveness of GBL through role-play simulations in Islamic banking education by analyzing and synthesizing findings from previous empirical studies conducted between 2015 and 2025 in the field of Sharia Economics. The author selected the Teller–Customer and Customer Service–Customer simulations because these roles represent the essential front-line interactions in Islamic financial institutions, where ethical service, effective communication, and strict Sharia compliance are fundamental. Through these real-world simulations, the study successfully transformed traditional, theory-based classroom instruction into a practice-oriented and ethically grounded learning experience. This approach enabled students to develop not only technical competence in Sharia-based financial transactions but also the moral awareness and interpersonal skills necessary for professional performance in the Islamic finance industry. The Teller–Customer simulation provided an interactive, experiential learning environment that connected theoretical Islamic financial concepts with practical application. Students performed realistic teller–customer interactions in a simulated Sharia banking setting, engaging in tasks such as account opening, zakat deposits, and murābaḥah financing. This hands-on experience allowed them to apply Islamic ethical principles such as amānah (trust), ʿadl (justice), and ikhlāṣ (sincerity) in real communication and transaction scenarios. Under instructor supervision, the simulation developed students’ technical competence in handling Islamic banking operations and soft skills such as empathy, communication, and professionalism. Reflection sessions reinforced their moral reasoning, honesty, and fairness, transforming the classroom into a space for both intellectual and ethical growth. Similarly, the Customer Service–Customer simulation immersed students in realistic Sharia-compliant service interactions, emphasizing the integration of knowledge (‘ilm), practice (‘amal), and ethics (akhlāq). Students alternated between the roles of Customer Service Officers (CSOs) and Customers to experience firsthand the values and practices of Islamic banking professionalism. Guided by instructors acting as Sharia supervisors, they engaged in scenarios like product inquiries, complaint resolution, and financing guidance while upholding Islamic communication ethics (adab al-khithāb). The simulation improved students’ mastery of Islamic banking concepts—such as murābaḥah, mudārabah, and wadi‘ah—while fostering ethical traits like honesty, justice, and compassion. Both simulations demonstrated that Game-Based Learning (GBL) through role-play effectively bridges theory and practice, nurturing competence, confidence, and moral integrity in students preparing for careers in Islamic financial institutions.
Management and Utilization of Students’ Leftover Food to Reduce Food Waste in the Free Nutritious Meal (MBG) Program: An Islamic Economics Perspective and Integrative Educational Insight Fitria, Tira Nur
Jurnal Ilmiah Ekonomi Islam Vol. 11 No. 06 (2025): JIEI : Vol. 11, No. 06, 2025
Publisher : ITB AAS INDONESIA Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/jiei.v11i06.19090

