Articles
<![CDATA[KAJIAN PUISI JERMAN MELALUI METODE SEMIOTIK ]]>
<![CDATA[Tomasouw, Jolanda]]>
<![CDATA[ LiNGUA: Jurnal Ilmu Bahasa dan Sastra Vol 6, No 2 (2011): LiNGUA ]]>
Publisher : <![CDATA[Laboratorium Informasi & Publikasi Fakultas Humaniora UIN Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/ling.v6i2.1454
<![CDATA[As one type of literature, poetry, the unit called a rhyme, is the most unique genre. The uniqueness is due to all forms of expression that stick out in rhyme. In contrary to other literary works such as short stories, novels, or plays, poems written succinctly in the form of stanza and line. Due to the density of the message to be conveyed in such a confined space, then the choice of words and forms of writing that used very unique and complex elements by accentuating of poetic sense. That means, understanding a poem as a form of literary works the same as dealing with the texts of poems that are strung in a poetic language different with language in general. The uniqueness of the language used in the poem appeared on the use of symbols words that are figurative and the use of a distorted form of writing. Deviation form is for example the accentuation of cutting sentences or lines unreasonably, the use of words and sounds are repetitive, the use of words by imitating certain sounds or the use of meaningful associative words excessively. Modern German poetry lies in the harmony of the poetic elements that build a rhyme. Thus the resulting of rhyme and diction values and its imagery is based on how the elements that form the building of rhyme which is coherent and intact. The process of reading poetry in the context of semiotic dialectic is a process of giving meaning to a text of modern poetry through a text search in order to find the code or semiotic signs.Keywords: Puisi Jerman, Modern, Semiotika]]>
<![CDATA[PENGARUH MODEL PENGAJARAN INDUKTIF KATA BERGAMBAR TERHADAP KETERAMPILAN MENULIS MAHASISWA PROGRAM STUDI PENDIDIKAN BAHASA JERMAN ]]>
<![CDATA[Tomasouw, Jolanda]]>
<![CDATA[ Perspektif Ilmu Pendidikan Vol. 28 No. 2 (2014): Perspektif Ilmu Pendidikan ]]>
Publisher : <![CDATA[Fakultas Ilmu Pendidikan Universitas Negeri Jakarta ]]>
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DOI: 10.21009/PIP.282.1
<![CDATA[Inductive word picture teaching model is an instructional model used for the students at beginner level at the German Study Program to direct them to complete the complicated tasks applying higher thinking order. This research aimed at discovering the effect of this model towards the students’ writing skill in German. This experimental research applied single design with pre- and post- tests in Faculty of Teachers Education, Pattimura University, Ambon during the second semester of 2013/2014. The result of research showed, the model has significant influence to writing skill. This means, the model forces the students to think inductively in writing. Besides, the model enables them to construct their basic structural analysis systematically.]]>
<![CDATA[TATA KRAMA BERBICARA PESERTA DIDIK DI LINGKUNGAN SEKOLAH SEBAGAI BENTUK PENERAPAN ELEMEN BERAKHLAK MULIA ]]>
<![CDATA[Hanum, Latifah]]>;
<![CDATA[Tomasouw, Jolanda]]>;
<![CDATA[Marantika, Juliaans E. R]]>
<![CDATA[ Atom : Jurnal Riset Mahasiswa Vol 2 No 1 (2024): Atom: Jurnal Riset Mahasiswa ]]>
Publisher : <![CDATA[Jurusan Pend. MIPA FKIP Universitas Pattimura ]]>
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DOI: 10.30598/atom.2.1.01-06
<![CDATA[Manners are regular appearance or behaviour in a good manner. Manners involve several aspects such as speaking, body movements, social relationships and others. Good manners must be applied in the living environment by anyone, including students. Students must be able to implement good manners. Examples include the application of good speaking etiquette between fellow students, students and educators at school, students and their parents at home and students and other people in the community. Implementing good speaking etiquette is an example of implementing elements of noble character in Pancasila Profile Education (PPP). One example of implementing good speaking etiquette among students at SMPN 4 Ambon is saying something wrong when meeting educators in the school environment. SMPN 4 Ambon is a school that has implemented anti-bullying and violence in its school environment]]>
