Articles
<![CDATA[Proverbs in German Textbooks and their Equivalents in Indonesian ]]>
<![CDATA[Iman Santoso]]>;
<![CDATA[Sudarmaji Sudarmaji]]>;
<![CDATA[Retna Endah Sri Mulyati]]>;
<![CDATA[Sri Megawati]]>
<![CDATA[ Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 6, No 2 (2022): ERALINGUA ]]>
Publisher : <![CDATA[Makassar State University ]]>
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DOI: 10.26858/eralingua.v6i2.25079
<![CDATA[Abstract. Lingual elements in the form of proverbs are often found in German textbooks. Proverbs can be a medium to understand the cultural background of the German language because it reflects the culture, values, and mindset of the speaking community. However, proverbs have not been widely studied in terms of their meaning and equivalent in Indonesian. This research aims to examine the form of German proverbs in German textbooks and find the equivalent of Indonesian proverbs based on their meaning, figurative elements, and cultural backgrounds. This research is qualitative research with a literature study. The data source of this research is the German language textbooks used in universities in Indonesia. The data collected are German proverbs in phrases or sentences and analyzed morphologically and semantically to find their equivalent in Indonesian. The research instrument is the human instrument. Data collection is done by reading and note-taking techniques. The data’s validity is obtained by reading the data repeatedly and discussed in the Focus Group Discussion. The research findings showed that very few German proverbs have the same meaning and figurative elements as Indonesian. However, there are German proverbs that have the same meaning as Indonesian proverbs but have different figurative elements. In addition, there are German proverbs that do not have Indonesian equivalents. This finding confirms that people who speak German and Indonesian have different values and mindsets, although they also have the same perspective on certain realities.Keywords: Proverbs, German Textbook, The Meaning Of Proverbs, Figurative Elements]]>
<![CDATA[Analisis Kesalahan Hasil Terjemahan Mesin Penerjemah Teks Bahasa Jerman ke dalam Bahasa Indonesia ]]>
<![CDATA[Sudarmaji Sudarmaji]]>;
<![CDATA[Iman Santoso]]>;
<![CDATA[Retna Endah Sri Mulyati]]>
<![CDATA[ Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Vol 6 No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Mulawarman ]]>
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DOI: 10.30872/diglosia.v6i2.668
<![CDATA[Many online translation machines can translate more than 100 languages, including German into Indonesian and vice versa. However, the accuracy and standardization of the results still need to be investigated. This study aims to identify language errors in the translation of German texts into Indonesian using Google Translate and Bing Translator. This research is a descriptive qualitative research based on language error analysis. The data is derived from 12 German news articles published by Deutsche Welle. These German texts were translated into Indonesian using these two machine translators. The translated texts were analyzed for language errors at the semantic, morphological, and syntactic levels. The results of this study show that there are still language errors at the semantic, morphological, and syntactic levels in the translated texts produced by Google Translate and Bing Translator. Both translation machines tend to translate the text word for word. A translation result is an initial form of translation that needs to be edited to obtain an accurate translation.]]>
<![CDATA[PEMANFAATAN TEKS SASTRA DALAM PEMBELAJARAN BAHASA JERMAN DI SEKOLAH MENENGAH ATAS ]]>
<![CDATA[Iman Santoso]]>;
<![CDATA[Ahmad Marzuki]]>;
<![CDATA[Isti Haryati]]>
<![CDATA[ Allemania Vol 1, No 1 (2011): Allemania - Juni 2011 ]]>
Publisher : <![CDATA[Jurusan Pendidikan Bahasa Jerman FPBS UPI ]]>
