Abstrak: Penelitian ini bertujuan untuk mengidentifikasikan terjemahan yang berupa terjemahan beranotasi, yakni kajian yang mempertanggungjawabkan padanan pilihan penerjemah sebagai hasil penelitian retrospektif. Teks sumber (TSu) penelitian ini adalah Pedoman Pelayanan Perizinan Berusaha Terintegrasi Secara Elektronik (OSS) Untuk Pelaku Usaha (Kementrian Koordinator Bidang Perekonomian Republik Indonesia). Penelitian ini merupakan penelitian kualitatif dengan menggunakan model komparatif dalam pengumpulan dan analisis data untuk mengungkap masalah penerjemahan dan deskripsi mengenai solusinya. Penelitian ini ditemukan bahwa prosedur penerjemahan yang sesuai seperti, transposisi, modulasi, deskriptif, penjelasan tambahan, catatan kaki, fonologis, transferensi, dan padanan budaya digunakan untuk menanggulangi masalah yang ditemukan dalam menerjemahkan teks berupa kata, frasa, dan kalimat. Berdasarkan hasil temuan terdapat lima puluh satu item untuk beranotasi, dua belas di antaranya dalam bentuk kata-kata dengan persentase 23,52%, terdapat dua puluh satu frase dengan persentase 41,18%, dan delapan belas kalimat dengan persentase 35,3%. Dapat disimpulkan bahwa penerjemahan teks pedoman (OSS) mengandung metode komunikatif yang menjadikan kesepadanan menjadi lazim dan berterima di dalam budaya BSa dan pesan yang disampaikan pada teks pedoman menjadi informatif untuk pembaca sasaran. Abstract: This study was aimed to identify translations in the form of annotated translations, namely studies that account for the translator's choice of equivalents as a result of retrospective research. The source text (ST) of this study is a manual of Getting Your Business License Through Online Single Submission (OSS) for businesses (Coordinating Ministry for Economic Affairs Republic of Indonesia). This research was a qualitative research that using a comparative model in collecting and analyzing data to reveal the translation problems and solutions descriptions. This study found that appropriate translation procedures such as transposition, modulation, descriptive, additional explanations, footnotes, phonological, transference, and cultural equivalents were used to overcome the problems found in translating text of words, phrases and sentences form. Based on the findings there were fifty-one items to annotate, twelve of them in words form with a percentage of 23.52%, there were twenty-one phrases with a percentage of 41.18%, and eighteen sentences with a percentage of 35.3%. It can be concluded that the translation of the guideline text (OSS) for businesses was contained communicative methods that made the equivalence been prevalent and acceptable in TL culture and the messages conveyed in the guideline text were informative to the target audience.

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Abstrak: Literasi kritis siswa SMP di Indonesia berada pada level 1a, yaitu mereka hanya mampu memahami informasi eksplisit dalam mengidentifikasi ide pokok dan ide pendukung dari teks pendek dengan tema umum (PISA, 2018). Hal ini memerlukan penanganan lebih lanjut berupa pelatihan literasi kritis untuk teks yang lebih rumit. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk melatih kompetensi literasi kritis (khususnya dalam hal ini membaca) bagi guru bahasa Inggris tingkat SMP di wilayah terdepan, terluar dan tertinggal terkait dengan membaca teks deskriptif. Kegiatan ini dilakukan bersama 25 peserta guru bahasa Inggris di Kabupaten Mimika, Papua. Pretest diberikan kepada peserta sebelum workshop. Workshop ini dilakukan dalam waktu 3,5 jam melalui zoom meeting. Post-test diberikan setelah pelatihan selesai. Hasil penelitian menunjukkan bahwa pengalaman mengajar dan melatih guru di Kabupaten Mimika, Papua, tidak menunjukkan korelasi yang signifikan dengan kemampuan bahasa Inggris dasar mereka. Rata-rata hasil pre-test menunjukkan 25% yang dibandingkan dengan rata-rata hasil post-test 30% yang mana terdapat kenaikan sebesar 5%. Dengan demikian, ditemukan bahwa hasil didominasi oleh dimensi konseptual pengetahuan peserta guru bahasa Inggris. Dengan kata lain, peserta membutuhkan pelatihan literasi kritis lebih lanjut dalam membaca kritis teks deskriptif dengan menekankan pelatihan keterampilan dasar bahasa Inggris sebagai faktor yang perlu dikembangkan lebih lanjut sebelum literasi kritis.Abstract: The critical literacy of junior high school students in Indonesia is at level 1a, i.e. they are only able to understand explicit information in identifying main and supporting ideas of the short texts with general themes (PISA, 2018). This requires further handling in the form of training in critical literacy for more complicated texts. This community service activity was aimed at training critical literacy (especially in this case reading) competencies for English teachers at the junior high school level in the region of forefront, outermost and left behind especially related to reading descriptive texts, i.e. the fundamental texts that describe the action for categorization and classification. This activity was carried out with 25 participants of English teachers in Mimika District, Papua. Pre-test were given to participants prior to the workshop. This workshop was conducted in 3.5 hour-time via zoom meeting. The post-test was given after the training completed. The results showed that the experience of teaching and training teachers in Mimika District, Papua, did not show a significant correlation with their basic English skills. The average of pre-test results showed 25% compared to the average of post-test results showed 30% which was an increase of 5%. Thus, it was found that the results were dominated by the conceptual dimension of the participants’ knowledge of English teachers. By this, the participants need further critical literacy training in critically reading the descriptive texts by accentuating the basic English skills as the factor that needs to be further developed prior to critical literacy.

