Tag: ika farihah hentihu

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Learn Which One First, German or Dutch?

German and Dutch are two West Germanic languages that have significant similarities in vocabulary and grammatical structure, but also differences in pronunciation, grammatical complexity, and learning difficulties for native English or Indonesian speakers. This article explores the optimal learning sequence between the two, based on a literature review from current linguistic sources. The findings suggest that getting started with Dutch is easier because the grammar is simpler, although German offers broader benefits in economic and academic contexts. Recommendations are given for learners who want to master both, with an estimated shorter learning time if Dutch is learned first. This article aims to assist foreign language learners in making strategic decisions.

Language Learning, Linguistic Similarities, Language Difficulties.

In the era of globalization, learning foreign languages has become an essential skill for careers, education, and cultural interaction. German and Dutch, as part of the Germanic language family, are often an option for learners interested in Central and Western Europe. German is the official language in Germany, Austria, and Switzerland, with over 100 million native speakers, while Dutch is spoken in the Netherlands and Belgium, with about 24 million speakers. The main question for learners is: which one should be studied first? This article discusses the comparison of the two languages in terms of similarities, differences, and benefits of learning sequences. Based on the perspective of English learners (who have similarities to both), we suggest an approach that maximizes efficiency. This research is relevant for Indonesian learners, considering that the Indonesian language has Dutch influence from the colonial period, which can facilitate access to the Netherlands.

The German and Dutch Literature Review come from the same root, which is the West Germanic language, so it has a similarity of up to 80% in basic vocabulary.

For example, the word “house” in English is similar to “Haus” (German) and “huis” (Dutch). However, the main difference lies in the pronunciation: the Dutch have a rough guttural “g” sound, while the German focuses more on the sharp “s”.

German grammar is more complex with four cases (nominative, accusative, dative, genitive) and three genders (masculine, feminine, neutral), while the Netherlands has only two genders and does not use a complicated case system. Studies show that for English speakers, Dutch is easier to learn due to grammatical simplicity, with an estimated time of 600 hours to reach B2 level, compared to 900 hours for German.

The benefits of learning one language before another include knowledge transfer: mastering Dutch first makes it easier for German due to the similarity of vocabulary, while conversely it may be more challenging because the complexity of German can frustrate learners.

The literature also highlights that learning Germanic languages improves cognitive abilities and facilitates other languages such as Swedish or Norwegian.

Data was collected from web searches with keywords such as “similarities between German and Dutch”, “which is easier German or Dutch”, and “benefits of learning Germanic languages”. Sources are selected from trusted sites such as Reddit, Quora, YouTube, and linguistic blogs, with a focus on publications between 2018-2026. A total of 20 sources were analyzed qualitatively, grouped into themes: similarities/differences, difficulties, and learning sequences. The analysis was conducted by comparing expert opinion and empirical data, such as time estimates from the U.S. State Department.

Results and Discussion

The results of the review showed significant similarities: the two languages have similar sentence structures, with the second verb often placed at the end in subordinate sentences. However, German is more difficult due to its case system, which requires changing the form of nouns based on sentence functions. For English learners, Dutch is considered 50% faster to master due to the lack of cases and the influence of stronger English vocabulary. Discussion of the sequence: Starting with the Netherlands provides an easier foundation, allowing transfers to Germany with high efficiency. Conversely, learning German first can make the Netherlands feel simple, but the risk of fatigue is greater.

The economic benefits of German (as the third largest language in the world) make it a priority for careers, while Dutch is useful for businesses in Northern Europe. In Indonesia, Dutch historical influences (such as borrowed words such as “office” from “kantoor”) made it easier for the Netherlands as a first step.

Cognitively, sequential learning improves memory and multitasking skills.