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<![CDATA[Pembelajaran bahasa Jerman di SMA selama ini menghadapi kendala pada rendahnyaminat dan motivasi peserta didik untuk mempelajarinya. Hal ini disebabkan, antaralain karena posisi bahasa Jerman di sekolah yang kurang strategis jika dibandingkandengan bahasa Inggris dan persepsi dari peserta didik yang menganggap bahasa Jermansulit dan tidak menarik untuk dipelajari. Kondisi tersebut tentu menjadi tantangantersendiri bagi pengajar bahasa Jerman di SMA untuk dapat menyelenggarakan prosesbelajar mengajar yang menarik dan kreatif agar salah satu sumber belajar yang selamaini jarang digali dan dimanfaatkan oleh pengajar bahasa Jerman adalah teks sastraberbahasa Jerman. Teks sastra merupakan salah bentuk teks yang sangat dimungkinkanuntuk diolah sebagai materi ajar untuk memperdalam penguasaan aspek kebahasaandan sekaligus mengembangkan keterampilan berbahasa Jerman peserta didik di SMA.Penggunaan teks sastra akan memberikan warna yang berbeda dari pembelajaranbahasa Jerman yang konvensional. Pada artikel ini dipaparkan penerapan Gedicht danMärchen dalam pembelajaran bahasa Jerman.]]>
<![CDATA[The Use of Directive Speech Acts in Piratengold, A German Translated Donald Duck Comics ]]>
<![CDATA[Ovy Haniffauzi Zahid Santoso]]>;
<![CDATA[Iman Santoso]]>
<![CDATA[ LACULTOUR: Journal of Language and Cultural Tourism Vol. 2 No. 1 (2023): LACULTOUR: Journal of Language and Cultural Tourism ]]>
Publisher : <![CDATA[Unit Pelayanan Bahasa & Pusat Penelitian dan Pengabdian Masyarakat Poltekpar Bali ]]>
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DOI: 10.52352/lacultour.v2i1.1075
<![CDATA[This study aims to describe (1) the form of directive speech act, and (2) the function of directive speech in a German-translated comic Donald Duck by Carl barks. The subject of this research is a German translation comic Donald Duck by Carl Barks with the sub-title Piratengold story. The object of this research is all forms and functions of directive speech act contained in Piratengold. This research design is descriptive qualitative, data collection techniques in this research with reading and note techniques, while data validity testing with repeated reading and expert judgement. The method used to analyze directive speech act in Piratengold comics is padan pragmatis method. The results of this study show that (1) the form of directive speech in Piratengold comic has three forms of speech, namely literal direct speech with 111 data, literal indirect speech with 25 data, and non-literal direct speech with five data. (2) There are six functions of directive speech act in Donald Duck comic, namely the request function with 12 data, the question function with 17 data, the command function with 89 data, the prohibition function with 7 data, the permission function with 7 data, and the advice function with 8 data.]]>
<![CDATA[PERMAINAN DALAM PEMBELAJARAN BAHASA: PELATIHAN KOMPETENSI GURU-GURU BAHASA DI MAN 2 YOGYAKARTA ]]>
<![CDATA[Sudarmaji Sudarmaji]]>;
<![CDATA[Iman Santoso]]>;
<![CDATA[Retna Endah Sri Mulyati]]>;
<![CDATA[Isti Haryati]]>;
<![CDATA[Diyan Fatimatuz Zahro]]>
<![CDATA[ BUDIMAS : JURNAL PENGABDIAN MASYARAKAT Vol 5, No 2 (2023): BUDIMAS : Jurnal Pengabdian Masyarakat ]]>
Publisher : <![CDATA[LPPM ITB AAS Indonesia Surakarta ]]>
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DOI: 10.29040/budimas.v5i2.8163
<![CDATA[The training for language teachers aims to improve the competence of) language teachers in teaching a language in the classroom. By participating in this training, language teachers are expected to be more familiar with games in language teaching and apply them in the classroom so that students' ability to learn languages include foreign language will also increase. The method used is training that is carried out offline and online in three meetings. In the first meeting, language teachers were guided to understand the concept of games in language and foreign language teaching. The second meeting was filled with best practice presentations and practical discussions on making a Learning Implementation Plan by utilizing games in language teaching. In the third session, the participants presented their lesson plans and learning videos from their classrooms. From the results of the training, it is known that after attending the training, language teachers' understanding and mastery of various games in language teaching and learning have increased. Teachers are also ready to apply games in their classrooms. Keywords: Games, language learning, training Abstrak Pelatihan permainan dalam pembelajaran bahasa bagi guru-guru bahasa bertujuan untuk meningkatkan kompetensi guru-guru bahasa dalam pembelajaran bahasa di kelas. Dengan mengikuti pelatihan ini diharapkan guru-guru bahasa lebih