123 research outputs found
THE INDEFINITE PRONOUNS OF ETWAS AND NICHTS AND THEIR EQUIVALENTS IN BAHASA INDONESIA
No full textThe objective of this research is to describe (1) the indefinite pronouns of etwas and nichts in Christine Nӧstlinger’s “ein Mann für Mama” and (2) their equivalents form of the indefinite pronouns of etwas and nichts in Bahasa Indonesia. This research is descriptive qualitative research. The data of this research were the sentences containing the indefinite pronouns in German language in Christine Nӧstlinger’s “ein Mann für Mama” and their equivalents in Bahasa Indonesia. The data collection techniques were reading and noting down. The analysis methods of this research were translation and referential pronoun equivalent methods. The instruments used were the researcher herself (human instrument). To determine the validity of the research, intrarater and interrater techniques were used. The results of the research showed that: (1) there were 44 indefinite pronouns of etwas and 79 indefinite pronouns of nichts, (2) there were 45 equivalents forms of the indefinite pronouns of etwas and nichts in Indonesian language consisting of 18 equivalents forms of the indefinite pronouns of etwas, and 27 equivalents forms of nichts
Meanings of Objektive und Subjektive Constructions in German Sentences and Their Equivalences in Indonesian
No full textThis study aims to describe: (1) objektive und subjektive constructions in German sentences, (2) meanings of objektive und subjektive in German sentences, and (3) equivalences of objektive und subjektive in German sentences in Indonesian.
This was a qualitative descriptive study. The objects of the research data were lingual units of modality constructions with objective and subjective meanings in both German phrases and sentences. The subjects of the data were modal verbs in German sentences. The data sources were the magazine NADI Indonesia Deutsch Edisi I/No. 16 Tahun 2012, Edisi I/No. 17 Tahun 2013, and Edisi II/No. 18 Tahun 2013. The data were collected by means of reading and noting techniques and analyzed by means of the translational, equivalent, and distributional techniques. The data validity was assessed through the semantic validity and the inter-rater and intra-rater techniques.
The research findings are as follows. (1) the objektive construction in German is S - Inf+Modalverb and the subjektive construction is S+Inf – Modalverb. (2) Meanings of objektive are those which are loose in nature because because lexical elements of modality can reveal utterance contents while meanings of subjektive are those outside lexical elements because they are affected by speakers’ subjective intentions. (3) The equivalences of objektive und subjektive in German sentences in Indonesian are in the form können appearing 107 times, equivalent to meanings of dapat, bisa, ada, menjadi, berhasil, mampu, meraih, terdiri, sungguh, and makna zero. Dürfen (8) are equivalent to meanings of dapat, boleh, and makna zero. Modalverb sollen (27) are equivalent to meanings of harus, akan, bisa, seharusnya, perlu, dan makna zero. Wollen (3) are equivalent to meanings of ingin, terus terang, and makna zero. Müssen (31) are equivalent to meanings of harus, dapat, bisa, and makna zero. Möchten (16) are equivalent to meanings of ingin, berminat, perlu, and makna zero
GERMAN LANGUAGE COMPOSITES IN HERMAN HESSE’S NOVEL SIDDHARTA AND THEIR CORRESPONDENCES IN THE INDONESIAN LANGUAGE
No full textThis study aims to describe forms and meanings of German language composites and their correspondences in the Indonesian language. This was a qualitative descriptive study. The data were in the form of composites in German sentences in Herman Hesse’s novel Siddharta and its Indonesian translation by Hedy Holzwarth.The data were collected through the reading and writing technique. They were analyzed by the comparison and distribution techniques. The results of the study are as follows. First, there are 268 forms of composites, consisting of the Nullkon x form, comprising a combination of noun+noun with a total of 161, a combination of adjective+noun with a total of 5, Kon xbeteiligung /-s/ (22 words), Konfixbeteiligung /-n/ (49 words), Konfixbeteiligung /-en/ (6 words), Kon xbeteiligung /-er/ (17 words), and Kon xbeteiligung /-r/ (5 words). Second, German language composites are formed through the derivational and in ectional processes. A word formation functions as an a ribute in a composite. In the Indonesian language, it is formed through an a xation process. Therefore, it can be concluded that German and Indonesian language composites have similar processes and meaning correspondences
Language Learning and Learner Psychology: Building Autonomy in Multilingual Culture
No full textThe notion of autonomous learning used in second language learning has become a focal point of scholars in recent years. However, building an autonomy in specific language learners might be different in the view of psychology within multilingual culture which raised interesting issues. However, learners’ psychology determines about how far they must learn the second language. In addition, the multilingual culture has important role as variable but in an abstract way. It appears that in some languages learners who had multilingual culture backgrounds have different situation in comprehending the English, which also affect in choosing suitable learning strategies to comprehend by their own. Therefore, this research addresses to find out the interrelation in case of building leaner autonomy on English as second language learning in the aspect of multilingual culture in Indonesia. Trough library research, the author found the correlation between learners’ psychological condition such as interest, needs and motivation has some impact on how successful in their own language learning within the multilingual culture as it background. Therefore, building autonomy in second language learning must be aware of multilingual and social culture in society to reap a good result
MODALITAS KONNEN DALAM KALIMAT BAHASA JERMAN
No full textThis article is an introduction to the basic concept of using the modality of
konnen 'can' in German sentences. The konnen unit of modality functions to reveal
the speaker's attitude and has the status of a verb modifier. Modality is divided in
function by some linguists into different areas like epistemic modality, modality-
marking adverb, and deciderative and optative mode devices.