<![CDATA[Implementation of the Flipped Classroom Model to Improve Student Learning Outcomes ]]>
<![CDATA[Tomasouw, Jolanda]]>;
<![CDATA[Marantika, Juliaans E. R.]]>;
<![CDATA[Que, Stella R.]]>;
<![CDATA[Van Delzen, June C. Noya]]>
<![CDATA[ International Journal of Pedagogical Language, Literature, and Cultural Studies (i-Plural) Vol. 1 No. 2 (2024): International Journal of Pedagogical Language, Literature, and Cultural Studies ]]>
Publisher : <![CDATA[Nexus Publishing ]]>
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DOI: 10.63011/ip.v1i2.17
<![CDATA[This study investigates how implementing the Flipped Classroom model can improve high school students' German language learning outcomes at Lab Unpatti High School. The Flipped Classroom is a blended learning approach combining face-to-face interaction with online activities, integrating synchronous (real-time) learning with asynchronous (self-paced) study. This model moves the initial information delivery outside the classroom, allowing class time to be used for deeper knowledge assimilation. The study involved 24 tenth-grade students from Lab Unpatti High School. An experimental method with a one-group pre-test and post-test design was employed. Data collection instruments included tests and questionnaires. Data analysis using a t-test showed that the calculated t-value (5.055) significantly exceeded the t-table value (1.710). This significant difference indicates a substantial improvement in learning outcomes, with students' average German scores increasing by over 89%. Therefore, it can be concluded that the Flipped Classroom model effectively enhances students' learning outcomes.]]>
<![CDATA[IMPLEMENTASI MODEL “SELF AND PEER ASSESSMENT IN TEACHING AND LEARNING” ]]>
<![CDATA[Tomasouw, Jolanda]]>;
<![CDATA[Marantika, Juliaans E. R.]]>
<![CDATA[ German für Gesellschaft (J-Gefüge) Vol 2 No 2 (2023): German für Gesellschaft (J-Gefüge) ]]>
Publisher : <![CDATA[Universitas Pattimura ]]>
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DOI: 10.30598/jgefuege.2.2.86-94
<![CDATA[Kegiatan Pengabdian Kepada Masyarakat yang dilakukan bertujuan untuk mengimplementasikan panduan model penilaian diri sendiri dan teman sebaya yang dihasilkan melalui kegiatan penelitian.Dengan melaksanakan penilaian diri sendiri dapat menumbuhkan rasa percaya diri peserta didik, karena mereka diberi kepercayaan untuk menilai dirinya sendiri. Disampinng itu juga mereka menyadari kekuatan dan kelemahan dirinya, karena ketika mereka melakukan penilaian, harus melakukan introspeksi terhadap kekuatan dan kelemahan yang dimilikinya. Sedangkan penilaian sejawat adalah penilaian yang melibatkan siswa untuk menilai temannya mengenai kualitas kerja mereka.Kegiatan Pengabdian ini dilaksanakan pada Program Studi Pendidikan Bahasa Jerman tahun ajaran 2023/2024. Hasil yang dicapai melalui kegiatan ini adalah pengajar dapat menerapkan sistem penilaian baik penilaian diri sendiri mauoun teman sebaya dalam proses pembelajaran untuk menghasilkan pembelajaran yang optimal.]]>
<![CDATA[Kearifan Lokal sebagai Media Pembelajaran Bahasa Asing ]]>
<![CDATA[Lestuny, Carolina]]>;
<![CDATA[Tomasouw, Jolanda]]>;
<![CDATA[Akihary, Wilma]]>;
<![CDATA[Soumokil, Piet]]>
<![CDATA[ German für Gesellschaft (J-Gefüge) Vol 3 No 2 (2024): German für Gesellschaft (J-Gefüge) ]]>
Publisher : <![CDATA[Universitas Pattimura ]]>
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DOI: 10.30598/jgefuege.3.2.55-60
<![CDATA[Media plays important role in creating enjoyable learning. It produces active, creative and interactive student attitudes. Learning German using local wisdom as a learning media aims to (1) utilize cultural richness in learning German (2) as motivation in maintaining local wisdom in one's own region (3) increase student participation in the process of learning foreign languages, especially German in the classroom. This activity involves teachers and students of SMAN 3 Tual, Southeast Maluku. The data to be obtained through instruments in the form of questionnaires and interviews. The methods used are interactive lectures and discussions. The results of the activities obtained are that students and teachers have the motivation to utilize local wisdom in their own region and open up ideas for teachers in developing German language learning in the classroom by utilizing the available local wisdom.]]>
