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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Language Circle : Journal of Language and Literature EDUCAFL : E-Journal of Education of English as a Foreign Language Englisia Journal VIVID Journal of Language and Literature Proceeding SENDI_U 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 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) 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 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) ELTALL: English Language Teaching, Applied Linguistic and Literature Journal of English Language Teaching, Linguistics, and Literature Studies Journal of English Language Teaching, Linguistics and Literature (JETLEE) Widyaparwa Saree : Research in Gender Studies 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

Tira Nur Fitria, Tira Nur

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Author-ID : 619717

Religion Arts Humanities Automotive Engineering Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Languange, Linguistic, Communication & Media Physics Social Sciences Other

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Doing Manual Paraphrasing: What Should the Students Do in Paraphrasing or Rewriting English Writing? Fitria, Tira Nur
SALEE: Study of Applied Linguistics and English Education Vol. 5 No. 1 (2024)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v5i1.796

The issue of plagiarism and students' writing difficulties appeared to be a difficulty for teachers, so the existence of paraphrasing is a means to prevent plagiarizing. The objective of this study is to describe manual paraphrasing for students in paraphrasing or rewriting English writing. This research is descriptive qualitative. The analysis shows that manual paraphrasing is the activity of rewriting a text into another form manually without the help of online tools. In teaching paraphrasing manually, ten several strategies can be used by students, including using synonyms, changing the word form, changing active or passive sentences, changing transitions/connectors, changing/rearranging the order of ideas, changing or modifying text structure, simplifying or summarizing sentence, changing the double negative into a positive form, adding quotation marks for important points, and combining paraphrasing techniques. Students need to combine these strategies by applying more than two strategies than a single paraphraseIn manual paraphrasing, students must carefully study the source material, comprehend its meaning, attempt to explain it, and then rewrite it using their words while preserving the same meaning. Manual paraphrasing requires more effort and takes time than using automated tools, but the results may be better than expected.

Teaching IELTS Reading Skills Fitria, Tira Nur
Pioneer: Journal of Language and Literature Vol 16 No 1 (2024)
Publisher : Faculty of Letters, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/pioneer.v16i1.3991

This research describes the teaching of IELTS Reading for students. This research is library research. The analysis shows that the IELTS reading test evaluates participants' understanding of information and language, requiring them to synthesize, interpret, and respond to information. The test consists of 14 types of questions, including Choosing a Title, True False Not Given / Yes No Not Given, Matching Features, Matching Headings, Matching Paragraph Information, Matching Sentence Endings, Sentence Completion, List Selection, Multiple Choice, Short Answer, Summary Completion, Flow Chart Completion, Diagram Completion, and Table Completion. The resulting test is graded on a band scale from range from 0 (did not take the test) to 9 (proficient in English) which indicates students' understanding and ability to read in English. Understanding the types of questions on the IELTS is crucial for students to prepare for the test. However, the test requires precise abilities for success. Teachers can create lesson plans for teaching Reading IELTS to help students prepare for the test and prepare them for the test. To answer IELTS Reading questions, students need fast and accurate reading skills and the right strategy. Teaching reading skills for the IELTS test can be challenging, but several strategies can help teachers structure effective teaching. These include understanding the test format, analyzing previous questions, building academic vocabulary, teaching active reading, practicing explaining the main idea, teaching skimming and scanning techniques, managing class discussion and analysis, practicing with varied reading material, using an integrated approach, giving constructive feedback, simulating reading tests, giving homework, training students to compose an outline, and promoting flexibility in learning.