On the basis of the results of a study conducted, it could be concluded that
the modality unit of konnen 'can' in a sentence in German has the characteristics as
follows: (1) it is merely an attributive element in a verb phrase rather than a core
one so that if deleted the sentence remains grammatical, (2) its relation to any other
element is loose in nature, and (3) its position is so firm that it cannot be permutated
with any other element in a sentence. In addition, in sentences the konnen modality
varies in meaning according to sentence context. The meaning expressed by the
konnen modality can be of possibility, ability, or permission
Satuan Lingual Penanda Gender
No full textBahasa sebagai suatu sistem memiliki seperangkat subsistem yang masing-masing mengorganisasikan komponen- komponennya sehingga membentuk keteraturan yang sistemik. Perangkat subsistem yang dimaksud adalah subsistem bunyi, subsistem gramatikal, dan subsistem makna. Tiap-tiap subsistem itu memiliki unsur-unsur yang secara terorganisasi membentuk subsistemnya sendiri-sendiri. Unsur-unsur subsistem yang dimaksud adalah fonem sebagai satuan lingual terkecil sampai wacana sebagai satuan yang terbesar. Satuan-satuan lingual tersebut memiliki fungsi masing-masing. Ada yang berfungsi sebagai penanda jumlah (number), penanda kala (tenses), dan ada pula yang berfungsi sebagai penanda jenis kelamin (gender). Penandaan yang berkenaan dengan jumlah, dalam bahasa Indonesia misalnya, ditandai dengan digunakannya satuan lingual berupa bentuk perulangan (reduplikasi), misalnya: dari kata rumah menjadi rumah-rumah 'banyak rumah'; kata memukul menjadi memukul-mukul 'berkalikali memukul', dan sebagainya. Sementara itu, satuan lingual sebagai pewujud keterangan waktu dapat berupa kata seperti: kemarin, sekarang, besok , dan sebagainya. Dalam hubungan dengan satuan lingual penanda gender dalam bahasa Indonesia cenderung dipengaruhi oleh faktor sosiobudaya dan semantis. Walaupun demikian, aspek-aspek kebahasaan seperti fonologi, morfologi, dan sintaksis tidak mustahil juga berpengaruh. Dengan kata lain, satuan lingual penanda gender mungkin dapat berwujud fonem, morfem, kata, dan frasa. Misalnya, dalam tataran fonologi, fonem /a/ dapat menandai gender maskulin, sedangkan fonem /i/ menandai gender feminin seperti terlihat pada contoh kata putra dan putri. Kata putra mengacu pada gender maskulin, sedangkan kata putri mengacu pada gender feminin. Perbedaan antara kedua kata itu semata-mata hanya karena perbedaan fonem /a/ pada kata putra dan fonem /i/ pada kata putri. Dengan kata lain, perbedaan kedua gender tersebut berada pada tataran fonologis. Kata-kata lain yang beranalogi dengan pasangan di atas, sekalipun jumlahnya terbatas, terdapat pada pasangan kata-kata dewa-dewi, siswa-siswi, muda-mudi, dan sebagainya
DEUTSCH ZUM SPASS: MODEL PEMBELAJARAN INOVATIF BAHASA JERMAN
No full textAbstrak Deutsch Zum Spass: Model Pembelajaran Inovatif Bahasa Jerman. Model pembelajaran Deutsch zum Spass merupakan alternatif model pembelajaran inovatif bahasa Jerman yang menyenangkan. Model pembelajaran ini meliputi pembelajaran aktif, kreatif, efektif, kolaboratif, partisipatif, dan menyenangkan. Dalam pembelajaranya, model ini mengintegrasikan semua kompetensi kebahasaan yang meliputi Hoverstehen, Sprechfertigkeit, Leseverstehen, dan Schreibfertigketi kedalam satu kesatuan pembelajaran bahasa Jerman yang utuh. Model ini juga disebut contextual teaching and learning. Tujuan pembelajaran untuk mengetahui tindakan yang telah dilakukan seseorang pengajar dalam satu team teaching sehingga pengajar lainnya dapat