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Tira Nur Fitria, Tira Nur

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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.

Similarities and Differences between Indonesian and English Syntax: Implications for Teaching English Syntax to Students Fitria, Tira Nur
JETLEE : Journal of English Language Teaching, Linguistics, and Literature Vol. 5 No. 2 (2025): Journal of English Language Teaching, Linguistics and Literature (JETLEE)
Publisher : JETLEE: Journal of English Language Teaching, Linguistics, and Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/jetlee.v5i2.5003

This research describes the syntactical comparison between Indonesian and English, both the similarities and differences, as well as the implications for language teaching and learning. This research uses contrastive analysis. The result analysis shows that the syntactic similarities between Indonesian and English cover various fundamental aspects of sentence structure and grammar, including word order, modifiers, auxiliary verbs, prepositional phrases, conjunctions, possession, relative clauses, and tense/aspect expression. However, syntactic differences exist, such as Indonesian's flexibility in word order, verb inflection, pronoun usage, lack of articles, different use of demonstratives, and distinct question formation methods. Understanding these differences is crucial for effective communication in both languages. For teachers, teaching English syntax involves steps like introducing word types, basic sentence structure, phrases/clauses, tenses, and connecting words, while considering both similarities and differences between the languages to facilitate learning. Understanding these similarities and differences between Indonesian and English is vital for teaching English to Indonesian students. First, highlighting shared concepts like subject-verb agreement and basic sentence structure establishes a comprehension foundation. Second, addressing differences prevents interference from the native language and promotes accurate English construction. Third, encouraging comparative analysis deepens understanding of both languages. Fourth, contextualized learning with relatable examples enhances comprehension. Fifth, explicit instruction on English syntax, especially differing aspects, is crucial. Sixth, error correction facilitates accurate English usage. Seventh, multisensory approaches reinforce understanding. Eighth, cultural sensitivity cultivates a respectful learning environment. These strategies empower instructors to effectively teach English syntax to Indonesian students. This research can add insights into the differences and similarities in the syntax of the two languages, as well as provide practical guidance for teachers in designing effective curricula and teaching strategies for English language learning for Indonesian-speaking students.

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

USING INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN THE EDUCATION SECTOR: OPPORTUNITIES AND CHALLENGES IN ENGLISH LANGUAGE TEACHING (ELT) Fitria, Tira Nur
Teaching English as Foreign Language, Literature and Linguisticss Vol. 3 No. 1 (2023): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/teflics.v3i1.4038

This research explains the opportunities and challenges of using Information and Technology Communication (ICT) in the English Language Teaching (ELT) process. This research is library research. The analysis shows that educators (teachers/lecturers) have opportunities and challenges in adopting ICT in their classrooms. The development of ICT requires educators to adapt to the technology. The opportunities for using ICT in ELT are improving the quality of education, encouraging the development of new teaching methods, getting get unlimited ease of information easier, providing instant access to various learning resources, changing learning styles, making ELT activities more flexible, allowing teachers to use/create interesting learning media in teaching, having the potential to reduce the price of textbooks and education costs, increasing student learning interest and motivating students to learn. While, several challenges of using ICT in ELT are the emergence of various disturbances, growing lazy mindset, requiring expensive costs, limitations of social interaction between teacher and students, difficulty in understanding learning materials in digital form, having a dependence on technology, distracting students on ICT tools, and disconnect students from face-to-face relationships. Besides, other challenges are the teacher's self-confidence is lacking use of ICT, lack of teacher competence, teacher attitudes and inherent resistance against change, the teacher's level, and the institutional or school level, limitations in the field of access, limited time available to prepare ICT, limitations in self-potential development through training of using ICT. The infrastructure problem and limitations in technical support in terms of using ICT also influenced the challenges in ICT implementation.

