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Tira Nur Fitria, Tira Nur

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Author-ID : 619717

Religion Arts Humanities 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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USING DUBBING AND SUBTITLING METHODS THROUGH FILM IN MOTIVATING STUDENTS IN ENGLISH SPEAKING AND CONVERSATION Fitria, Tira Nur
ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture Vol 7, No 2 (2023)
Publisher : Jurusan Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um006v7i22023p248-264

This research describes the use of the dubbing and subtitling method through film in motivating students in English speaking/conversation. This research is library research. The analysis shows that the video project of dubbing in the film is engaging, motivating, and effective in improving language abilities. However, film media using dubbing can be combined with subtitling methods to make English learning more interesting, imaginative, and engaging. It means that both dubbing and subtitling can be used to practice English conversation skills with film. They can be applied to motivate students and even improve pronunciation and vocabulary mastery. Dubbing involves imitating the actors’ voices and acting out dialogue scenes to practice students' pronunciation. Subtitling involves the use of Indonesian language transcription (Indonesian subtitling version) and English transcription (English subtitling version) for helping students to understand the vocabulary meaning in the dialogue. To motivate students’ English speaking/conversation skills with those methods, students can choose their favorite films and actors, choose short film materials and search for subtitles, and practice English speaking in monologs or conversations in pairs. So, students can be interested and motivated, even improving their overall language learning experience. The previous studies also indicate the use of the dubbing/subtitling method in film improves students' motivation and enthusiasm in English speaking/conversation.

CREATION OF COMIC STRIPS USING CANVA IN TEACHING WRITING TO STUDENTS Fitria, Tira Nur
ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture Vol 7, No 1 (2023)
Publisher : Jurusan Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um006v7i12023p159-176

This study simulates the making of comic strips using Canva in teaching writing skills. This research utilizes descriptive qualitative. The analysis shows that creating comic strips using Canva is easy and simple. Open Canva at www.canva.com/ on mobile/ desktop then sign in or register using email, Facebook, or Google. Search for "comics" to start designs. Browse templates, start with a blank page, or choose Canva's ready-made templates. Experiment with features comic designs then customize comics with color schemes, lawyers, font styles, and combinations of stickers, icons, and illustrations. Rearrange speech bubbles and frames, upload images, save/publish and share. Teachers can use Canva to create/design comic strips for writing English sentences/conversations. We can use the available comic strip template patterns or customize them as needed. For example, we create/design a comic strip about "My Daily Activity", we ask students to write sentences/essays of descriptive text according to the picture instructions in the comic strips from the activities of waking up to going to school using the present tense. We can ask students to write sentences/essays about "All About Me". We can ask students to write down what is depicted in the comic strips, for example, personal information including name, birthday, address, family, favorite, hobby, or ambition. Several ways need to be considered in creating comic strips such as the concept/story idea, storyline, and attractive image. For making interesting and educative learning comics, we can include an element of humor, insert material in character conversations, use casual language, and create attractive visuals.

USING NATURALREADER: A FREE TEXT-TO-SPEECH ONLINE WITH AI-POWERED VOICES IN TEACHING LISTENING TOEFL Fitria, Tira Nur
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 4 No. 2 (2023)
Publisher : Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/eltall.v4i02.6305

This research describes the use of NaturalReader in teaching listening TOEFL. This research is descriptive qualitative research. The analysis shows that NaturalReader is an AI-powered free text-to-speech service online which helps teachers/lecturers to teach English. In teaching English, especially listening to TOEFL, an English lecturer in ITB AAS Indonesia uses face-to-face learning combined with Zoom and Live YouTube streaming. The lecturer uses NaturalReader Text-to-Speech (TTS) in teaching listening TOEFL including Part A (short dialogue), Part B (long dialogue), and Part C (monologue). The lecturer opens the NaturalReader application, then clicks the + icon to input the words, phrases, or sentences that she/he wants to listen to the audio with their pronunciation. NaturalReader offers female and male voices and variation accents for both free and paid users. This software is capable of converting text into sound in multiple languages, including English with diverse accents, such as British or American. In teaching listening TOEFL, pronunciation especially accent cannot be separated from listening. In listening, the presence of several accents, the speakers’ speed, and the speaker’s intonation from native speakers on listening tests may threaten test fairness. By using the NaturalReader app, the students can learn to listen to how the word/phrase/sentence is pronounced differently with different accents and voices as they want. It means that the students study listening also pronunciation. When students understand correct pronunciation, students will understand English listening easier because they will learn to identify the sounds directly from native speakers.