<![CDATA[PENERAPAN PBL SEBAGAI STRATEGI PENGAJARAN INTERAKTIF PADA PEMBELAJARAN BAHASA INDONESIA DI SEKOLAH DASAR ]]>
<![CDATA[Abdullah, Indriyani]]>;
<![CDATA[Noya van Delzen, June Carmen]]>;
<![CDATA[Tomasouw, Jolanda]]>
<![CDATA[ J-EDu: Journal - Erfolgreicher Deutschunterricht Vol 4 No 2 (2024): J-EDu: Journal - Erfolgreicher Deutschunterricht ]]>
Publisher : <![CDATA[Universitas Pattimura ]]>
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DOI: 10.30598/J-EDu.4.2.76-81
<![CDATA[This study aims to explore the effectiveness of the Problem-Based Learning (PBL) method in teaching Indonesian to 4th-grade students at SD 64 Ambon. The PBL approach emphasizes direct student engagement in solving real-world problems to enhance comprehension of the subject matter. By connecting theory with practical, everyday contexts, students can better understand lessons and develop critical thinking and collaborative skills. This research utilizes a pretest-posttest experimental design on a single group. Measurements were conducted before and after the implementation of PBL to assess changes in students' comprehension and engagement. The results reveal that PBL had a significant positive impact on learning outcomes, with posttest scores showing improvement over pretest scores. Additionally, active student engagement increased, as evidenced by their participation in questioning, discussion, and problem-solving during lessons. Thus, the implementation of PBL is not only effective in improving learning outcomes but also in fostering collaboration and critical thinking skills among elementary school students. This method presents an interactive and relevant alternative for teaching Indonesian language skills to young learners.]]>
<![CDATA[EXPERIENTAL LEARNING BERBASIS KEARIFAN LOKAL DALAM PEMBELAJARAN BAHASA JERMAN DI SMAN 3 TUAL ]]>
<![CDATA[Tomasouw, Jolanda]]>;
<![CDATA[Lestuny, Carolina]]>;
<![CDATA[Akihary, Wilma]]>;
<![CDATA[Soumokil, Piet]]>
<![CDATA[ J-EDu: Journal - Erfolgreicher Deutschunterricht Vol 4 No 2 (2024): J-EDu: Journal - Erfolgreicher Deutschunterricht ]]>
Publisher : <![CDATA[Universitas Pattimura ]]>
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DOI: 10.30598/J-EDu.4.2.82-91
<![CDATA[The use of a good learning model is instrumental in creating enjoyable learning. Fun learning can produce active, creative and interactive student attitudes. German language learning based on local wisdom using experiental learning model aims to (1) measure the extent of the contribution of experiental learning model in German language learning (2) measure students' knowledge about local wisdom in their own area (3) increase students' participation in the German language learning process in class. This research is a descriptive qualitative research type. The samples used in this study were students of class XI of SMAN 3 Tual, Southeast Maluku. Data were obtained through instruments such as questionnaires, interviews and worksheets. First, students were given a questionnaire before the research which contained statements about the situation of German language learning, including experiental learning components and local wisdom; second, the researcher analyzed the problems encountered in the learning process through the results of student questionnaires; third, students were given an experiental learning model by incorporating local wisdom in the German language learning process; Fourth, students are given worksheets that are done in groups and present the results of work using the station lernen method; Fifth, students are given a questionnaire after the implementation of the experiental learning model; Sixth, data processing is carried out to see the results of the implementation of experiental learning models based on local wisdom in German language learning; and seventh, drawing conclusions on the results of data processing. The results obtained from this study are by applying experiental learning in German language learning, it can contribute to students in the learning process. Students are actively involved and share experiences based on what they get and experience]]>