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

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

The Principles and the Teaching of English Vocabulary: A Review Dakhi, Saniago; Fitria, Tira Nur
JET (Journal of English Teaching) Vol. 5 No. 1 (2019): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

The importance of vocabulary, its types, selection criteria, size and depth, and teaching principles were found unclear. The present article seeks to respond to such challenge. To achieve the mentioned goals, we did a systematic review to previously related studies and theories. The results showed that the vocabulary was found to be more functional as a basis for communication, a reflection of social reality, emotion booster, and academic ability predictor. It also revealed that its contribution to the basic language skills varied. Finally, the principles of teaching vocabulary, size and depth, and teaching and learning vocabulary materials (TLVMs) appeared to be associated with studentâ€™s vocabulary mastery. Keywords: vocabulary teaching; principles; vocabulary importance; breadth and depth

JAVENGLISH (WHEN JAVANESE SPEAK ENGLISH WITH A JAVANESE ACCENT): AN ANALYSIS OF SOCIAL MEDIA POSTS Fitria, Tira Nur
Widyaparwa Vol 51, No 2 (2023)
Publisher : Balai Bahasa Provinsi Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/wdprw.v51i2.1189

An accent is a way of pronouncing something unique in a particular language, and specific to a country, region, or social class. Recently, the 'Javanese accent' trend has been buzzing on social media. The viral Java accent began when a content creator from Surabaya, East Java, made a video that featured Javanese accents in several words. This research investigates the phenomenon of Javenglish which occurs when Javanese people speak English with a Javanese accent in Instagram Reels @natkenira. This research employs a descriptive qualitative approach. The analysis shows that 60 English words from 7 Reels videos are pronounced with a Javanese accent. Indonesian speakers of English can be influenced by the accent/dialect of their mother tongue when speaking English. This causes variations of letter sounds, both consonants and vowels. Javanese style in speaking English is sometimes related to the “medok” accent as the most recognizable characteristic of the Javanese language. This character may be difficult to remove because of genetic inheritance. An accent is a characteristic form distinctive by pronunciation, style, and features of a certain language often linked with certain social groups, usually, people hope members and groups of this social language use style or speech characteristics. There are 60 words with Javenglish pronunciation in the social media content of Instagram Reels @natkenira. Similar research is still possible to conduct and can provide input for this research. In further research, the number of research subjects can be added to get maximum results. Baru-baru ini, tren 'aksen Jawa' sedang ramai di media sosial. Awal mula viralnya aksen Jawa adalah ketika seorang content creator asal Surabaya, Jawa Timur membuat video yang menampilkan aksen Jawa dalam beberapa kata. Penelitian ini menyelidiki fenomena Javenglish (ketika orang Jawa berbicara bahasa Inggris dengan Aksen Jawa) di Reels Instagram @natkenira. Penelitian ini bersifat deskriptif kualitatif. Analisis menunjukkan bahwa 60 kata bahasa Inggris dari 7 video Reels diucapkan dengan aksen Jawa. Penutur bahasa Inggris Indonesia dapat dipengaruhi oleh aksen/dialek bahasa ibu mereka dalam berbicara bahasa Inggris. Hal ini menyebabkan variasi bunyi huruf baik konsonan maupun vokal. Gaya bahasa Jawa dalam berbicara bahasa Inggris terkadang dikaitkan dengan aksen “medok” sebagai ciri khas bahasa Jawa yang paling mudah dikenali. Karakter ini mungkin sulit dihilangkan karena pewarisan genetik. Aksen adalah suatu bentuk ciri yang khas melalui pelafalan, gaya, dan ciri-ciri bahasa tertentu yang sering dikaitkan dengan kelompok kelompok sosial tertentu, biasanya orang berharap anggota dan kelompok sosial ini menggunakan gaya atau ciri tutur. Aksen sebagai cara mengucapkan sesuatu yang unik dalam bahasa tertentu, dan khusus untuk suatu negara, wilayah, atau kelas sosial. Terdapat 60 kata yang mengandung Javenglish di media sosial Reels Instagram @natkenira. Penelitian serupa masih dimungkinkan untuk menambah dan memberikan masukan bagi penelitian ini. Pada penelitian selanjutnya, jumlah subjek penelitian dapat ditambah untuk mendapatkan hasil yang maksimal.