USING TIKTOK APPLICATION AS AN ENGLISH TEACHING MEDIA: A LITERATURE REVIEW Fitria, Tira Nur
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 6, No 2 (2023): JETALL VOLUME 6 NUMBER 2 2023
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v6i2.16058

This study describes the use of TikTok as a teaching medium and knows its benefits on students’ English skills. This research uses library research. The analysis shows that several ways in creating learning material by using TikTok, such as downloading the TikTok app through the Play Store or AppStore, creating a text/script, recording videos, using illustrations, editing, using hashtags, and uploading into TikTok. We enter the hashtag to learn English in the search field on TikTok, then various videos will appear that match the keywords. TikTok is an innovative application that can provide students with a new sense of desire and motivation in learning English even. Several previous studies show that TikTok gives benefits to students' English skills such as speaking, listening, pronunciation, grammar, vocabulary, and pronunciation. Therefore, TikTok can be chosen as an interesting learning medium that can support the learning process. The material is simple and useful, learning is not monotonous because it is equipped with writing features that are attractive to the audio and visual when delivering material. Teachers can create a variety of materials to explain material, practices, remedial or enrichment. We also can give assignments or projects to students to make video material with TikTok an interesting, innovative, and interactive video. Students are expected to identify various types of visual elements and incorporate them into a brief video, highlighting the audio-visual form of an explanation by utilizing editing skills.

Using ChatBot-Based Artificial Intelligence (AI) for Writing an English Essay: The Ability of ChatGPT, Perplexity AI, and ChatSonic Fitria, Tira Nur
Journal of Language Intelligence and Culture Vol. 6 No. 2 (2024): Journal of Language Intelligence and Culture
Publisher : Faculty of Tarbiyah and Teacher Training, IAIN Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jlic.v6i2.139

This study investigates the effectiveness of advanced AI chatbots, including ChatGPT, Perplexity AI, and ChatSonic, in generating argumentative essays. Employing a descriptive qualitative approach, the research analyzed data collected through document review. In-depth analysis revealed that these AI chatbots are highly capable of producing persuasive essays. The chatbots generate text that aligns with the given topic by responding to specific prompts. The more detailed the prompt, the more relevant and informative the generated content. Additionally, ChatGPT and Perplexity AI offer valuable writing tips and even suggest online resources for further assistance. However, it is essential to acknowledge the limitations of AI and balance their use with human development and the cultivation of student writing skills.

Using Phonetic Transcription App as Media of Teaching Phonetics in English Pronunciation Skill Fitria, Tira Nur
EDUCAFL: Journal on 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 | DOI: 10.21776/ub.educafl.2023.006.01.04

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/.Â 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.

Students' Perception of the English Teaching and Learning Process in ITB AAS Indonesia During the 2022/2023 Academic Year Fitria, Tira Nur
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 6 No. 1 (2024): Issues in Applied Linguistics and Language Teaching
Publisher : Pendidikan Bahasa Inggris (Universitas Internasional Batam)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v6i1.9152

The study describes students' perceptions of the English teaching and learning process at ITB AAS Indonesia during the 2022/2023 academic year through descriptive qualitative research. The analysis reveals that English lecturers are responsible for delivering the syllabus and material for a semester of English learning, conveying the learning contract, and distributing books/modules. They also teach English using both offline and online methods, using institutional e-learning platforms like Zoom with Live YouTube. They provide learning materials weekly, discuss them with students, and provide summary/conclusion, assessment, reflection, feedback, and follow-up at the last meeting. In the ELT evaluation, lecturers provide English tasks, provide leeway for assignment collection, conduct mid-semester and final semester exams, offer opportunities for English follow-up exams, and explain the course value. These planning, implementation, and evaluation are crucial for improving the quality of educators, students, and educational institutions. In planning, it shows generally positive perception among students regarding the organization and facilitation of the English teaching and learning process at the beginning of the semester. In the implementation, it indicates a strong endorsement from students regarding various aspects of the English teaching and learning process at ITB AAS Indonesia. While in the evaluation, it indicates a positive perception among students regarding the organization and administration of assessments and tasks within the English teaching and learning process at ITB AAS Indonesia.