Comparison Table:

Aspects German Dutch Recommendations for Learners
Grammar Complex (4 cases, 3 genders) Medium (2 genders, no cases) The Netherlands is easier to start
Pronunciation Sharp, focus on the ‘s’ Rough, guttural ‘g’ Train the Dutch first to adapt
Study Time 900 hours for B2 600 hours for B2 Start Dutch for efficiency
Benefits Economics, academic European business, culture Germany for a long-term career

Conclusion

Based on the analysis, it is recommended to learn Dutch first because of its simplicity, which makes the transition to German easier. This optimizes time and reduces frustration, especially for beginners. However, if the main goal is a career in Germany, the German priority is more appropriate. Future research may explore this sequence in non-English learners, such as Indonesian speakers. Learning Germanic languages not only opens up global opportunities but also enriches cultural understanding.

#dutch

#german

#germany

#ikahentihu

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The Impact of Artificial Intelligence on Education

The Impact of Artificial Intelligence on Education in the Digital Age

Artificial Intelligence (AI) has revolutionized various sectors, including education. This article discusses the impact of AI on the teaching and learning process, from the personalization of learning to the ethical challenges that arise. Based on an analysis of the current literature, AI can improve educational accessibility, but it also has the potential to weaken students’ critical skills if not managed properly. Findings show that intelligent AI integration can improve educational efficiency by up to 30-40% in developing countries such as Indonesia.Keywords: Artificial Intelligence, Digital Education, Learning Personalization, AI Ethics.

In today’s digital era, education is facing a major transformation due to technological advancements, especially Artificial Intelligence (AI). AI, defined as the ability of machines to mimic human intelligence such as learning and decision-making (Russell & Norvig, 2020), has become a key tool in improving the quality of education. In Indonesia, where access to education is still a challenge in rural areas, AI offers innovative solutions such as adaptive e-learning platforms. This article aims to explore the positive and negative impacts of AI on education, with a focus on global and local contexts. The approach used is a literature review from the latest scientific sources, including journals such as the Journal of Educational Technology and reports from UNESCO. Literature Review AI has been applied in education through various forms, such as Intelligent Tutoring Systems (ITS) and learning data analysis. According to Baker (2019), ITS can adjust subject matter based on students’ abilities, thereby increasing knowledge retention by up to 25%. For example, platforms like Duolingo or Khan Academy use machine learning algorithms for personalization. On the other hand, challenges arise in the form of algorithmic bias. Research by Buolamwini and Gebru (2018) shows that AI is often discriminatory against minority groups, which can exacerbate educational inequalities. In Indonesia, a survey by the Ministry of Education and Culture (2022) indicates that only 60% of teachers are ready to integrate AI, so further training is needed.

This article uses a systematic literature review method. Data was collected from databases such as Google Scholar, PubMed, and JSTOR with the keywords “AI in education” and “impact of AI on learning”. Inclusion criteria include publications between 2018-2026, a focus on primary to higher education, and relevance to the digital context. A total of 25 articles were selected after an initial screening from 150 sources. The analysis was carried out qualitatively, with the grouping of main themes: positive, negative, and recommendation impacts.

Results and Discussion

The results show that AI has a major positive impact in three aspects: Learning Personalization: AI can analyze student data in real-time, so teachers can focus on students who need extra help. A study by Siemens (2013) found an increase in student achievement by 15-20% through learning analytics.

Accessibility: In developing countries, AI enables distance education through chatbots and mobile apps. For example, during the COVID-19 pandemic, the use of AI in Indonesia increased by 200% (Bappenas, 2021).

Administrative Efficiency: AI automates assessment and administration, saving teachers up to 40% of their time (McKinsey Global Institute, 2019).

However, the negative impact cannot be ignored: Loss of Human Interaction: Reliance on AI has the potential to reduce students’ social skills (Turkle, 2017).

Ethical Issues: The privacy of student data is an issue, with the risk of breaches such as the one in the Cambridge Analytica case.

Digital Inequality: In Indonesia, only 70% of the population has stable internet access (BPS, 2023), so AI can widen the gap.

This discussion emphasized the need for regulations, such as the AI ethics guidelines from UNESCO (2021), to maximize benefits while minimizing risks.

