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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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Integrating English Language Teaching (ELT) Into Islamic Boarding Schools: A Review of Strategy and Challenges Fitria, Tira Nur
Journal of English Language and Pedagogy (JELPA) Vol. 1 No. 2 (2023): NOVEMBER
Publisher : Universitas Kapuas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51826/jelpa.v1i2.772

Abstract

This research describes English Language Teaching (ELT) strategies and challenges in Islamic Boarding Schools. This research is library research. The analysis shows that teaching English needs a system or method during the implementation. Besides, teaching foreign languages, such as English, faces challenges/difficulties/problems during the implementation. Factors such as teacher education background, enthusiasm level, comprehension of the student's character, and norms applied at Islamic Boarding Schools determine which strategies English teachers implement. Even though teachers attempt to develop their teaching strategies innovatively, stagnant techniques are used to meet students' requirements. By understanding a student's character, teachers can select the most effective method for teaching English. Modern Islamic boarding schools combine traditional and modern systems to prepare students for the challenges of the times. English is used to explore and implement the richness and beauty of Islamic boarding schools' knowledge of knowledge objects and conditions related to this era. English Language Instruction is essential for Pesantren, and it must be well-planned and organized to achieve high-quality English teaching and learning. Foreign languages must be used as the language of everyday life in Islamic boarding schools. The most important details are the teacher's dedication, the students' awareness of learning English, the challenges teachers face in providing modern learning, and the lack of exposure to Arabic. Arabic and English are the priority languages to be taught, as they are essential for understanding the Qur'an, hadiths, and globalization.
Revolutionizing English Learning with AI: Insights from ChatGPT and Google Gemini Fitria, Tira Nur
International Journal of Computer and Information System (IJCIS) Vol 6, No 2 (2025): IJCIS : Vol 6 - Issue 2 - 2025
Publisher : Institut Teknologi Bisnis AAS Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/ijcis.v6i2.219

Abstract

This research describes the use of both Google Gemini and ChatGPT in English language learning. This research is descriptive qualitative. The analysis shows that both ChatGPT and Gemini provide valuable insights into AI's role in English language learning, though their approaches differ. ChatGPT focuses on practical applications like personalized feedback, chatbots, and analytics tools, emphasizing text generation and teacher workload reduction. Google Gemini, with its multimodal capabilities, highlights interactive learning systems, automation, and accessibility improvements in education. Both models stress personalization, interactivity, and teaching efficiency but with different emphases—ChatGPT on student analysis, Gemini on immersive experiences, and data-driven teaching. While both tools offer great potential, the choice between them depends on whether we prioritize text-based tasks (ChatGPT) or multimedia content (Google Gemini). Choosing between ChatGPT and Google Gemini depends on our specific needs. If we require text generation, such as creating articles or engaging in text-based conversations, ChatGPT is a better fit due to its focus on producing natural, relevant text. However, if you need to handle multiple types of data like text, images, audio, and video, Google Gemini's multimodal capabilities make it more versatile for multimedia tasks. While ChatGPT is ideal for text-based applications and integrates easily through APIs, Gemini is more suited for users within the Google ecosystem. ChatGPT is known for generating high-quality text, while Gemini provides good quality across various formats, but its effectiveness varies with context. Ultimately, the best choice depends on whether your focus is on text or multimedia tasks.
Women in Political Leadership: An Islamic Economic Perspective on Women's Empowerment, Gender Justice and Socio-Economic Welfare Fitria, Tira Nur
Jurnal Ilmiah Ekonomi Islam Vol. 11 No. 02 (2025): JIEI : Vol. 11, No. 02, 2025
Publisher : ITB AAS INDONESIA Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/jiei.v11i02.17012