melanjutkan materi pembelajaran secara urut dan berkesinambungan. Kolaborasi antarpengajar dapat dipantau melalui buku protokol. Hal ini digunakan untuk refleksi terhadap tindakan yang dilakukan seorang pengajar agar pengajar lainnya dapat menjaga terciptanya suasana pembelajaran yang menyenangkan. Refleksi juga digunakan untuk menentukan langkah pembelajaran berikutnya yang dilakukan oleh pengajar, agar bermanfaat dan dapat mengoptimalkan tercapainya keberhasilan pembelajaran. Materi ajar diunggah ke dalam media belajar yang telah disediakan oleh UNY dengan alamat http://besmart.uny.ac.id/ yang merupakan media e-learning. Deutsch zum Spass mampu menumbuhkan suasaa aktif, kreatif, dan partisipatif pada diri pembelajar, sehingga keefektifan proses belajar mengajar dapat optimal. Dengan demikian, tujuan pembelajaran bahasa Jerman dapat tercapai dengan maksimal. Untuk mengukur penguasaan kompetensi yang dimiliki oleh peserta didik pada keempat keterampilan bahasa Jerman tersebut, dapat dilakukan melalui tes kebahasaan secara online.Kata kunci: model pembelajaran Deutsch zum Spass, pembelajaran inovatif, e-learning Abstract Deutsch Zum Spass: Innovative Teaching Model for Teaching German. It is an alternative teaching model for teaching German which is fun. This teaching model is also an active, creative, effective, collaborative model. It integrates all the language skills, Hoverstehen, Sprechfertigkeit, Leseverstehen, and Schreibfertigketi, into one contextual teaching and learning process. The model aims to find out the actions done by a teacher in one teaching team to facilitate another member of the team to continue the material in a continous and well-structured order. Between-teacher collaboration is recorded through a protocol book, which records the fun class activities of one member to be continued and maintained by other members. The book also records the teachers’ reflective ideas and notes that can be used as points to consider. The teaching materials are provided and uploaded into http://besmart.uny.ac.id/ by UNY. Deutsch zum Spass as a teaching model is able to create active, creative, and participation encouraging atmosphere that allow students to achieve their learning goals. Students ‘language mastery is tested through online language test.Keywords: deutsch zum spass model teaching, e-learning, innovative teaching model
ECO-CDA AND COUNTER-DISCOURSE: FROM EXOTIC LUXURY TO NONHUMAN ANIMAL EXPLOITATION IN CIVET COFFEE
No full textCivet coffee, an exotic beverage produced through the unique involvement of the Asian palm civet, has garnered attention and controversy. The study emphasizes the importance of amplifying marginalized voices and advocating for animal liberation and ecological perspectives through counter-discourse. Specifically, the research aims to analyze the counter-discourse arising from a webpage that describes a tourist's visit to a civet coffee plantation. This article employs Eco-CDA, a framework grounded in Critical Discourse Analysis and ecolinguistics, to critically analyze the discourse surrounding civet coffee production. Through discourse and semantic analysis, the study exposes the failure of the prevailing discourse to address ethical concerns and promote sustainable practices. In conclusion, this research aims to contribute to the transformation of societal norms by advocating for the recognition of animal rights. It calls for a comprehensive reevaluation of coffee production practices, emphasizing the need for ethical considerations in animal treatment
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