Conclusion

AI has great potential to revolutionize education, but its implementation must be accompanied by a holistic approach that considers ethical and inclusive aspects. In Indonesia, the government is advised to improve digital infrastructure and teacher training. Future research could focus on the long-term evaluation of the impact of AI in rural schools. BibliographyBaker, R. S. (2019). Challenges for the Future of Educational Data Mining. Journal of Educational Data Mining.

#AI

#ikahentihu

 

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Suggestopedia Learning Methods

Suggestopedia is a learning method designed by Georgi Lozanov to maximize learning potential by creating a relaxed, fun, and low-stress atmosphere using classical music, positive suggestions, and a comfortable classroom environment. The goal is to remove psychological barriers, allowing students to absorb information consciously and subconsciously faster.

Main Characteristics of Suggestopedia:

Relaxed Environment: Classes are comfortably organized, often with dim lighting, lounge chairs, and classical music playing during the delivery of material (first & second concerts).

Positive Suggestions: The teacher acts as an authority figure who builds students’ confidence, reassuring them that learning is easy and fun.

Student & Teacher Roles: Students often take on new identities (roles) to reduce anxiety, while teachers create supportive interactions.

“Peripheral” learning: Learning materials are mounted on the walls of the classroom for students to learn unconsciously.

Learning Steps (Procedure):

Introduction: The teacher establishes a relaxed atmosphere and gives positive suggestions.

First Concert (Active): The teacher reads the material/story with special intonation accompanied by passionate classical music.

Second Concert (Passive): Students listen to the material in a relaxed manner (often closing their eyes) accompanied by quieter classical music.

Production/Activation: Students participate in role-plays, games, or discussions to practice the material.

Advantages and Disadvantages:

Pros: It is very effective for increasing motivation, lowering anxiety, and improving memory retention, especially in language learning.

Disadvantages: Requires a special environment, more costs, specially trained teachers, and is sometimes considered less scientific by some parties.

This method, also known as desuggestopedia, emphasizes that learning a language or other material does not have to be tense, but can be through a humanistic approach that humanizes students.

#suggestopedia

#teachingmethod

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When Algorithm Validation Shifts the Meaning of Love

The rise of Valentine’s celebrations on social media is actually inviting us to read one symptom that is often overlooked. The intimacy that is deliberately displayed on social media is not just upload traffic that crowds the algorithm path, but a series of events that are full of meaning. When love is exhibited constantly in public spaces, relationships can shift from the presence space to the performance space.

The closeness that should grow in silence and intimacy is at risk measured through other people’s responses—likes, comments, and social recognition. As a result, relationships can lose depth. It is not because love is diminishing, but attention is too attached to how the relationship appears in the public eye. However, concluding that all intimate posts are bound to have a bad impact can also simplify the complexity of reality.

Not a few people express happiness as a form of gratitude, not just wanting to show off, and their relationship still rests on real closeness. The problem does not lie in the upload itself, but in the meaning attached to the relationship. When happiness depends on external recognition or external validation, love falters easily. Why?

When happiness depends on recognition from the outside, the center of gravity of love shifts with it. It is no longer rooted in the encounter of two persons, but rather depends on the response of a third party. Relationships that should stand on shared experiences—conversations, loyalties, or conflicts that need to be resolved, silences that need to be dimmed—begin to be measured by celebrations that come from outside. Once the size changes, the foundation shifts too.

There are several reasons why it makes love easy to falter.

First, because external validation is volatile. The public response is never stable. Today is praised, tomorrow is ignored. Algorithms change, attention shifts, audiences are saturated. If happiness rests on something that goes up and down like that, emotions are dragged along by fluctuating waves. Relationships become sensitive to the number of likes, shares, or comments. Happiness is not based on meaning that grows from within.

Second, the orientation shifts from “experiencing” to “displaying.” When attention is sucked into how the relationship looks, the energy to actually live the relationship diminishes. Couples may be busy maintaining a harmonious image, while real problems are untouched. Tension is hidden for the sake of the aesthetics of public appearance. Over time, the distance between image and reality widened—and that’s where the relationship crack began.