Abstract

This research explores the role of women in political leadership from an Islamic economic perspective, focusing on the interconnectedness of women's empowerment, gender justice, and the socio-economic welfare of the ummah. This research adopts a library research design. The analysis shows that Islamic teachings support women's political leadership, emphasizing justice, competence, and adherence to Islamic values, which include principles of equality, communal welfare, and social well-being. Women's empowerment in Islam is rooted in the recognition of their right to lead and influence society, which is essential for achieving socio-economic development. Through political empowerment, women can shape policies that benefit marginalized communities and promote public welfare. Case studies from Muslim-majority countries, such as Indonesia, demonstrate how women leaders have driven significant reforms in education, poverty alleviation, and economic stability. However, cultural norms, gender stereotypes, institutional barriers, and discriminatory laws still hinder women's political participation. Overcoming these challenges requires societal, legal, and educational reforms based on Islamic principles of justice and equity. Gender justice in Islamic economics advocates for fairness, equality, and dignity, ensuring that both men and women have equal rights, including leadership opportunities. Islamic economic values such as maslahah (public welfare) and balance support women’s inclusion in political leadership, emphasizing competence and ethical governance over gender. Gender justice initiatives, including equal education and employment opportunities, have led to increased participation of women in politics and the workforce, promoting more inclusive socio-economic development. Women's leadership is pivotal in promoting the welfare of the ummah by contributing diverse perspectives to decision-making, particularly on issues like education, healthcare, and poverty alleviation. This involvement enhances inclusive policy-making, aligned with Islamic principles of justice and social welfare. Women's political leadership is crucial for achieving socio-economic prosperity. Women leaders advocate for equitable access to resources, human capital development, and social safety nets, which help reduce inequality and ensure that economic benefits are shared across all segments of society. Gender-sensitive policies, such as fair wages and education reforms, contribute to economic growth and poverty reduction. Despite significant progress, women may still face barriers to leadership due to gender biases, restrictive cultural norms, and patriarchal systems. However, Islamic teachings offer support for overcoming these challenges, emphasizing justice, equality, and the dignity of both men and women. In Indonesia, women's political leadership has grown significantly, with more women now holding positions in the executive, legislative, and judicial branches. This shift reflects societal changes, legal reforms, and a global commitment to gender equality. Islamic economic frameworks provide a foundation for policies that promote women's rights and leadership, supported by Islamic values of adl (justice), musawat (equality), maslahah (social welfare), and maqasid al-shari’ah (objectives of Islamic law).
A Working Wife: An Islamic Economic Perspective on Women’s Economic Participation in Household and Workforce Fitria, Tira Nur
Jurnal Ilmiah Ekonomi Islam Vol. 11 No. 03 (2025): JIEI : Vol. 11, No. 03, 2025
Publisher : ITB AAS INDONESIA Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/jiei.v11i03.17112

Abstract

This research explores and analyzes the role of working wives in Indonesia from an Islamic economic perspective, focusing on their dual economic participation in both the household and the workplace. This research employs a library research design that relies on the collection and analysis of existing data and literature. Islamic teachings emphasize women's essential roles in both family and society, encouraging their participation in education, business, and public life within ethical boundaries. Historically, Islamic law granted women rights such as property ownership and financial independence, as seen in the example of Khadijah, the Prophet Muhammad’s wife. However, patriarchal cultural practices have often limited these rights. Despite this, Islamic economics supports women's economic engagement through principles like adl (justice), maslahah (public welfare), and Khilafah (stewardship), promoting equality and shared responsibility in managing resources. Women in Muslim societies face challenges such as societal norms that prioritize domestic roles, and limiting access to education, employment, and leadership positions. Balancing work and home responsibilities creates a "double burden," compounded by a lack of supportive workplace policies and gender biases in male-dominated industries. To overcome these barriers, comprehensive legal reforms and inclusive policies are necessary. Islamic economic principles offer a framework for women’s empowerment, promoting their involvement in the workforce and entrepreneurship through policies ensuring equal access to education, fair wages, and opportunities. Islamic teachings also support women’s rights to property, inheritance, and financial independence, fostering an inclusive society. These principles guide policies that ensure justice and equity, addressing gender disparities and enabling women to contribute to societal and economic development. In Indonesia, women contribute significantly to household economies through activities like managing finances and running small businesses. In the workforce, women are increasingly active in diverse sectors, though challenges like gender pay gaps and limited leadership representation persist. Islamic economic values guide efforts toward fairness and inclusivity, with organizations supporting women's empowerment through education, microfinance, and vocational training. Holistic empowerment, combining economic, educational, and social well-being, allows women to contribute meaningfully to both family and society. Promoting women’s economic participation in both the household and workforce involves efforts to enable women to actively engage in economic activities in two main areas: the household and the formal workforce. In the household, women contribute by managing finances, caregiving, child-rearing, and running home-based businesses. These contributions should be recognized and supported with resources and opportunities to manage household roles efficiently. In the workforce, women must have equal access to job opportunities, leadership roles, entrepreneurship, and fair wages, requiring the elimination of barriers like gender discrimination, unequal pay, and limited access to leadership positions.
The Profession of Content Creator in the Sharia-Compliant Creative Economy: Opportunities, Challenges, and Islamic Business Ethics on the Commercialization of Halal Content Fitria, Tira Nur
Jurnal Ilmiah Ekonomi Islam Vol. 11 No. 03 (2025): JIEI : Vol. 11, No. 03, 2025
Publisher : ITB AAS INDONESIA Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/jiei.v11i03.17242

