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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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Introducing Hijaiyah Letter and Training in Writing Arabic Letters for Students of the Islamic Economics Study Program Fitria, Tira Nur
ABDI UNISAP: Jurnal Pengabdian Kepada Masyarakat Vol. 1 No. 1 (2023): ABDI UNISAP: Jurnal Pengabdian Kepada Masyarakat
Publisher : UPT Publikasi dan Penerbitan Universitas San Pedro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59632/abdiunisap.v1i1.25

This activity introduces hijaiyah letters and teaches how to write Arabic for non-Arabic study program students in ITB AAS Indonesia. This activity is held on 22 February 2023 in offline meetings, Zoom Meetings, and Live Streaming on YouTube. There are 20 students in the Islamic Economics Study Program in the 2nd semester involved in this activity. This activity is carried out through demonstrations and discussions. In the implementation of this activity, the speaker introduces Hijaiyah Letter and Harakat (Arabic vowel) to grow students' attention to the importance of learning Hijaiyah and writing Arabic. After explaining, the speaker gives assignments. The speaker gives two assignments for students to write hijaiyah letters and Arabic, especially Surah Yasin. The purpose of giving these assignments is to help the students master the rule of writing hijaiyah and can write Surah Yasin correctly. Based on the students’ writing, shows that students consider the rule of writing hijaiyah letters correctly and can write Arabic well. Writing hijaiyah letters has a higher level of difficulty compared to Latin letters because almost all of the letters can change shape based on the position of the letter when it is in the front, middle, or end of the word.

Abstract Translation in Scientific Writing by Non-English Major Student using Google Translate Suryani, Nyayu Yayu; Fitria, Tira Nur
JETAL: Journal of English Teaching & Applied Linguistic Vol 3 No 2 (2022): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v3i2.669

The main purpose of this research is to find out Google Translate errors when translating bachelor's paper abstracts from Indonesian to English. Six abstracts of Non-English major undergraduate student papers from diverse faculties Sekolah Tinggi Ilmu Kesehatan Siti Khadijah Palembang were chosen at random. Following that, the data is compared for each sentence segment, as well as any words or phrases with problems are investigated. The result shows that the primary errors of abstract translations include lexicosemantic, tense, preposition, word order, distribution, and use of verb group, as well as active and passive voice errors. Abstract translation outcomes deviate significantly from expectations. Both translating English writings into Indonesian and Indonesian texts into English takes advanced translation abilities. Regarding translation, several factors should be considered; they include the linguistic system utilized for both languages and the cultural understanding of the two languages. In the case of scientific writing translation, involve a translator in improving the quality of translation. In terms of academics, it is recommended that further research be done on comparable challenges in abstract translation, but with more variety from diverse sources.

Non-EFL Students' Ability in Writing Simple Sentences of Descriptive Paragraphs Fitria, Tira Nur
JETAL: Journal of English Teaching & Applied Linguistic Vol 4 No 1 (2022): September
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v4i1.762

The objective of this study is to know the students’ ability in writing English simple sentences. This research is descriptive qualitative. The result shows that students have understanding of how to construct simple sentences in several formulas such as Subject + Verb + Complement (S + V + C), Subject + Verb + Adverb (S + V + Adv), Subject + Verb + Object (S + V + Object), and Subject + Verb + Object + Adverb (S + V + O + Adverb). But, besides using simple sentences, the students also still use other sentence forms to support information in their paragraphs such as 1) compound sentences by using the coordinating conjunction for example “so”, ”but”, and “and”. 2) complex sentence by using the coordinating conjunction for example “after”, “before”, “so that”, “if”, “that”, “because”, “even though”, “although”, “when, “while”. 3) compound-complex sentence by using both coordinating conjunction and subordinating conjunction”. Therefore, the teachers/lecturers need to give understanding more to the students that 1) a simple sentence has one independent clause and expresses one idea/topic. 2) simple sentence must have a subject-verb combination, but the subject can be compound or more than one. 3) simple sentence can have a compound verb. 4) simple sentences can only have one subject-verb combination and commas are not used. The students must be able to understand and know the subject, predicate (verb) and nouns, adjectives, and adverbs that will give a complete meaning. So that those who read will understand what they want to convey through the sentence.

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.