Third, dependence on external recognition weakens inner autonomy. Love requires strong internal beliefs, which are safe and trusting. If that sense of security is determined by the comments of others, then trust becomes fragile. One small criticism can be a big threat. One comparison with another partner can eat away at self-esteem. Relationships turn into an arena of proof, not room for growth.

Fourth, public recognition tends to create symbolic competition. Without realizing it, love relationships fall into the logic of comparison: who is more romantic, who is more compatible, who is more “attached”. Love that should be unique and personal is forced to be included in the general standard. When that standard is not met, disappointment is easy to arise—even if the relationship is actually fine.

All of this does not mean that public expression should be avoided. What makes love falter is not the upload itself, but when the value of the relationship is determined by the outside spotlight. Love needs a private space to breathe—space where two people get to know each other without the involvement of the audience. As long as the center of happiness remains within the relationship, the outward recognition is only an echo rather than a determinant.

On the other hand, the rush of symbols of happiness at certain moments—such as Valentine—can be a pressure for those who are outside that narrative. For some people, especially those who are alone or fragile, the intimacy shown over and over again can feel like a reminder of emptiness, even if it was never intended to be so by those who uploaded the photos.

Up to this point, the issue of love no longer stops at the relationship between couples, but touches on the way humans understand and live love as a shared life experience. Therefore, the invitation to spread love through warm, inclusive, and humane content is a wise middle ground.

Love doesn’t always have to come across as a perfect romance; He is also present in empathy, care, and care that gives space for many people to feel included. So, what needs to be pondered is not whether intimacy on social media is worth celebrating or avoiding, but whether we are building love as an experience that is lived with full awareness.

It’s not just an image that is managed to look beautiful in the eyes of others.

#lovealgorithm

#valentine

#love

#ikahentihu

 

 

 

 

 

 

 

 

 

 

 

 

 

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Mengapa Bahasa Jerman Tidak Dipelajari Secara Luas Seperti Bahasa Eropa Lainnya?

Di antara bahasa Eropa yang dipelajari sebagai bahasa kedua:

Bahasa Inggris berada di tempat pertama yang tidak mengherankan karena saat ini merupakan lingua franca de facto (ironis seperti nama ini) dunia.

Bahasa Prancis berada di urutan kedua. Dan ini mungkin mengejutkan banyak orang, tetapi mari kita lihat di mana bahasa Prancis digunakan.

Ini menjelaskan cukup banyak penutur bahasa kedua. Daerah biru tua adalah tempat bahasa Prancis adalah bahasa resmi dan juga bahasa mayoritas. Semua nuansa biru lainnya adalah wilayah di mana bahasa Prancis memiliki kedudukan yang kuat tetapi bukan bahasa mayoritas atau merupakan bahasa kedua yang penting. Ini cukup banyak Afrika, karena masa lalu kolonial Prancis.

Di tempat ketiga kami memiliki bahasa Rusia. Ini terutama artefak masa lalu. Bahasa Rusia mungkin akan kehilangan lebih banyak penutur bahasa kedua di masa depan karena cukup banyak dari mereka berlokasi di bekas negara-negara Pakta Warsawa. Bahasa Rusia masih akan menempati salah satu tempat yang lebih tinggi karena bahkan Rusia bukanlah negara monolingual dan banyak dari bekas Republik Soviet masih memiliki populasi Rusia yang kuat dan oleh karena itu orang-orang akan belajar bahasa tersebut.

Di tempat keempat kami memiliki bahasa Spanyol.

Ini, sekali lagi, karena sejarah kolonial Spanyol.

Dan kemudian di tempat kelima kami memiliki bahasa Jerman. Ini meskipun bahasa Jerman tidak memiliki banyak bekas koloni berbahasa Jerman dan bahasa Jerman kehilangan banyak popularitas di paruh pertama abad ke-20.