Abstract

This research describes the profession of content creator in the sharia-compliant creative economy including opportunities, challenges, and Islamic business ethics on the commercialization of halal content. This study employs a library research design. Content creators in the halal creative economy have diverse opportunities to produce Sharia-compliant content. They can support community needs, promote Islamic ethics, and empower the ummah. When adhering to Islamic principles, content creation is a legitimate, halal profession with strong potential for da’wah, education, and positive social impact. In Islamic economics, content creators can be known as digital entrepreneurs who contribute to the halal economy by producing and sharing knowledge, ethical values, and halal products via online platforms. They promote Islamic teachings and ethical lifestyles while avoiding prohibited elements like riba (interest) and gambling. Acting as informal da’wah agents, they ensure their income is halal by adhering to honesty, transparency, and accountability. Content creators foster halal consumerism, connect Sharia-compliant businesses with Muslim consumers, and incorporate social good, making their role both economic and moral. As key players in the Sharia-compliant creative economy, these creators act as digital preachers, educators, and entrepreneurs, sharing Islamic teachings through relatable content and monetizing via halal, ethical methods. By collaborating with halal brands, they help build a value-driven digital ecosystem that bridges tradition and modernity, empowering Muslim communities and advocating ethical media practices aligned with Maqasid al-Shariah. This profession balances economic success with spiritual fulfillment. Content creators engage in diverse niches such as Islamic education, modest fashion, halal product reviews, mental health, and finance, using platforms like YouTube and podcasts to reach wider audiences. Their work supports community needs, promotes Islamic ethics, and contributes positively to a faith-driven digital economy. Content creation is halal and legitimate when following Sharia principles, avoiding haram content, and guided by sincere intention (niyyah). Creators must maintain modesty, respect gender norms, and prevent riya’ (showing off). Despite opportunities from a growing global Muslim audience and halal market, creators face challenges including Sharia compliance, ethical-commercial balance, community criticism, limited halal monetization, and technical barriers. Navigating these demands requires resilience and innovation. Rooted in Islamic ethics—truthfulness, trust, justice, modesty, sincerity, and accountability—content creators help foster a just, value-driven economy, balancing material success with spiritual integrity and societal benefit. Supporting Sharia-compliant content creators requires clear halal guidelines, ethical training, halal sponsor connections, and transparent partnerships. Building community support, promoting halal consumer education, diversifying income, and collaborating with Islamic finance experts help creators grow responsibly and sustainably within Islamic principles.
Creating Students’ Worksheet Using Canva in English Language Teaching (ELT) Fitria, Tira Nur; Afdaleni, Afdaleni
Journal of Language, Literature and Teaching Vol 6, No 1 (2024): April - July 2024
Publisher : Journal of Language, Literature and Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35529/jllte.v6i1.36-55

Abstract

This descriptive qualitative research explores the integration of Canva in the creation of students’ worksheets for English Language Teaching (ELT). Canva, a versatile tool offering professional templates tailored for educational purposes, enhances the effectiveness of educational materials. The platform’s intuitive editing tools enable educators to customize templates with illustrations, icons, and graphics, thereby enriching visual appeal and engaging students effectively. Canva’s user-friendly interface facilitates quick printing or digital sharing of completed worksheets, optimizing time and resources in educational settings. By leveraging Canva, educators can create visually appealing and interactive worksheets that cater to diverse learning needs, thereby enhancing student engagement in language learning. In ELT, student worksheets serve specific purposes to develop various language skills. Vocabulary worksheets assist students in learning and retaining English vocabulary through activities like word matching and sentence creation. Grammar worksheets focus on understanding and applying grammar rules, involving exercises that identify parts of speech and transform sentences. Reading comprehension worksheets aim to improve comprehension of English texts by prompting students to identify details, decipher word meanings, infer author intentions, and make inferences. Writing practice worksheets provide opportunities for students to refine writing skills across genres such as letters, essays, narratives, and descriptions, fostering proficiency in outlining, paragraph development, and editing. Listening worksheets enhance auditory comprehension skills through tasks like listening to conversations or texts and responding to related questions or tasks. Speaking activities worksheets promote oral communication practice through dialogues, role-plays, or presentations, boosting students’ confidence in spoken English. Integrated skills worksheets combine reading, writing, listening, and speaking activities into cohesive exercises that allow students to apply language skills in meaningful contexts. In summary, these diverse types of worksheets support comprehensive language development and proficiency in English, addressing varied learning needs effectively within the ELT framework.
The Issue of Native and Non-Native English-Speaking Teachers: Which is the Ideal English Teacher? Fitria, Tira Nur
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 5 No. 1 (2023): Issues in Applied Linguistics and Language Teaching
Publisher : English Language Education, Universitas Internasional Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v5i1.7800