Persuasive Strategies in Selected Brand Products’ Advertisement on Instagram: Rationalization Aspect Fitria, Tira Nur
Journal of Pragmatics Research Vol 3, No 2 (2021): Journal of Pragmatics Research
Publisher : State institute of islamic studies salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/jopr.v3i2.108-130

The objective of this research is to find the reason for using persuasive strategies in Selected Brand Products’ Advertisement on Instagram”.In Instagram Captions’ found in the selected brands' product, it is found the persuasive strategy used in “Mineral Water” products, “Medicine” products, “Food and Drink” products, “Household” products, and “Beauty and Skin Care” products. In “Mineral Water” products, these advertisements try to persuade consumers to focus on the quality and technology of the product used. In “Medicine” products, these advertisements try to persuade consumers to focus on the ingredients in the medicine and its uses, also tries to get consumers to focus on the causes and drugs that must be consumed. In “Food and Drink” products, these advertisements try to persuade consumers to focus on the high standards and technology to produce the product and quality of ingredients of the products that can be consumed. In “Household” products, these advertisements try to persuade consumers to focus on the ingredients in it and its benefits to be used. In “Beauty and Skin Care” products, these advertisements try to persuade consumers to focus on the ingredients in it and its benefits to be used. Those advertisements use rationalization in their persuasion strategy. Rationalization in persuasion work because the advertiser knows what the consumers’ needs and wants. There is the involvement of reasons, deep thought, making a sense and logical statements that expected can be accepted by the consumers.

Code Mixing Between Indonesian and English in The Website “Female Daily Review” Fitria, Tira Nur
SALIENCE: English Language, Literature, and Education Journal Vol 4 No 2 (2024): November
Publisher : STKIP PGRI Ponorogo Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60155/salience.v4i2.409

This research describes the code-mixing found in the website “Female Daily Review”. This research is qualitative descriptive. The analysis shows that code-mixing is a phenomenon where two or more languages are used in one sentence or discourse without changing the grammatical structure of each language. In the beauty and makeup industry, many English-derived terms and phrases are commonly used, both among professionals and consumers. Female Daily Review uses various language types to convey reviews, tips, and discussions about beauty. Formal language is used for objective and informative product reviews, while informal language is used for relaxed and personal reviews. Technical language is used for discussing beauty products, while emotional language expresses excitement, disappointment, or personal experiences. Praise or criticism language is used for positive or negative reviews, while instructional language provides tips or guidance on product use, skincare, or makeup looks. Female Daily users often mix languages or code-mixing in their reviews due to their preference for English terms or the globalization of the industry. This allows users to convey their experiences with beauty products more accurately and precisely. Code mixing in product reviews on Female Daily is a common phenomenon due to factors such as a multilingual audience, global audience, culture, speaking style, influence of social media and globalization, expression of identity, vocabulary limitations, perceived quality or excellence, and connected online community. Users may create unique sentences or phrases by combining Indonesian and English words to make their reviews more interesting or different.

Exploring The Translation of Web Content in The Website Fitria, Tira Nur
SALIENCE: English Language, Literature, and Education Journal Vol 5 No 1 (2025): Mei
Publisher : STKIP PGRI Ponorogo Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60155/salience.v5i1.520

This research explores the translation of a website (web page). This research is library research. As the internet expands in non-English-speaking countries, multilingual websites have become essential for businesses and accessibility. Translating websites into English enhances global reach but presents challenges in technical, content, and linguistic aspects. Technical issues include file formats and encoding, while content considerations involve text, images, and symbols. Linguistically, style, meaning, and idioms require careful handling. Website translation methods include manual and machine translation. Manual translation ensures accuracy, requiring expertise, contextual understanding, and cultural sensitivity. Machine translation, using AI, offers speed, cost-effectiveness, and consistency but may lack nuance and context. Browsers like Google Chrome, Mozilla Firefox, and Microsoft Edge provide built-in translation features, while extensions further enhance accessibility. However, machine translation can negatively impact SEO rankings and fail to consider reader-specific vocabulary. Moreover, translation influences website design and user experience (UX), affecting layout, menus, and usability. Translators must balance linguistic accuracy with usability, ensuring readability without compromising design. Ultimately, effective website translation requires careful planning to maintain accessibility, accuracy, and functionality. The implications of this research indicate the need for a more holistic approach to translating websites, taking into account readability, user experience, and cultural fit. Translators must understand the target audience well and adapt content to suit the local context while maintaining global communication goals.

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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