Mengingat situasinya, saya pikir Jerman melakukannya dengan cukup baik untuk dirinya sendiri. Daftar bahasa Eropa yang kurang dipelajari dari bahasa Jerman cukup panjang daripada daftar bahasa Eropa yang lebih banyak dipelajari.

#german

#european

#ikahentihu

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Menurutmu Apa Tata Bahasa Universal Dalam Linguistik?

Istilah “Tata Bahasa Universal” sangat terkait dengan teori spesifik yang dikembangkan oleh Noam Chomsky, yang mengatur sejumlah Prinsip dan Parameter yang seharusnya membatasi ruang bahasa yang benar-benar mungkin (yaitu bahasa yang benar-benar digunakan di dunia) dari bahasa yang mungkin secara hipotetis (yaitu bahasa yang dapat kita bayangkan). UG ini dia berpendapat harus bawaan, atau seperti yang dia katakan: kita memiliki Perangkat Akuisisi Bahasa sebagai bagian dari otak kita, karena informasi dalam input yang didapat pembelajar bahasa tidak cukup untuk belajar bahasa.

Seperti yang Anda lihat dari jawaban lain untuk pertanyaan ini, teori Chomsky memiliki kecenderungan untuk memprovokasi agresi ekstrem dari orang-orang yang tidak setuju dengannya. Pendapat saya sendiri tentang ini adalah bahwa teori Chomsky salah. Itu berisi wawasan inovatif ketika ia mengembangkannya pada akhir 50-an dan awal 60-an, tetapi tantangan terhadap teori yang dimungkinkan untuk dibuat, tidak menghasilkan perbaikan pada teori, tetapi desakan dogmatis pada premisnya (UG, P&P, LAD yang disebutkan di atas) yang mengarah pada teori yang secara bertahap menjadi teori bahasa yang semakin buruk.

Dan selain itu: Teori Chomsky hanyalah salah satu di antara sejumlah teori generatif dan satu-satunya yang memiliki konsep Tata Bahasa Universal sebagai prinsip sentral. Terlepas dari teori Chomsky, teori generatif jauh lebih kecil kemungkinannya daripada teori non-generatif untuk memiliki klaim aneh tentang apa yang universal dalam bahasa.

Tetapi pada tingkat yang sangat abstrak, Chomsky mungkin menunjuk pada sesuatu yang nyata. Ada universal dalam struktur bahasa dan patut dicoba untuk memahaminya. Salah satunya adalah alih-alih melihat “Prinsip & Parameter” dogmatis Chomsky, mencoba melihat Tipologi dan Universal bahasa atau Universal Linguistik.

Ini adalah pendekatan yang dimulai oleh Greenberg yang mengambil pendekatan yang lebih “naif”, empiris, lebih berorientasi pada permukaan, dan tidak begitu didorong oleh teori terhadap jenis universal apa yang ada dalam bahasa.

Jika Anda bergerak di luar linguisitik generatif, Anda biasanya masuk ke linguistik fungsional dan/atau kognitif yang cenderung membuat klaim tentang universal yang mungkin kurang salah, tetapi kurangnya kesalahan lebih dari sekadar dikompensasi oleh kehalusan.

Diskusi tentang universal sulit karena bahasa adalah sistem formal otonom dan pada saat yang sama dibatasi oleh aspek logika, penggunaan, kognisi, genetika dll. Teori kognitif seperti Lakoffs (seperti dalam bukunya yang terkenal, yang saya rekomendasikan, “Women, Fire and Dangerous Things”, 1986) sama inovatifnya dan salah seperti Chomskys – hanya dengan cara yang berbeda. Orang-orang seperti Terrence Deacon (“The Symbolic Species”, 1997) dan Morten H. Christiansen (“Creating Language”, 2016) adalah penjelasan genetik/kognitif yang cukup baik tentang mengapa bahasa memiliki universal. Tetapi mengangkangi “mengapa” Deacon/Christiansen dan “apa” Greenberg adalah apa yang membawa Chomsky dan Lakoff ke dalam aula cermin (yang berbeda).