Abstract

This research investigates the perceptions of Indonesian students regarding the ideals of native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs) in English Language Teaching (ELT). This research is library research that reviews recent research on native English teachers and non-native English teachers related to the implications of the research in ELT. The analysis shows that NESTs and NNESTs demonstrate significant distinctions in their teaching. These distinctions can be influenced by their strengths and weaknesses. It cannot be denied that the differences may influence students’ perceptions/opinions of the ideal English teachers. Several previous studies state the students’ positive perceptions between NESTs and NNESTs in teaching. The research tries to combine the perceptions of the two. Both NESTs and NNESTs should ideally have identical opportunities to become ideal English teachers within the context of English as a Foreign Language (EFL). Both NESTs and NNESTs have an equal opportunity to be ideal teachers and play the main functions in the educational context in Indonesia. However, they should have a strong command of the language, strong teaching skills, and positive personal qualities. Teaching English must emphasize the content of the teacher's skills rather than the irrelevant non-native status. It is expected that the issue of nativeness does not affect student perceptions of NESTs and NNESTs in terms of ideal for English teachers later. For the continued development of EFL in Indonesia, the availability of qualified English teachers is crucial. They must possess at least three essential skills including linguistic, pedagogical, and cultural.
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 : English Language Education, Universitas Internasional Batam

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

Abstract

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.
English Language Teaching (ELT) for Special Needs Learners: Strategies for Visually Impairments Students in Inclusive Education Fitria, Tira Nur
English Edu: Journal of English Teaching and Learning Vol 4 No 1 (2025): Technology in ELT
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetl.v4i1.14988

Abstract

This research describes English Language Teaching (ELT) for special needs learners for visually impaired students. This study employs a library research method. English Language Teaching (ELT) for visually impaired students (VIS) requires adaptive strategies to ensure an inclusive and effective learning experience. Key approaches include using Braille for literacy, multisensory learning with tactile objects and audio aids, and assistive technologies like screen readers and speech recognition apps. Emphasizing oral and auditory learning through role-playing, podcasts, and verbal exercises strengthens language skills. Structured instructions, adapted materials, and an inclusive environment foster engagement and accessibility. Encouraging independent learning with audiobooks and self-learning apps, building confidence through positive reinforcement, and promoting real-life applications help VIS students integrate English into daily life. Despite these strategies, teaching English to VIS students presents challenges such as a lack of teacher training, insufficient resources, and the absence of inclusive curricula. Limited vocabulary, longer learning times, and difficulties with activities requiring visual input make traditional methods ineffective. Classroom distractions, low motivation, and family support gaps further complicate learning. Teachers also face challenges in time management, student behavior, and classroom diversity, while Braille proficiency and system limitations add to these difficulties. To address these issues, educators must integrate specialized teaching techniques, including Total Physical Response (TPR), peer-assisted learning, and structured activities like dictation and role-playing. Classroom modifications, such as flexible seating and inclusive testing methods, enhance learning outcomes. By adopting an inclusive, multisensory approach and leveraging technology, teachers can create a supportive learning environment for VIS students. With the right strategies, resources, and teacher training, visually impaired learners can develop strong English skills, gain confidence, and participate fully in academic and social settings.
In search of the good practices of personalized learning with ChatGPT for English test preparation Fitria, Tira Nur
Erudita: Journal of English Language Teaching Vol 5 No 1 (2025): May 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v5i1.10212

Abstract

This research analyzes the good practices of ChatGPT as a supplementary tool for English test preparation. This research is a library research which used systemic literature review for the research method. This systemic literature review method highlights ChatGPT as a tool for preparing English proficiency tests like TOEFL, IELTS, and TOEIC. It offers features such as practice questions, test simulations, real-time feedback, and explanations. ChatGPT supports reading, writing, and speaking practice by generating comprehension questions, writing prompts, and conversational feedback. It helps users improve grammar, vocabulary, and coherence in writing while providing reading materials with summaries and vocabulary support. A key strength is its personalized approach, adapting materials to the learner’s level and progress. However, limitations include the inability to assess pronunciation accurately, provide certifications, or replicate real test pressure. Its responses may sometimes be inaccurate, and interactive feedback is limited. Therefore, for optimal results, users should combine ChatGPT with official test materials, real test simulations, and human guidance. The study highlights the need for further research and development to improve AI tools in language education.
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