Abstrak: Kurangnya literasi dalam keterampilan membaca sastra pada remaja masjid di Kelurahan Bahagia Babelan, Bekasi menjadi landasan kegiatan pengabdian pada masyarakat ini dilaksanakan secara partisipatif yang bertujuan untuk meningkatkan keterampilan membaca sastra (dongeng) dengan menggunakan metode pembelajaran quantum teaching. Kegiatan lokakarya ini dilaksanakan dengan menggunakan pendekatan kualitatif dan kuantitatif dalam menjumlahkan data yang didapat dari pre-test dan post-test dalam dua siklus, setiap siklus dilakukan dalam satu kali pertemuan. Metode pelatihan yang digunakan dengan beberapa tahapan yaitu: (1) metode ceramah dengan memberikan penjelasan mengenai cerita dongeng; (2) metode tanya jawab, peserta melakukan sesi bertanya mengenai literasi membaca; (3) metode simulasi, peserta mencari dan mempraktikan cara membaca dongeng cerita dengan menarik; and (4) metode mandiri, peserta membuat dan mendiskusikan hasil penulisan. Pre-test diberikan sebanyak 21 soal dalam bentuk pilihan berganda kepada 20 orang peserta remaja masjid di Kelurahan Bahagia Babelan untuk memenuhi desk evaluation yang berlangsung selama 3 jam. Pelatihan ini berupaya menerapkan model quantum teaching dengan memberikan pedoman mengenai tujuan, prosedur, dan aturan bersama dalam pelaksanaan proses pembelajaran membaca sastra. Pada awal pre-test memperoleh nilai rata-rata 53,05%, yang mana belum menunjukan hasil yang diharapkan. Pada post-test siklus I peserta mengalami peningkatan setelah menggunakan model pembelajaran quantum teaching dengan nilai rata-rata 72,41%. Kemudian pada post-test siklus II dengan nilai rata-rata meningkat menjadi 85, 70%. Dengan demikian, pada akhir kegiatan program pelatihan ini menunjukan peningkatan hasil keterampilan membaca yang memuaskan. Para peserta remaja masjid di Kelurahan Bahagia Babelan dapat membaca dengan baik dan memahami makna yang terandung dalam bacaan cerita dongeng tersebut.Abstract: The lack of literacy in literary reading skills of mosque teenagers in Bahagia Babelan Village, Bekasi forms the basis for this community service activity carried out in a participatory manner which aims to improve literary reading skills (fairy tales) using the quantum teaching learning method. This workshop activity was carried out using a qualitative and quantitative approach in summing up the data obtained from the pre-test and post-test in two cycles, each cycle was carried out in one meeting. The training method used with several stages, specifically: (1) lecture method by giving an explanation of fairy tales; (2) question and answer method, participants conduct a questioning session about reading literacy; (3) simulation method, participants find and practice how to read fairy tales with interesting stories; and (4) independent method, participants create and discuss the results of writing. The pre-test was given as many as 21 questions in the form of multiple choices to 20 mosque youth participants in Bahagia Babelan Village to fulfill the desk evaluation which lasted for 3 hours. This training attempted to apply the quantum teaching model by providing guidelines regarding the objectives, procedures, and rules together in the implementation of the learning process of reading literature. At the beginning of the pre-test obtained an average score of 53.05%, which had not shown the expected results. In the first cycle post-test, participants experienced an increase after using the quantum teaching learning model with an average value of 72.41%. Then in the post-test cycle II with an average value increased to 85, 70%. Thus, at the end of this training program activity showed an increase in the results of satisfactory reading skills. The mosque youth participants in Bahagia Babelan Village could read well and understand the meaning of the fairy tale reading.

This study was aimed to produce network-based teaching materials for writing learning materials that were feasible to use. The teaching material was based on the explanation of the planning and initial development of written teaching materials using the network according to students and lecturers' needs. This study was motivated by populer writing learning's unavailability, which made it easier for students in that the teaching material contained subject matter that can be more easily studied and observed by students. According to Reeves, this development used the research method Design-Based Research (DBR) model based on research procedures. Data collection in this study was carried out in closed groups of 30 students and 2 lecturers who teach Populer Writing Skills in the Indonesian Language and Literature Education Program, Universitas Negeri Jakarta. This research was a descriptive qualitative study with data for approximately 6 months. Data were collected through interviews, documentation and observation. The data were analyzed through data reduction, data presentation, and data conclusion by utilizing data analysis techniques. After a validation test by experts to ensure the test, the product design was declared worthy of being implemented in the Populer Writing Skills course. In general terms, the product was suitable for teaching material that can help students carry out network-based learning. The development reflection of this product, namely producing teaching materials in the form of a website by relying on the Padlet website for network-based populer writing learning which was designed consisted of three learning activities, namely introduction to populer writing skills, introduction to types of populer works, and writing populer works online.