Abstract

This study aims to examine how the management and utilization of students’ leftover food in the Free Nutritious Meal (MBG) Program is viewed through an Islamic economics perspective and its integrative educational value. This study employs a library research design. The analysis shows that the utilization of leftovers from the Free Nutritious Meal (MBG) program reflects core principles of Islamic economics by transforming food surplus into ethically productive resources rather than waste. Practices such as converting leftovers into animal feed, compost, maggot protein, or reprocessed food demonstrate the avoidance of isrāf (wastefulness) and promote moderation (wasatiyyah) in consumption. These efforts ensure that public resources intended for social welfare continue to generate value beyond their primary use. From an Islamic economic perspective, MBG leftover utilization realizes maṣlaḥah (public benefit) by producing multidimensional outcomes, including environmental cleanliness, cost efficiency, educational enrichment, and social welfare. The responsible management of leftovers reflects amanah (trust and accountability), as schools and communities actively assume stewardship over public resources. Collectively, these practices form an emerging Sharia-compliant circular economy, where resources circulate through productive cycles in line with ethical and sustainability principles. Moreover, collaborative management of MBG leftovers strengthens ta‘āwun (cooperation) and social solidarity, while achieving iqtiṣād (balanced efficiency) and ‘adl (justice) without exploitation. By engaging students and communities in ethical consumption and production, these initiatives foster akhlaq iqtisadiyyah, embedding Islamic economic values into everyday behavior. Overall, MBG leftover utilization illustrates how public nutrition programs can operationalize Islamic economic ethics at the grassroots level, addressing food waste, sustainability, and social responsibility in an integrated and practical manner. The utilization of leftovers from the Free Nutritious Meal (MBG) Program serves as an integrative educational practice that simultaneously strengthens student character, promotes environmental sustainability, and enhances economic efficiency. Through hands-on activities such as composting, waste sorting, animal feed production, and food reuse, students internalize ethical values—responsibility (amanah), moderation (wasatiyyah), cooperation (ta‘āwun), and environmental stewardship (khilāfah)—through daily experience rather than abstract instruction. These practices foster creativity, problem-solving, leadership, and integrity in consumption behavior, while positioning schools as experiential and interdisciplinary learning spaces that integrate scientific, economic, civic, and religious perspectives. At both institutional and social levels, MBG leftover management encourages accountability, ethical governance, and community influence, transforming schools into role models of sustainable practice. Overall, MBG leftover utilization elevates the program into a comprehensive educational instrument where character formation, ethical resource management, and sustainable public welfare are deeply interconnected.
Motherly Love of the Main Character in Indian Thriller Film “Mom” (2017) Fitria, Tira Nur
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 2 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v11i2.2855

Abstract

The objective of this study is to describe the representation of motherly love (love a mother as the main character (Devki) to her stepdaughter (Arya) in the film Mom (2017). The author uses descriptive research which is described through the storyline in terms of dialogue and action. The analysis shows that Mother's love is represented in the form of a mother's struggle for her stepdaughter who gets sexual violence and injustice in the law. Devki, a mother wants to avenge all the criminals who have been involved in the abuse of Arya. Arya is not Devki's biological child, but she loves her very much. Devki the mother is willing to play “dirty” and hires a private detective to complete his noble mission, but Devki is not aware of another danger that threatens him. She did various ways to avenge the suffering her daughter experienced from the perpetrators. As a child, we must have often heard stories about her life suffered because of the torture of her stepmother. In this film, we see a woman as a mother with sincere affection. This film proves that not all stepchildren will end up suffering. Devki proves that she is Arya's stepmother, but her love for her daughter is not about blood relations. Although Devki did do wrong, we may have to admit it. A mother's instinct does not know the meaning of her child, adopted child, or stepchild. A person who plays the title of mother sometimes acts out of sanity for the sake of a child, but she proves that a mother will go through all her limitations to give justice and happiness to her child. Devki is willing to risk his life to give a new life to Arya. She tries to return Arya's life and smiles. Devki is an image of the strength of a mother who is full of love from a stepmother towards her stepdaughter.
Differentiated Instruction: Integrating Content, Process, Product, and Learning Environment for Diverse Learners in English Language Teaching (ELT) Fitria, Tira Nur
LingPoet: Journal of Linguistics and Literary Research Vol. 7 No. 1 (2026): LingPoet: Journal of Linguistics and Literary Research
Publisher : Talenta Publisher

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

Abstract

This research explores and simulates the integration of differentiated instruction elements of content, process, product, and learning environment in English Language Teaching (ELT) to accommodate the diverse readiness levels, interests, and learning profiles of students. This study employs a descriptive qualitative method. The analysis shows that differentiated instruction in English Language Teaching (ELT) involves four key components: content, process, product, and learning environment. Differentiating content means adjusting what students learn based on their readiness, interests, and language levels while keeping learning objectives consistent. For example, students may study the same topic—like daily routines or food—but use materials of varying complexity, from simple visuals to analytical texts. Differentiating the process involves varying how students engage with content, using diverse strategies that suit visual, auditory, kinesthetic, or interpersonal learners. This might include activities like acting, using images, or role-playing. Differentiating the product means giving students choices in how they demonstrate their learning—through writing, drawing, presenting, or creating digital content—allowing them to use their strengths while meeting the same goals. Lastly, differentiating the learning environment focuses on modifying the physical, emotional, and social classroom setting to support all learners. This could involve flexible seating, sensory-friendly spaces, and inclusive practices that reduce anxiety and promote engagement. Overall, these components help ELT more inclusive, engaging, and responsive to the diverse needs of students.
Integrating Sharia Economics and Public Administration Content into English Language Teaching (ELT) Materials: A Conceptual Study Fitria, Tira Nur; Afdaleni
Jurnal Ilmiah Ekonomi Islam Vol. 12 No. 1 (2026): Jurnal Ilmiah Ekonomi Islam
Publisher : ITB AAS INDONESIA Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/jiei.v12i1.19435