An Analysis of Moral Values Found in a Korean TV Series 'The World of Married' Fitria, Tira Nur
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 5 No. 2 (2020): Acuity: Journal of English Langauge Pedagogy, Literature & Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v5i2.2317

Being released in 2020, “The World of Married” drama entails certain life-lessons that are seriously heart-touching. For all the lovers of Korean drama in the form of TV series, it has some of the life-lessons or moral values taught in the story. Therefore, the objective of this study is to find out the moral values or messages in “The World of Married”. This research uses qualitative research. The analysis shows that In “The World of Married”, contains some moral value, they are 1) there is no perfect family life. 2) honesty is the key to family life. 3) having principles in choosing or deciding something. 4) having loyalty with a partner and not having an affair with another. 5) selecting in choosing the best friend. 6) loving the Wrong Person (Love is blind). 7) all decisions have risks. 8) an act of revenge is not the best solution. 9) avoiding violence in the family. Moral values in the movie can be understood as one base on which people make decisions whether they do is right or wrong. It also implicates what have to do or not to do in their life. 10) children become victims of the problems and divorce of parents.

English Vlog Project: Students’ Perceptions and Their Problems Fitria, Tira Nur
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 7 No. 1 (2022): Acuity: Journal of English Language Pedagogy, Literature & Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v7i1.2535

Vlogging can help language learners to practice even improve their speaking skills. This research is to know the non-English students’ perception and their problems of making an “English Vlog” project at ITB AAS Indonesia in 2020/2021. This research applies descriptive qualitative. The analysis shows that most students strongly agree that speaking is the most challenging skill. But, they agree that the English vlog is an interesting and fun task in English class in making them dare to speak in English. The topic/theme about "My Description" also is interesting. Before, most students prepare a draft before recording an English vlog and prepare by writing an Indonesian draft first. They do the exercises repeatedly to get the best result with more than five times in making an English vlog. But, the students also face problems in making English vlogs, they are Mostly students having difficulty in grammar when speaking English. Most students use a phone in recording their vlog and they do not use additional devices when recording English vlog. The audio and video quality on their device affects their vlog quality. Besides, most students have technical problems in light conditions. They are easily distracted by their surroundings, lose concentration, feeling bored, insecure when recording a vlog in front of the camera, and fear when making mistakes during speaking English. Through this vlogging, the students can improve their speaking skills in a more fun way, practice expressing themselves, increase self-confidence, and follow trends in the digital era.

Using Indonesian as Language Use and Language Instruction in English Teaching for Non-EFL Students in ITB AAS Indonesia Fitria, Tira Nur
ETERNAL (English, Teaching, Learning and Research Journal) Vol 9 No 01 (2023): Volume 9, Number 01, June 2023
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V91.2023.A9

This study investigates the use of the Indonesian language as language use and instruction in English teaching for Non-EFL students in ITB AAS Indonesia. This research is descriptive qualitative. The result analysis shows that Indonesian (Bahasa Indonesia) is a language used and instruction used by an English lecturer. English lecturer uses Indonesian in explaining and emphasizing English materials of grammar/tenses to their students. 2) English lecturer uses Indonesian in instructing the students about giving tasks and preparing for the test. An English lecturer usually uses a mixture of two languages, for example, Indonesian and English because the students are not from the English department, but they are mostly from non-English majors. She has considered using Indonesian based on the conditions and requests of students. Besides, She also translates from Indonesian to English and vice versa during English teaching, so the students can understand what is being said. English can be an international language used and instructed in class, so students will have the opportunity to increase their English skills. However, it is also possible that students struggle to comprehend English said by their lecturers. Besides, the usage of Indonesian in English teaching is used by the lecturer for Non-EFL students to overcome challenges in their learning. The use of Indonesian in the English classroom is beneficial to the teaching-learning process, provided that it is not overused and does not become habitual. When the students are taught only in Indonesian fully, they cannot use and master English. This issue necessitates a flexible approach to language use while instructing students in an English classroom. For instance, the use of Indonesian is restricted to the instruction of specific topics, such as grammar and vocabulary, while the use of English is restricted to the instruction of particular subject skills, such as pronunciation.

