Poetry is a unique literary work and is not easily translated from source language to target language because in the process, wherever possible maintain the inner atmosphere of the work (mood, tone). At the same time, translators should look for equivalents to the formal form of the poem itself appropriately, such as the number of lines (especially for sonnet type), rhyme (praying) and syllable (number of syllables). Therefore, it is necessary to review the journal paper that discusses the technique of translating the literary text of poetry. The method used by this study is Systematic Literature Review (SLR) on journal paper published from 2013-2021. There is one Research Question (RQ) set out in this study. The final result obtained from this study is that there are twenty-one techniques for translating poetry literary texts that can be used by translators according to the times, needs and objectives of translators

Inclusive classroom is widely discussing around the countries regarding the benefits and the challenges of EFL teachers’ constraints in managing the inclusive classroom. This study is aimed at finding out (1) the facts of inclusive classroom management in EFL teaching and learning process, (2) the challenges faced EFL teachers in managing the inclusive classroom and (3) the new insights proposed by EFL teachers for better improvement in managing the inclusive classroom. The findings of the study revealed that; a) Both EFL teachers have clear comprehension about the concepts of classroom management for inclusive classroom but they realized that they didn’t optimally implemented the principles of inclusive classroom management. The challenges faced by the EFL teachers in managing inclusive classroom are; a) lack of competencies, b) lack of trainings, c) limitation of teaching and learning facilities based on inclusive students’ needs, d) Lack of concrete teaching materials, e) large classes, and f) time allocation. The new insights proposed by EFL teachers can be recommendations for better improvement in managing inclusive classroom in the future

The purpose of this study is to describe the effectiveness of project methods in pandemic times in drama courses in the German Language Education Study Program. The respondents in the study were fifth-semester students. The project phase in this research consists of 7 phases, namely: 1) Preparation phase (Vorbereitungsphase); 2) Early phasel (Einstiegsphase); 3) Planning phase (Planungsphase); 4) Implementation and realization phases (Ausführungsphase). 5) Evaluation and control phase (Auswertungsphase); 6) Final Results Phase (Ergebnis präsentation), and 7. Closing phase (Abschluss). According to Reich, K: Data collection techniques using qualitative descriptive methods. The end result of the project is to create a picture book about Maluku folklore (Mӓrchen). Maluku folklore book is made following the script of the drama from Esser Rolf, namely: The beginning, conflict situation, climax, redah, and end. The final results of the project showed 4 respondents got a score of 70, 3 respondents got a score of : 80, 7 respondents got a score of 90, and 3 respondents got a score of 100. Based on the assessment score of the final results of learning, it can be concluded that the project method has a positive influence on the learning outcomes of Drama courses

This paper aimed to describe learning to write as part of 21^st century life skills. Writing as basic literacy is the main material in the 2013 curriculum. One type of writing is writing instructions which require the abilities and skills acquired from educational institutions to be applied in everyday life. Writing instructions is one of the four language skills should be mastered by students. Therefore, Indonesian language teachers are required to master the material for writing instructions both theoretically and practically. Theoretically, it explained about the meaning of writing, types of writing, writing instructions. Practically, they were implemented in learning according to Regulations of the Minister of Education and Culture Number 22 of 2016 and Number 103 of 2014 concerning on standard process. In those regulations, it is explained about graduate competency standards, syllabus, and lesson plan. The first step that needs to be done before preparing the lesson plan is to analyze the graduate competence standard (GCS). After analyzing the GCS, it is then translated into a syllabus. Furthermore, the writing of lesson plans developed from the syllabus to be a direction of learning in achieving basic competencies. This paper was the result of the collaboration of the community service group of Faculty of Teacher Training and Education of Unpatti in South Buru Regency in 2021

This research aims to explain the influence of whatsApp's use of social media as a learning medium on german learning outcomes. This study has two variables, namely the use of WhatsApp social media as a learning medium (X) as a free variable and german learning outcomes as bound variables (Y). The method used in this study is Ex Post Facto. This research data is obtained through interviews, questionnaires and results of learning German odd semesters (Midterms and End Semester Exams) through documentation studies. WhatsApp social media as a learning medium is used through interviews with teachers and questionnaires given to German learners. The data of the questionnaire results is processed with a likert scale then analyzed using percentage descriptive analysis techniques, then the results of German learning are processed with the T-Test technique. The results of the German language learning process showed that the use of Whatsapp social media as a learning medium had a positive effect on german learning outcomes