CAPITALIZATION ERRORS FOUND IN THE TITLE OF ENGLISH ARTICLES PUBLISHED IN SELECTED JOURNALS Fitria, Tira Nur
International Journal of Humanity Studies (IJHS) Vol 8, No 1 (2024): September 2024
Publisher : Sanata Dharma University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijhs.v8i1.4312

In English, a capital letter is used for the first word of a sentence and for all proper nouns (words that name a specific person, place, organization, or thing). This research finds the capitalization errors found in the English titles of journal articles. This research uses descriptive qualitative. The data are Jurnal Akuntansi dan Pajak (JAP) and Jurnal Ilmiah Ekonomi Islam (JIEI). The analysis shows that capitalization errors occurred in English titles, especially in writing prepositions such as in, too, the, and, or, on, of, by, from, for, as, and with. This can occur due to inaccuracy or misunderstanding about the use of prepositions. Writers are usually more concerned with the combination of words in each sentence and the continuity of the writing, the substance of the writing, rather than having to correct capital letters. In English, there is one type of word that basically cannot or should not be placed at the beginning of a sentence, namely determiner/article, prepositions, and conjunctions. Although the capitalization of words in titles might vary depending on the writer's/ author's, institution's, or publication's style, there are certain common capitalization principles to remember. 1) Any title's initial and last words should be capitalized. 2) Using capital letters for nouns and pronouns. Proper nouns are included in this category. 3) capitalizing helpful verbs and "to be" versions. 4) Capitalizing adjectives and adverbs, and 5) capitalizing articles in the title unless they are the first or last word. 6) In titles and short prepositions, do not capitalize short coordinating conjunctions like "and," "but," "or," "for," or "nor." In minimizing mistakes, it is important to know how to write capital letters in the correct title.

Pemanfaatan Olahan Pisang Sebagai Tambahan Pendapatan Ibu-Ibu PKK di Desa Keden Kalijambe Sragen Ningsih, Suhesti; Fitria, Tira Nur; Dewi, Maya Widyana; Nurcahyani, Mariska Bening; Aisah, Tutik; Zania, Rosse Firli
BUDIMAS : JURNAL PENGABDIAN MASYARAKAT Vol 6, No 2 (2024): BUDIMAS : Jurnal Pengabdian Masyarakat
Publisher : LPPM ITB AAS Indonesia Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/budimas.v6i2.14414

Kegiatan ini adalah pemberdayaan Usaha Mikro, Kecil, dan Menengah (UMKM) melalui seminar dan pelatihan pengolahan produk pisang, dilaksanakan pada 13 Mei 2024 di Balai Desa Keden Kalijambe Sragen. Tujuannya adalah meningkatkan keterampilan dan pengetahuan UMKM dalam mengolah pisang serta strategi pemasaran, untuk bersaing lebih baik di pasar lokal bahkan regional. Proses pengumpulan data dimulai dengan identifikasi lokasi dan sasaran, melibatkan masyarakat umum, pelaku UMKM, dan komunitas lokal. Dilakukan observasi langsung terhadap lingkungan, infrastruktur, dan aktivitas masyarakat, serta wawancara dengan tokoh masyarakat dan diskusi kelompok terarah. Hasilnya, dalam bentuk foto, video, dan catatan lapangan, menjadi laporan akhir dari kegiatan pengumpulan data. Pendekatan ini melibatkan penggunaan metode praktek langsung, di mana peserta dapat langsung terlibat dalam proses pengolahan produk pisang dan melihat contoh produk yang sudah jadi. Selain itu, penggunaan bahasa yang sederhana dan mudah dimengerti juga menjadi strategi untuk memastikan bahwa peserta dapat menguasai materi dengan baik dan mampu mengaplikasikannya dalam praktik usaha mereka secara efektif. Dosen beserta mahasiswa praktik langsung mengolah keripik pisang bersama masyarakat peserta UMKM. Proses pengolahan mencakup pemilihan, pengupasan, dan pemotongan pisang menjadi irisan tipis, serta perendaman dalam larutan kapur sirih untuk membuat keripik yang crispy. Setelah digoreng hingga keemasan, keripik ditiriskan dan dikemas dalam plastik standing pouch dengan tambahan bubuk perasa makanan. Tujuan pelatihan ini adalah meningkatkan nilai jual produk lokal seperti keripik pisang melalui pengolahan yang baik, pengemasan menarik, dan penetapan harga jual yang tepat. Disampaikan juga edukasi strategi pemasaran dan promosi produk, termasuk penggunaan media sosial dan pemasaran online, untuk memperluas jangkauan pasar. Kegiatan ini diharapkan dapat meningkatkan keterampilan pengelolaan usaha UMKM, memperbaiki kualitas produk, dan memperluas pangsa pasar, serta memberikan kontribusi yang signifikan terhadap perekonomian lokal melalui pemanfaatan potensi pisang yang melimpah.