#universalgrammar

#ikahentihu

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Apa Yang Sulit Tentang Bahasa Belanda?

Saya setuju dengan Rupert, seorang teman berbahasa Belanda. Anda harus  agresif untuk berlatih berbicara bahasa Belanda di Belanda dengan orang-orang etnis Belanda. Tetap berbicara bahasa Belanda bahkan jika anda mendapatkan jawaban dalam bahasa Inggris.

Sayangnya, ini sama sekali bukan kepribadian temanku, si Rupert. Katanya, saya bisa membaca bahasa Belanda dengan cukup baik, setelah hanya satu tahun belajar bahasa Belanda di kelas. (Saya juga telah belajar bahasa Arab, Prancis dan Spanyol, sebagai titik referensi.) Tapi saya tidak bisa benar-benar berbicara, dan saya tidak dapat mengikuti percakapan di sekitar saya. Saya memang memiliki seorang teman Belanda yang senang saya belajar bahasa Belanda, dan agak menggembirakan, tetapi pada saat itu saya tidak tinggal di Belanda lagi.

Suami temanku sedikit lebih, dan tinggal di Belanda selama hampir satu tahun, dan dia dapat membuat sedikit percakapan. Dia mengatakan dia memiliki keberuntungan terbaik berbicara dengan etnis Maroko dan Turki – mereka lebih terkesan dia mencoba belajar, dan lebih menyemangati.

(Sekarang mereka berdua tinggal di New York. Kadang-kadang suaminya  melihat turis Belanda mengalami masalah dengan peta kereta bawah tanah, misalnya, dan bertanya, dalam bahasa Belanda, apakah mereka membutuhkan bantuan. TIDAK PERNAH ini diakui sebagai bagus atau menawan atau luar biasa dengan cara apa pun. Ini sangat berlawanan dengan situasi dalam bahasa lain, itu lucu.)

Akhirnya, untuk bersikap adil tentang peralihan cepat ke bahasa InggrisSaya pikir banyak orang Belanda tidak terbiasa mendengar bahasa Belanda diucapkan dengan buruk, dan mereka benar-benar tidak dapat mengerti apa yang anda katakan, jika anda memiliki aksen yang buruk atau salah mengkonjugaasi kata kerja.

Saya pikir belajar bahasa Belanda dengan santai sulit karena alasan ini. Tetapi jika anda memiliki hubungan dekat dengan orang Belanda, dan anda tinggal di Belanda penuh waktu, idealnya di kota yang lebih kecil, anda memiliki peluang bagus. Tata bahasa dan kosakata tidak terlalu jauh dari bahasa Inggris. Sekarang jika mereka berhenti meloloskan peraturan ejaan baru .

#dutch

#language

#ikahentihu

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Mengapa “Nike” Diucapkan Secara Berbeda di US dan UK?

Sebenarnya tidak.

Ini diucapkan secara berbeda oleh yang berpendidikan dan tidak berpendidikan.

Nike adalah Dewi Yunani kuno.

Pengucapannya dari bahasa Yunani. Sementara beberapa sarjana klasik yang baik mungkin dapat secara akurat mengucapkan kata dengan benar, pada dasarnya pengucapan untuk massa terbagi dalam dua kubu,

Nye k. Atau kunci Nye.

Yang pertama berima dengan kata-kata lain seperti sepeda dan hike.

Yang terakhir berima dengan runcing.

Mereka yang tahu tentang Dewi, yang namanya berasal dari bahasa Yunani kuno bukan bahasa Inggris modern, bahwa e itu diucapkan, tidak diam.

Jika anda mengatakan Nike (seperti sepeda), anda menunjukkan bahwa Anda tidak tahu asalnya.

Jika anda mengatakan Nike (likey spikey), anda menunjukkan pemahaman tentang etimologi.

Tentu saja, hanya seorang pedant yang mengoceh yang tidak akan mudah mengenali kata itu dari kedua pengucapan tersebut, jadi apa masalahmu?