Abstract

This study explores a model for integrating Sharia (Islamic) Economics and Public Administration content into English Language Teaching (ELT) materials for students of Islamic Economics. This study employs a conceptual research design. The study shows that recognizing English as the primary medium for international academic and professional communication, the study emphasizes discipline-specific instruction through English for Specific Purposes (ESP) and Content-Based Instruction (CBI). By combining English learning with field-specific content, students develop linguistic competence alongside professional expertise, engaging with specialized terminology such as zakat, waqf, sukuk, and Islamic finance concepts within regulatory and governance contexts. This integrated approach fosters holistic learning, enabling students to enhance reading, writing, speaking, and listening skills while deepening their understanding of economic principles and administrative procedures. It also promotes critical thinking and problem-solving through real-world tasks like case study analysis, debates, and policy brief writing. Furthermore, students gain international competence by accessing global research, participating in conferences, and aligning with Sharia-compliant professional standards. By embedding authentic, discipline-relevant materials into English instruction—including reading, writing, speaking, and listening tasks—learners acquire functional, contextually meaningful language skills that prepare them for academic, professional, and global engagement in Islamic finance and governance. By applying ESP and Content-Based Instruction principles, learners develop discipline-specific vocabulary, critical thinking, problem-solving skills, and holistic competencies across reading, writing, speaking, and listening. This approach enhances students’ ability to engage in international academic and professional discourse while remaining grounded in Sharia-compliant finance and governance. For future research, it is recommended to examine the long-term impact of this integrated approach, explore effective teaching strategies and materials, investigate student motivation and engagement, and consider digital or international learning platforms to further strengthen language and professional skills.
English Lecturers' Difficulties in Teaching English for Specific Purposes (ESP) in Various Higher Education in Indonesia Fitria, Tira Nur
Journal of English Teaching and Learning Issues Vol 6, No 1 (2023): June
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v6i1.19178

Abstract

This research investigates the English lecturers’ difficulties in teaching English for Specific Purposes (ESP) in higher education. This research is descriptive qualitative. There are 58 English lecturers from various higher education involved in this research. The analysis shows that the most dominant English lecturers teach ESP in the 2nd semester. Besides, in the 1st, and 3rd semesters. English skills taught by English lecturers in ESP courses are speaking, writing, reading, speaking, vocabulary, and translation. Speaking skills is the difficult English skill taught by them in the ESP course. The most dominant English lecturers have been teaching ESP for more than 5 years. They state that teaching ESP requires more challenges than teaching EGP (English for General Purposes). In the implementation of teaching ESP, they face several difficulties including) 1) making syllabi and lesson plans. 2) making ESP course materials according to student needs. 3) selecting and using learning methods. 4) getting ESP textbooks related to student needs. 5) making/creating ESP textbooks related to student needs. 6) difference in students' English proficiency levels. 7) difference in the level of student's motivation to learn English. 8) different levels of students' awareness of the importance of ESP. 9) the institution’s policy related to the ESP course curriculum has not been clearly stated. 10) institutional policies related to facility policies are not adequate. 11) the number of lectures/credits, and the number of semesters in the ESP course are not as expected. 12) compensation (income) in teaching ESP courses is not expected.
BAAMBOOZLE IN ENGLISH LANGUAGE LEARNING: A SIMULATION OF EDUCATIONAL GAMIFICATION FOR ENGLISH LANGUAGE LEARNERS (ELLS) Fitria, Tira Nur
ELite Journal : International Journal of Education, Language and Literature Vol. 6 No. 2 (2026): ELite Journal (Volume 6 Number 2, April 2026)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/elitejournal.v6n2.p68-83