mengenal permainan dalam pembelajaran bahasa dan mengaplikasikannta di kelas sehingga kemampuan siswa dalam belajar bahasa termasuk bahasa asing juga semakin meningkat. Metode yang dipakai adalah pelatihan yang dilaksanakan secara luring dan daring dalam tiga kali pertemuan. Pada pertemuan pertama, para pengajar bahasa dibimbing untuk memahami konsep permainan dalam pengajaran bahasa asing. Pertemuan kedua diisi dengan presentasi best practice dan diskusi praktik membuat Rencana Pelaksanaan Pembelajaran dengan memanfaatkan permainan dalam pembelajaran bahasa. Sesi ketiga, para peserta mempresentasikan RPP dan video pembelajaran. Dari hasil pelatihan diketahui bahwa setelah mengikuti pelatihan, pemahaman dan penguasaan guru-guru bahasa tentang berbagai permanan dalam pembelajaran bahasa semakin meningkat. Guru-guru juga siap untuk mengaplikasikan permainan dalam pembelajaran bahasa di kelasnya. Kata kunci: pelatihan, pembelajaran bahasa, permainan]]>
<![CDATA[PELATIHAN PENGGUNAAN APLIKASI EDMODO DAN GOOGLE FORM BAGI PENDIDIK BAHASA JERMAN DI ERA PANDEMI COVID-19 ]]>
<![CDATA[Santoso, Iman]]>;
<![CDATA[Sudarmaji, Sudarmaji]]>;
<![CDATA[Rikfanto, Aditya]]>;
<![CDATA[Mulyati, Retna Endah Sri]]>;
<![CDATA[Megawati, Sri]]>
<![CDATA[ Dimasatra Vol 1, No 2 (2021): APRIL ]]>
Publisher : <![CDATA[Faculty of Language and Literature Education, Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/dm.v1i2.39332
<![CDATA[Dunia digital berbasis internet saat ini sudah menjadi kebutuhan bagi semua lapisan masyarakat. Kebutuhan tersebut menjadi semakin nyata ketika pandemi Covid-19 melanda Indonesia. Saat itu proses pembelajaran diputuskan oleh pemerintah Indnesia untuk dilakukan secara jarak jauh atau daring. Kondisi tersebut memaksa pendidik bahasa Jerman dan peserta didik untuk membiasakan diri dengan pembelajaran daring. Terkait dengan itu Tim PPM Jurusan Pendidikan Bahasa Jerman mengadakan pelatihan dan lokakarya penerapan aplikasi Edmodo dan Google form bagi pendidik bahasa Jerman di Indonesia. Pelatihan ini dilakukan secara daring menggunakan Zoom Meeting pada tanggal 17 dan 24 Juli 2020. Materi yang diberikan: (1) Penjaminan mutu pembelajaran daring, (2) Penerapan aplikasi Edmodo dalam pembelajaran bahasa Jerman dan (3) pembuatan alat evaluasi berbasis Google form. Berdasarkan hasil evaluasi, dapat disimpulkan bahwa para peserta yang berasal dari berbagai daerah bisa memahami dan menerapkan aplikasi Edmodo dan Google form dengan baik. Pengetahuan dan keterampilan pendidik bahasa Jerman dalam bidang teknologi digital dapat ditingkatkan.]]>
<![CDATA[ANALYSIS OF INFLECTIONAL AND DERIVATIONAL IN THE LEGEND OF MOUNT TANGKUBAN PERAHU ]]>
<![CDATA[Ramadhanty, Desti]]>;
<![CDATA[Santoso, Iman]]>
<![CDATA[ PROJECT (Professional Journal of English Education) Vol. 7 No. 6 (2024): VOLUME 7 NUMBER 6, NOVEMBER 2024 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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<![CDATA[Morphology is the study of forms/word formation or the study of word structure. According to Todd cited in (Kusumawardhani, 2018) Morphology is the learning about of morphemes, morphology is the smallest unit of word or grammar. Affixation is a morphological process, where there is an affix attached to the root of a word. Affixes are divided into two namely prefix and suffix. Prefix is the addition of letters or several letters in front of the base word to form a new word and new meaning. Suffix is a letter or several letters added at the end of the word or root. Inflectional is a morphological process by adding an affix (suffix) to a word to change its form according to grammatical rules without changing the word class or the part of speech. Derivational affixes is a morphological process by adding both prefixes and suffixes by changing the part of speech or meaning to the words or morpheme base. The purpose research was to analyze the inflectional process and derivational process contained in the narrative text entitled The Legend of Mount Tangkuban Perahu. The research used a qualitative descriptive method. The researchers found there were 55 inflectional process and derivational process in the text. There are 41 of inflectional and 14 of derivational.]]>
<![CDATA[UPAYA MENINGKATKAN KOMPETENSI GURU-GURU BAHASA JERMAN MELALUI PELATIHAN PENELITIAN TINDAKAN KELAS ]]>
<![CDATA[Haryati, Isti]]>;
<![CDATA[Santoso, Iman]]>;
