As a spread prevention of Covid-19 virus, schools must implement their learning process through online from Elementary School up to University including Jenderal Soedirman University. In the Covid-19 pandemic, English Education Department of Jenderal Soedirman University has already implemented Microteaching subject online or using E-Learning with the lecturer. This research uses a statistical calculation and interview data from 21 out of 31 respondents because some students have converted Microteaching credit in exchange of participation in Kampus Merdeka Program. There are 5 variables that influence Virtual Microteaching Class effectiveness. They are Enthusiasm, Learning Media, Learning Material, Task, and Lecturers’ Performance. However, the Enthusiasm variable (P=0.046) and Learning Media (P=0.020) are significant for the effectiveness of virtual Microteaching class. At the same time, other variables such as Learning Material (P=0.213), Task (P=0.166), and Lecturers’ Performance (P=0.166) are not significant for virtual Microteaching class. The effectiveness score of Virtual Microteaching Class for 6th semester students, English Education Department of Jenderal Soedirman University is 71% which means effective. The usage of Google Classroom for Virtual Microteaching Class has some disadvantages such as lack of video meeting features that most of the students need, and late notification caused by internet signal problems. As solutions to solve the problems of using Google Classroom for Virtual Microteaching class, lecturers need to explore the features of Google Classroom, and they are encouraged to use a better platform with a built-in virtual meeting and discussion features that can save large data and be downloaded at any time.

Modul merupakan bahan ajar yang dapat digunakan oleh guru dalam memberikan materi selama pembelajaran. Selain itu, modul merupakan salah satu syarat bagi guru untuk dapat mengajukan kenaikan pangkat.  Meskipun demikian, masih banyak guru yang tidak dapat menyusun modul untuk membantu mereka dalam mengajar dan mengembangkan potensi diri. Oleh sebab itu, kegiatan pendampingan penulisan modul bagi guru SMA Negeri 4 Purwokerto ini akan memberikan keuntungan bagi guru dan siswa. Guru akan dapat mengajar baik dengan bahan ajar yang ada dan mendapat poin untuk kenaikan pangkat, dan siswa mendapatkan materi yang terstruktur dan sistematis. Metode yang digunakan dalam kegiatan pengabdian kepada masyarakat ini adalah active and participatory learning yang meliputi ceramah, diskusi, dan konsultasi. Ceramah dan diskusi dilakukan untuk memberikan penjelasan mengenai modul pembelajaran secara umum, sedangkan konsultasi dilakukan untuk pendampingan pembuatan modul yang dilakukan oleh guru dan narasumber. Dampak dari pendampingan modul di SMA Negeri 4 Purwokerto ini berdampak baik bagi guru. Hal ini ditunjukkan dari modul yang dihasilkan guru sudah disesuaikan dengan kebutuhan peserta didik.  Selain itu, guru juga memiliki bahan ajar yang baik untuk penyampaian materi dan siswa dapat menguasai materi yang diberikan dengan baik

The research aims to identify the students’ translation quality in translating Banyumas tourism texts. Moreover, this research tries to find out the effect of design thinking approach in translation class. This research was conducted by applying descriptive qualitative method. In other words, this research describes the effect of design thinking approach to the students’ translation by dividing students of English Diploma Study Program, Universitas Jenderal Soedirman enrolling on Translation Indonesian-English class into two classes. Class A uses design thinking approach in translating the texts, while class B does not. The students focus on translating Banyumas tourism texts. After the students translate the texts, the researchers and raters do a focus group discussion to check and rate their translation quality in terms of accuracy. The result shows that the translation quality of class A is better than that of class B. It can be seen from the accuracy point of class A which is 2.95 meanwhile, class B has 2.90 for its accuracy. This proves that design thinking approach is suitable to teach translation.

Language politeness has universal characteristics. It means that speech communities from any country have their own language politeness based on the applicable norms. Language politeness education starts from family. Meanwhile, outside family communities, such as schools or society, language politeness education is greatly needed to create positive interactions between language users and certain communities. This research discussed language politeness education in two languages (Indonesian and Japanese) using a comparative qualitative case study in library research. The results of the study informed that Indonesian and Japanese are two languages that implement language politeness through both verbal and non-verbal languages. Verbal language is shown by the chosen polite words, while non-verbal language is shown by the speaking body gestures.