Abstract

This research simulates the creation of Baamboozle as an educational gamification for English language learners. This research is descriptive qualitative research. The analysis shows that Baamboozle emerges as a user-friendly platform facilitating interactive quiz game creation and play, enhancing learning engagement and enjoyment. Its intuitive design and simple registration process grant easy access to a diverse array of educational resources and games. Key features like My Library, Games, Blog, and Search Games equip users with comprehensive tools for organizing, discovering, and accessing tailored quiz games. Baamboozle's clean interface and vibrant graphics foster an inviting atmosphere conducive to interactive learning experiences. Users can leverage its game creation features, such as visual elements and privacy options, to customize learning materials according to their preferences. Moreover, Baamboozle fosters collaboration and discussion among users, enriching the learning journey. Following the provided steps, users can effortlessly generate personalized quiz games to supplement English language learning. Baamboozle proves invaluable for enhancing English language education through engaging educational game creation. Its user-friendly interface empowers teachers to design games aligned with curriculum objectives and student interests, fostering creativity and content integration. Utilizing features like timers and leaderboards adds competition and motivation to the learning process. Support and training ensure effective Baamboozle utilization, maximizing its potential to enhance students' English proficiency. Prioritizing creativity, content integration, student engagement, regular evaluation, feature utilization, collaboration, and ongoing support and training can optimize Baamboozle's role in English language education.
Forensic Linguistics: Contribution of Linguistics in Legal Context Fitria, Tira Nur
PRASASTI: Journal of Linguistics Vol 9, No 1 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/prasasti.v9i1.71527

Abstract

This research describes the contribution of linguistics in forensic linguistics, especially in a legal context. This research is library research. The analysis shows that forensic linguistics applies language analysis and linguistic theories in linguistic events involved in the legal process, including products, interactions in the judicial process, and interactions between individuals that result in certain legal impacts. Forensic linguistic analysis involves linguistic fields, including phonetics, semantics, discourse and pragmatics, stylistics, morphological, syntactical, and sociological. The important role of forensic linguistics is supporting the law enforcement process, examining counterfeit documents, detecting plagiarism/lies, and analyzing sound recordings and conversations directly and indirectly. With the ‘power’ of the analysis tool of each branch, the results and conclusions obtained by linguistics forensic experts may indicate a high level of confidence. Many legal cases occur in society, including oral or written in social media such as cases of insults, defamation, threats, fraud, bullying, criticism, mockery, instigation, slander, insults, and defamation also other cases can be solved by using a forensic linguistic perspective. These cases may be quite challenging because everyone in this field is required to have comprehensive linguistic abilities with the support of elaborative capabilities of the use of spoken language or writing.
Co-Authors Abdullah Zailani Afdaleni Agus Marimin, Agus Agus Subekti 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 Hadi Samanto Hadi Samanto, Hadi Hadi, Samanto Hetining Setyowati Hidayatullah, Bima Ifan Iskandar Indra Lila Kusuma Indra Lila Kusuma, Indra Lila Kartika Cahyaningtyas Lisa Anggraini LMS. Kristiyanti M. Gunawan Setyadi Marimin , Maya Widyana Dewi Muhammad Cholis 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 Pardanawati, Sri Laksmi Suhesti Ningsih, Suhesti Sumadi SUMADI SUMADI Sumadi, Sumadi Sumadi Susanti, Amrih Susilo, Andri Tho'in, Muhammad Tino Feri Efendi Triwahyuniastuti Yustin Henina Oktaviani Zania, Rosse Firli Zulfa Khoirul Ummah