English Language Teaching (ELT) for Students with Visual-Spatial Learning Style Fitria, Tira Nur; Simbolon, Nurmala Elmin
JELLE Vol. 5 No. 02: JOURNAL OF ENGLISH LITERATURE, LINGUISTICS, AND EDUCATION AUGUST 2024
Publisher : LPPM Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/jele.v5i02.4916

This study describes English Language Teaching (ELT) for students with a visual-spatial learning style. This approach describes the characteristics of the phenomenon being studied in detail, in this case, ELT for students with a visual-spatial learning style. This study uses a qualitative descriptive. The analysis shows that visual-spatial learners process information primarily through visual and spatial methods, excelling in visualizing concepts and demonstrating proficiency in spatial tasks like map reading and object manipulation. They prefer learning through visual media such as diagrams and videos, which aid in their retention of information. Educators can optimize teaching for these learners by leveraging their strengths. In teaching English, strategies like using pictures, diagrams, and graphs to illustrate grammar and vocabulary help students connect English words with concrete visuals, thereby enhancing comprehension. Multimedia tools such as videos and interactive whiteboards engage students actively and facilitate understanding through visual simulations. Physical models and digital applications provide hands-on experiences that deepen their grasp of abstract English concepts. Activities like creating mind maps and storyboards reinforce learning through visual representation, fostering thorough understanding. Project-based tasks encourage creativity and holistic learning through visual presentations and concept maps, while image-based discussions improve language proficiency by linking words with visual contexts. Implementing color coding and visual systems supports systematic organization and recall of information, benefiting grammar and vocabulary learning. Creative endeavors such as creating comics or artworks allow students to express their language skills innovatively, motivating deeper engagement. By integrating these methods, educators create enriching and effective learning experiences tailored to visual-spatial learners, supporting their mastery of the English language while nurturing their strengths.

Analysis of English lecturer assessment using academic information system (SIAKAD) institution Fitria, Tira Nur
Journal of Applied Studies in Language Vol. 7 No. 1 (2023): Jun 2023
Publisher : Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/jasl.v7i1.86-98

This research describes the English lecturer’s assessment by students in odd semesters in the 2022/2023 academic year using Academic Information System. This research is descriptive qualitative research. This research uses data from questionnaire results from SIAKAD or Sistem Informasi Akademik Institut Teknologi Bisnis AAS Indonesia at siakad.itbaas.ac.id. The finding shows that ITB AAS implements monitoring of lecturers in carrying out their teaching duties by allowing students to fill out questionnaires “Lecturer Assessment by Students” by filling in SIAKAD, especially in the odd semester of 2022. Students must fill in a value, which ranges from 0-4, each questionnaire consisting of 43 questions. The questions used for obtaining lecturer assessments by students in the form of a checklist regarding lecturer performance in daily lecture activities in odd semesters 2022/2023 include aspects of lectures including planning, implementation, evaluation, and lecturer’s personality. There are 32 students from S1 Accounting study program fulfill the questionnaire. From the questionnaire, it is obtained an average rating of 3.83 on a scale of 0-4 or with “Very Good” criteria. It also shows that most dominant students choose the score (4) which shows the students perceive positively about English lecturers in the teaching and learning process. The further research needs to be implemented to know more classes and students about their ‘perception’ toward the English Language Teaching (ELT) process during one semester.

Question Types on Reading Comprehension in TOEFL Test: An Implication in Teaching Reading TOEFL to Students Fitria, Tira Nur
Journal of English and Education (JEE) Vol. 10 No.1 (2024): VOLUME 10 NO 1 MAY 2024
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v10i1.33363

Reading section in TOEFL is challenging because there are many texts and test items to be completed in a relatively short time. Thus, test-takers should read quickly and precisely. This study describes the types of reading comprehension in Pre-Test and Post-Test TOEFL and its implications in teaching reading TOEFL. This research is descriptive and qualitative. The result analysis shows that several types of reading questions in Pre-Test and Post-Test TOEFL are 1) idea of passage questions, 2) directly answered questions, 3) indirectly answered questions, 4) vocabulary questions, and 5) overall review questions. When teaching TOEFL reading to students, it is important to employ several general strategies. These include introducing the various categories of reading questions, followed by questions that refer to specific sentences in the reading. Additionally, providing explanations on how to answer the questions is essential for effective comprehension. The TOEFL reading teaching strategy involves introducing various types of reading questions, and exercises that refer to certain sentences in the reading, as well as providing explanations on how to answer the questions. Through this approach, students can gain a better understanding of the structure and types of questions that may appear in the TOEFL exam.