<![CDATA[Determination of the Assessment System for German Language Learning Based on the Merdeka Curriculum in West Seram and Central Maluku ]]>
<![CDATA[Tomasouw, Jolanda]]>;
<![CDATA[Marantika, Juliaans E. R.]]>;
<![CDATA[Noya van Delzen, June Carmen]]>;
<![CDATA[Soumokil, Piet]]>;
<![CDATA[Vithalia Daskunda]]>;
<![CDATA[Rita Fransina Maruanaya]]>
<![CDATA[ International Journal of Pedagogical Language, Literature, and Cultural Studies (i-Plural) Vol. 2 No. 2 (2025): International Journal of Pedagogical Language, Literature, and Cultural Studies ]]>
Publisher : <![CDATA[Nexus Publishing ]]>
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DOI: 10.63011/ip.v2i2.33
<![CDATA[This research aims to evaluate the assessment system for German language learning based on the Merdeka Curriculum in the West Seram and Central Maluku regions. Utilizing a descriptive qualitative method, data were collected through questionnaires, interviews, and document analysis. The findings indicate a contradiction where 65% of teachers perceive the current assessment quality as inadequate, yet the same percentage also believe it meets educational needs, highlighting a disparity between perception and practice. The study recommends adopting a more comprehensive, competency-based assessment model to better align with the Merdeka Curriculum. The current assessments are predominantly focused on cognitive aspects, lacking integration of speaking and listening skills. This study identifies challenges in implementing the Merdeka Curriculum, including limited resources and varying teacher understanding. Proposed recommendations include the adoption of a more comprehensive competency-based assessment system, authentic assessments, performance rubrics, and portfolios to document student progress. It is hoped that the results of this research will enhance the quality of German language learning and effectively support the implementation of the Merdeka Curriculum.]]>
<![CDATA[Pelatihan Metodik dan Didaktik Pembelajaran Bahasa Jerman bagi Guru Bahasa Jerman di Kota Ambon ]]>
<![CDATA[Soumokil, Piet]]>;
<![CDATA[Lestuny, Carolina]]>;
<![CDATA[Tomasouw, Jolanda]]>;
<![CDATA[Wenno, Eldaa Crystle]]>
<![CDATA[ Gaba-Gaba : Jurnal Pengabdian Kepada Masyarakat dalam Bidang Pendidikan Bahasa dan Seni Vol 4 No 2 (2024): Gaba-Gaba: Jurnal Pengabdian Kepada Masyarakat dalam Bidang Pendidikan Bahasa dan ]]>
Publisher : <![CDATA[Universitas Pattimura ]]>
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DOI: 10.30598/gabagabavol4iss2pp85-91
<![CDATA[This Community Service activity aims to improve the pedagogical competence of German language teachers in Ambon City in the methodical and didactic aspects of German language learning. This training is motivated by the need for teachers to develop teaching skills that are effective, innovative, and relevant to curriculum developments and student needs. The methods used in this training include lectures, interactive discussions, simulations, and hands-on practice in preparing and implementing lesson plans based on communicative methods and task-based learning approaches. The training was attended by 20 German language teachers from various secondary schools in Ambon City. The results of this activity show an increase in participants' understanding of the methodical and didactic concepts of German language learning, which is reflected in their success in developing creative and student-centered lesson plans. In addition, participants were also able to apply various learning strategies that support students' mastery of language competencies, such as the selection of appropriate exercises and tasks in accordance with learning objectives (Rückwärtsplannung). The conclusion of this activity is that the methodic and didactic training of German language learning significantly helps teachers in developing more effective and interesting teaching skills. Recommendations from this activity are the need for further training to explore the implementation of technology-based learning methods and collaboration between teachers to support innovation in German language learning in schools.]]>