#english

#british

#american

#ikahentihu

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Apa Paspor Paling Tidak Berguna Di Dunia Ini?

Lupakan negara-negara mikro dan maniak egois; Saya kebetulan memiliki paspor dari negara dengan populasi 250.000 di wilayah daratan yang relatif luas. Ini memiliki infrastruktur sendiri, menghasilkan sebagian besar kekuatannya sendiri dan memiliki ekonomi. Ia juga memiliki paspor yang sangat tidak berguna sehingga tidak mendapat peringkat di Indeks Paspor – Paspor dunia yang diberi peringkat berdasarkan kekuatan.

Lihatlah paspor Republik Turki Siprus Utara:

Didirikan pada tahun 1983, hanya diakui oleh Turki. Statistik:

# negara yang bisa Anda masuki tanpa Visa: SATU. Bawa Sudan Selatan itu dengan 28 negara bebas visa Anda!

# negara yang bisa Anda masuki dengan Visa: 6

Wilayah abu-abu tidak akan menerima Anda apa pun yang Anda lakukan.

Untungnya, Siprus Turki juga memenuhi syarat untuk memiliki paspor Siprus yang merupakan negara yang diakui secara resmi yang mengatur pulau Siprus. Oh dan paspor itu membuat Anda menjadi warga negara Uni Eropa sehingga sedikit menyeimbangkan segalanya.

Jika Anda penasaran tentang bagaimana semua ini terjadi, silakan baca entri Wikipedia yang agak informatif ini dan kagumi kekuatan umat manusia untuk mengacaukan segalanya: Sengketa Siprus

#passport

#cyprus

#ikahentihu

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Mengapa Bahasa Islandia Begitu Sulit Meskipun Merupakan Bahasa Jermanik?

Ini tidak terlalu sulit bagi penutur bahasa Jermanik lainnya.

Bahasa Islandia, Inggris, dan Belanda adalah bahasa di mana, anehnya, banyak penutur asli tampaknya berada di bawah kesan bahwa bahasa mereka sendiri adalah kutipan ‘bahasa tersulit’.

Saya menemukan bahasa Belanda sebagai bahasa termudah yang pernah saya tangani. Di Quora, saya sering bertemu dengan pertanyaan yang menganggapnya sangat sulit, dan jawaban Quora yang menyebutkan bagaimana itu adalah salah satu bahasa paling sulit di luar sana. Benar-benar tidak. Bayangkan bahasa Jerman, tetapi tanpa bunyi [g] melainkan [x] atau [ɣ], maskulin dan feminin menjadi satu jenis kelamin, urutan kata kerja-kata kedua di mana kata kerja terkonjugasi muncul sebelum yang tidak terkonjugasi, tidak ada kasus, tidak ada pergeseran konsonan Jerman Tinggi (seperti bahasa Inggris, jadi Air Belanda, Air Inggris, Wasser Jerman), dan vokal yang berbeda, tetapi seringkali vokal yang jauh lebih dekat dengan bahasa Inggris (misalnya,  Pekan Belanda [ve:k], Pekan Bahasa Inggris [wi:k], Woche Jerman [voxə]).

Bahasa Islandia, secara objektif, memiliki morfologi yang hampir sama dengan bahasa Jerman. Ini bukan bahasa Latin, Polandia, Sanskerta, atau Inuktitut.

Banyak keanehan tata bahasa Islandia seperti ‘Quirky Case’, yang mendapat banyak perhatian oleh ahli bahasa, juga hadir dalam bahasa Jerman.

Beberapa suaranya sulit, tetapi banyak yang paling tidak biasa seperti hidung yang dihilangkan suaranya adalah alofon dari suara lain, jadi jika Anda mengacaukannya, penutur asli mungkin masih dapat memahami Anda.

Bahasa Islandia memang memiliki banyak kelenturan dan ketidakteraturan, tetapi begitu juga semua bahasa Jermanik.

#icelandic

#germanic

#ikahentihu