Creating an Education Game Using Wordwall: An Interactive Learning Media for English Language Teaching (ELT) Fitria, Tira Nur
Foremost Journal Vol. 4 No. 2 (2023): Volume 4 No. 2 August 2023
Publisher : Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/foremost.v4i2.3610

Wordwall is a web-based educational game to create fun quiz-based games. This research describes the creation of an educational game (quiz) by using Wordwall as an interactive learning media for English Language Teaching (ELT). This research is descriptive qualitative research. The analysis shows that creating/making an interactive English quiz with Wordwall is easy. We type in the browser and click https://Wordwall.net. Look in the upper right corner, if we have an account, click Log In, while if we do not have an account, click Sign Up. Fill in the requested personal data, namely Email address, password, confirm password, and location/country. We tick â€œI accept the terms of use and privacy policyâ€. Click Create Our First Activity Now. There are 18 available templates for free. Select one of the Quiz templates. Fill in the title of the activity/quiz and start filling in the questions and answers. Add an image by clicking on the image icon. Wordwall provides the images we need. Add a question for adding the next question. We can add up to 100 questions. We can choose the theme, font, and time and we can also change the quiz template. Click share to share the quiz with students.

Investigating the Emergence of Digital Platforms for Listening Learning Proficiency Fitria, Tira Nur
Al-Lisan: Jurnal Bahasa Vol 6 No 2 (2021): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

This study investigates the use of any platforms in English language teaching and learning, especially in listening skills. This research design is qualitative. From the result, it shows that some technologies available both online or offline include applications or platforms that provide many choices for listening to English, they are. 1) Music platform. These platforms can be found in PlayStore, such as Joox and Spotify recommends songs for listening skills. 2) Youtube channel. Many YouTube channels for learning English listening skills include 1) Voice of America (VOA), BBC Learning English, Learn English with TV Series, English with Lucy, and Oxford Online English. 3) Podcasts. Both BBC (British Broadcasting Corporation) and VoA (Voice of America). These Podcasts offer listening skills. The other podcasts are “The English We Speak, Podcast in English, Better at English, Luke’s English Podcast, Espresso English Podcast, Anchor FM” etc. 4) Websites that are pretty representative in practicing the listening skills such as Sound English, ESL-Lab, English listening, Ello, learn English British Council, Daily ESL, Story Nory, Story Line, which can be accessed. Learning English through several applications above can be an alternative for students in practicing and improving their English listening skills. Listening exercises can be carried out by using interesting listening strategies when learning English. It depends on the teachers/lecturers who teach listening subjects and the students who learn English materials.

Performance of Google Translate, Microsoft Translator, and DeepL Translator: Error Analysis of Translation Result Fitria, Tira Nur
Al-Lisan: Jurnal Bahasa Vol 8 No 2 (2023): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

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

This research simulates the use of Google Translate and Microsoft Translator in translating Indonesian into English abstract and analyzes errors of translation results in the aspect of grammar and spelling using Grammarly Premium. This research is descriptive qualitative. The result analysis shows several writing issues (errors) of translation results using Microsoft Translator (MT), Google Translate (GT), and DeepL Translator (DT) in the aspect of clarity, correctness (correction), and delivery. First, there are 26 writing issues from MT including 1) 4 clarity (4 unclear sentences), 2) 21 correctness (2 comma misuse within clauses, 4 punctuation in compound/complex sentences, 5 wrong or missing prepositions, 3 incorrect verb forms, 2 determiner use, 2 conjunction use, 2 confusing words, 1 improper formatting), 3) 1 delivery (1 incomplete sentences). Second, there are 25 writing issues from GT including 1) 6 clarity (4 unclear sentences and 2 wordy sentences), 2) 17 correctness (1 misplaced word or phrase, 1 text inconsistencies, 1 comma misuse within clauses, 4 punctuation in compound/complex sentences, 3 wrong or missing prepositions, 3 incorrect verb forms, 2 conjunction use, 1 confusing word, and 1 determiner use.). 3) 2 delivery (2 incomplete sentences). Third, there are 10 writing issues from DT including 3 comma misuse within clauses, 1 incorrect noun number, 1 faulty subject-verb agreement, 1 wrong or missing preposition, 1 improper formatting, 1 misuse of modifiers, 1 conjunction use, and 1 confused word. Online translator including MT, GT, and DT may help in translating foreign language texts, but it does not always provide accurate translations. Thus, whether consciously or unconsciously, each translation machine contains its traits, whether directly or indirectly, human participation cannot be separated from machine translation technology. However, no computer translator can provide translations with the same precision as humans. It means that they are still a machine that is not able to match human capabilities equipped with feelings and thinking processes that describe them.

Co-Authors Abdullah Zailani Afdaleni Agus Marimin, Agus 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 Suryani, Nyayu Yayu Susanti, Amrih Susilo, Andri Tho'in, Muhammad Tino Feri Efendi Triwahyuniastuti Yustin Henina Oktaviani Zania, Rosse Firli Zulfa Khoirul Ummah

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