<![CDATA[Sudarmaji]]>;
<![CDATA[Rikfanto, Aditya]]>;
<![CDATA[Mulyati, Retna Endah Sri]]>;
<![CDATA[Megawati, Sri]]>
<![CDATA[ PORTAL RISET DAN INOVASI PENGABDIAN MASYARAKAT Vol. 1 No. 3 (2022): JUNE ]]>
Publisher : <![CDATA[Transpublika Publisher ]]>
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DOI: 10.55047/prima.v1i3.214
<![CDATA[Improving teacher competence is important in learning German. To improve the quality of learning German, the Devotion Team at the Department of German Language Education FBS-UNY held a Classroom Action Research training for German language teachers who are members of the Indonesian German Teacher Association (IGBJI). This Community Service Activity is realized in the form of a 32-hour training (workshop) which is divided into 3 meeting sessions. First session contains an explanation of the theories and methods of Classroom Action Research. Meanwhile, second session contains mentoring activities to find research ideas, and last Session contains presentations of research proposals from selected participants. This training activity is carried out entirely online using the Zoom application. Classroom Action Research training activities can be carried out properly and get the results as planned. The attendance rate of registered participants is in the good category. Average attendance of 50 people per session (69.4%) of the total 72 registrants. Participation of participants in the discussion is also good. At the end of the activity, 23 Classroom Action Research proposals were produced. Thus, German teachers are able to apply the results of this activity by observing the state of learning German in their respective schools and taking scientific steps to carry out action research.]]>
<![CDATA[Students’ Responses Toward The Use of SQ3R Method in Teaching Reading Comprehension ]]>
<![CDATA[Arifah, Rifa Rifkiati]]>;
<![CDATA[Santoso, Iman]]>
<![CDATA[ PROJECT (Professional Journal of English Education) Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, MARCH 2025 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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<![CDATA[This research investigates students’ responses in using the SQ3R method in teaching reading comprehension. The respondents of this research were tenth-grade students at one Senior High School in Garut, with 27 students. The instruments used in this research were questionnaires and interviews. The data were analyzed through reduction, presentation, and conclusion. The results found that students' responses in teaching reading comprehension using the SQ3R method showed that the students gave positive responses. In conclusion, SQ3R can be an alternative method to teach reading. They could eliminate the wrong comprehension, get motivated, be interested, and dare to deliver opinions, especially in teaching reading comprehension.]]>
<![CDATA[Enhancing Supercapacitor Cell Capacitance through Liquid-Phase Exfoliation Synthesis of Graphene ]]>
<![CDATA[Pratama, Buky Wahyu]]>;
<![CDATA[Suhendar, Haris]]>;
<![CDATA[Dwandaru, Wipsar Sunu Brams]]>;
<![CDATA[Santoso, Iman]]>
<![CDATA[ Journal of Multidisciplinary Applied Natural Science Vol. 5 No. 2 (2025): Journal of Multidisciplinary Applied Natural Science ]]>
Publisher : <![CDATA[Pandawa Institute ]]>
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DOI: 10.47352/jmans.2774-3047.254
<![CDATA[Our study investigates the remarkable capacitance performance of a supercapacitor cell featuring electrodes synthesized through the liquid-phase exfoliation (LPE) method using environmentally friendly linear alkylbenzene sulfonate (LAS) surfactant. We explored different synthesis temperatures (15, 30, and 90 °C) to evaluate their impact on reducing sonication time. The electrodes, created by drop-casting graphene onto a silver plate substrate and heated at 50 °C, demonstrated exceptional cyclic voltammetry (CV) and charging-discharging (CD) results. Notably, the graphene synthesized at 90 °C exhibited a maximum capacitance of 59 F/g at a 13 mV/s scan rate in a 1.3 M KOH electrolyte gel, leading to superior energy density as shown in the Ragone plot. Our findings highlight the crucial role of increased synthesis temperature in LPE, enhancing supercapacitor cells through the expansion of sp2-ordered grain size, evident in the Raman shift data's ID/IG increase.]]>