Stereotypically, the teaching of writing is separated from reading subjects. As the results, many students are found to be passive and not critical in writing. This action research looks into the effectiveness of enhancing students’ critical reading in writing argumentative essays. It is investigating whether the genre-based cognitive reading and approach applied brings significant impacts in students’ writing ability? The results of the study indicated some moderate changes in writing argumentative skills which were analyzed and assessed through content analysis over two complete writing products submitted after two complete learning cycles. Some students of (N=18) are at developing learning stage of becoming critical in writing but not yet fluently in making strong arguments for their opinions. Some have already shown capability to organize their thoughts better in thesis writing but not successfully developed them with facts from their own factual experiences in supporting and defending their stands and arguments in development writing stage. The instructional learning system is found to be effective though obviously much time is needed for comprehending texts, and more writing practice is required before students can eventually perform better argumentative essays

Code mixing occurs when a speaken using a language predominantly supports a speech inserted wih other language elements. This is usually related to the characteristics of the speaker, such as social background, education level, religious taste, this is what experienced by class VIII students of SMP Negeri 1 Ambon. Factors causing code mixing in Indonesian language learning interactions are object of research. The type of research used is descriptive qualitative research, by using the method of observation, field notes and interviews. The data validity technique used by the researcher is the triangulation of sources and theories, and to analyze the factors causing code mixing in Indonesian language learning interactions, the researcher used three stages, namely data presentation, data description process, and verification or making conclusions. The research results found by the researcher were three factors that caused code mixing in the interaction of Indonesian language learning by class VIII students of SMP Negeri 1 Ambon, and the results prove that it is not only students who produce mixed codes in the learning process, but the teacher also produces mixed codes when communicating with students. The process of mixing codes produced by the teacher and students was apparently done unconsciously

The purpose of this study 1) To determine the impact of applying metaphors on learning German. 2) To Improve and optimize the role of the teacher's metaphor in learning German. The population in this study were all students of SMA Negeri 7 Ambon, while the selected samples were students grade 10 of SMA Negeri 7 Ambon. The results of the dependent t-test calculation showed that the t-value is more than the t-table (t-value 11.30 > t-table 1.72913). The results of these calculations indicated that there was a significant difference between German learning’s outcomes before and after treatment with the application of metaphors. Thus, it can be said that application of metaphor had a positive impact and can effectively assist students in learning German and increase learning outcomes of students

This paper aims to express efforts to use comparative literary works as a medium in language learning, and at the same time as a means for the formation of the character of learners. The benefits of comparative literature, among others: (1) as the basis of the study of cross-cultural literary works, (2) as the basis or basis of language skills learning (Sprachfertigkeiten) namely: listening (Hӧrverstӓndnis-Sprechfertigkeit), reading-writing (Leseverstӓndnis-Schreibfertigkeit), (3) as a means of strengthening character education. As the basis for cross-cultural text studies, comparative literary works can be used to compare cultures between nations. As the basis of language learning, comparative literary works, has a uniqueness that is not possessed by other linguistic teaching materials, because the language of literary works has a connotative characteristic (figurative), contains majas, and prioritizes the characteristics of narrative discourse. Language in literary works prioritizes its main function, which is communicative function and suitable to be used to teach language skills. Furthermore, as a means of strengthening character education, literary works are worthful, which can be used to provide value strengthening for learners as the future generation of the nation.

Reading is complex interaction between the reader and text. Actually reading is not a simple one, because in this skill, students do not only read a text but also try to understand the message or information about the text they learn. In reading process students must know what they get from a passage. This study was conducted to determine students’ improvement in reading comprehension by using concept mapping Technique. The result shows that this technique can be used to improve students reading comprehension of SMA Negeri 7 Ambon especially class X is successful. Although there were some problems which raised during teaching learning process but collaboration between English teacher and the writer help this study going smoothly. Through the technique the students can organize and identify information deeply in the text before they come to reading activity. Besides, this technique has good influenced in group discussion where the students can share their ideas and work actively to fill concept mapping sheet. The students also show positive responses toward Concept Mapping technique in the teaching learning process so the result in the class is more lively and enjoyable