Utilizing Canva for Designing Effective Flashcards in Vocabulary Instruction for Young Learners: A Descriptive Qualitative Study Fitria, Tira Nur; Afdaleni, Afdaleni; Simbolon, Nurmala Elmin
ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris Vol 15, No 1 (2024): Anglo-Saxon : Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris, Juli 2024
Publisher : English Department, University of Riau Kepulauan, Batam,Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33373/as.v15i1.6823

This research describes the creation of flashcard media in teaching vocabulary to young learners. This research is descriptive qualitative. This research involved collecting data from the Canva website, primarily through direct observation of the various features, tools, and processes involved in creating flashcards. Data analysis was carried out by comparing the various features and tools available in Canva ofmaking flashcards, as well as identifying the ease of use and advantages of the application in the process of making flashcards. The analysis shows that English for Young Learners (EYL) is a program designed to teach basic vocabulary and simple language structures to children. Flashcards are highlighted as an effective tool in this process, as they help children associate words with real objects, improve understanding, and enhance vocabulary retention. Selecting the right vocabulary is crucial for building confidence, improving communication skills, and supporting reading and listening development. Flashcards are adaptable, providing engaging activities that reinforce word meanings and language concepts. Canva is recommended for creating customizable and engaging flashcards. Effective flashcards should include relevant words or phrases, clear definitions or translations, example sentences, and appropriate images or illustrations. The design should be clear, with large, easy-to-read letters, and a consistent format for each word. Regular review and a focus on design, visualization, and interactive activities can further enhance the learning experience. Engaging students in collaborative and evaluative activities also strengthens their understanding. Overall, by following these strategies, flashcards can be a powerful tool in introducing and reinforcing English vocabulary for young learners, with Canva serving as a valuable resource for creating effective learning materials.

Using Wordtune as an AI-Powered Writing Tool How is the Performance in Rewrite and Rephrase English Writing? Fitria, Tira Nur
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 6 No 1 (2024): PROFICIENCY
Publisher : FKIP UNISKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v6i1.4135

This research describes the use of Wordtune as an AI-Powered writing tool for rewriting or rephrasing English writing. This research uses descriptive qualitative research. The analysis shows that Wordtune can be accessed at www.wordtune.com. If we do not have an account, we can register by using Google, Apple, Facebook, and Email, then we can log in. We answer questions related to writing needs and choose our profession and native language. In an initial trial, we can use Wordtune in a free version. We can input the sample sentences or text in the column available. Several alternative writing options including Rewrite, Casual, Formal, Shorten, and Expand” will be generated, then we choose one of them. Wordtune gives us several options to adjust to our writing style including casual, formal, short, or expand. Rewrite is exploring new ways to rephrase our sentences. Casual is conveying a lighter and less serious tone for the right audience. Formal is presenting sentences in a more sophisticated and professional way. Shortening is sticking to word limits and conveying messages clearly and concisely. Expanding is expanding our sentences to give more detail, nuance, and depth. We as educators need to teach students how to use this AI text writer wisely and responsibly. Students can use it to help improve the clarity and style of their writing. However, every writing produced by AI certainly needs to be checked for accuracy because AI tools may produce results that are inconsistent with readability and meaning.

Co-Authors Abdullah Zailani Afdaleni Agus Marimin, Agus Aisah, Tutik Al Muslim, Mujahid Azizah, Fadillah Nur Bayu Kurniawan Dewi Setyoningsih Eko Ari Wibowo Fatihah Wari Nurjanah Hadi Samanto, Hadi Hidayatullah, Bima Ifan Iskandar Indra Lila Kusuma, Indra Lila Kartika Cahyaningtyas Lisa Anggraini Maya Widyana Dewi Muqorobin, Muqorobin Ninuk Lustyantie Nurcahyani, Mariska Bening Pudjiati, Danti Rukmini Rukmini Sabila, Renata Seva Sahid, Ariyanto Saniago Dakhi, Saniago Simbolon, Nurmala Elmin Suhesti Ningsih, Suhesti SUMADI SUMADI Susanti, Amrih Susilo, Andri Triwahyuniastuti Zania, Rosse Firli

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