Pengembangan UMKM (Usaha Mikro, Kecil dan Menengah) Produksi Rambak Suci Sragen Fitria, Tira Nur; Azizah, Fadillah Nur; Anggraini, Lisa; Sabila, Renata Seva; Al Muslim, Mujahid; Susilo, Andri; Zailani, Abdullah
BUDIMAS : JURNAL PENGABDIAN MASYARAKAT Vol 6, No 2 (2024): BUDIMAS : Jurnal Pengabdian Masyarakat
Publisher : LPPM ITB AAS Indonesia Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/budimas.v6i2.14463

UMKM Rambak rumahan merujuk pada usaha mikro, kecil, atau menengah yang UMKM Rambak rumahan merujuk pada usaha mikro, kecil, atau menengah yang berfokus pada produksi rambak dengan skala produksi yang dilakukan di rumah. Biasanya, UMKM ini dimulai oleh individu atau kelompok kecil yang memanfaatkan peralatan dan fasilitas rumahan untuk membuat rambak. Kegiatan pengabdian kepada masyarakat ini berjudul “Pengembangan UMKM Produksi Rambak Suci di Sragen.” berupa sosialisasi pelatihan produksi kerupuk bawang, pengemasan dan pemasaran kerupuk bawang dalam peningkatan pendapatan UMKM. Pada tanggal 27 Februari 2024, mahasiswa dan dosen ITB AAS Indonesia dan UTP Surakarta melakukan observasi dan wawancara di UMKM Rambak Suci, yang dikelola oleh Ibu Sa’adah di Trobayan, Kalijambe, Sragen. Dalam kunjungan tersebut, mereka mempelajari sejarah, produk, dan proses produksi kerupuk Rambak Suci. Pelatihan praktek pembuatan kerupuk dilakukan secara offline, menggunakan bahan-bahan seperti tepung terigu, tepung tapioka, bawang putih, garam, dan terasi udang, serta alat-alat seperti timbangan, mesin pengaduk, dan pengukus. Proses pembuatan kerupuk meliputi pencampuran bahan, penyaringan adonan, pengukusan, pemotongan, pengeringan, dan pengemasan. Produk yang dihasilkan sekitar 30 kg adonan dalam 100 kemasan. Hasil observasi menunjukkan peningkatan penjualan kerupuk karena stabilnya harga jual meski bahan baku meningkat. Tim ITB AAS Indonesia dan UTP mengusulkan solusi untuk pemasaran dan keuangan, termasuk pemasaran online, pembuatan spanduk, microsite, dan logo, serta nota penjualan untuk memudahkan pencatatan dan branding. Media sosial Instagram diperbarui karena pengelola sudah familiar, sedangkan pembuatan akun TikTok dan legalitas NIB tidak dilakukan karena keterbatasan dan keberatan dari pihak UMKM.Kata kunci: produki rambak, rambak, Rambak Suci, Usaha Mikro Kecil dan Menengah (UMKM)

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 Hadi Samanto Hadi Samanto, Hadi Hadi, Samanto Hidayatullah, Bima Ifan Iskandar Indra Lila Kusuma Indra Lila Kusuma, Indra Lila Kartika Cahyaningtyas Lisa Anggraini Marimin , 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 Susanti, Amrih Susilo, Andri Tho'in, Muhammad Tino Feri Efendi Triwahyuniastuti Yustin Henina Oktaviani Zania, Rosse Firli Zulfa Khoirul Ummah

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