German Language Teaching Research Articles

Empowering MGMP of Central Maluku German Language in Developing AKM Literacy Instruments

The German Language MGMP (Musyawarah Guru Mata Pelajaran) empowerment program in Central Maluku has a clear goal in the development of literacy AKM (Minimum Competency Assessment) instruments. The program begins with an introduction to what an AKM instrument is and its importance in measuring literacy skills in German. Participants were introduced to the framework and methods of AKM instrument development. This community service program aims to: (1) improve the skills of German language teachers in Central Maluku in developing literacy AKM instruments; (2) increase collaboration among teachers and build networks and cooperation to create active and connected German language teachers, and allied teachers, so that they can share experiences, resources, and best practices. The methods used are: (a) initial observation; (b) plan development; (c) online and offline face-to-face approach with teachers; (d) training; (e) evaluation. This activity is carried out face-to-face directly (offline) and indirectly (online). The results achieved from the Central Maluku German Language MGMP empowerment activities in developing literacy AKM instruments show that these efforts have succeeded in improving teacher competence in designing and implementing assessment instruments. The training and workshops not only strengthened teachers' understanding of AKM, but also enriched German teaching methods, encouraged collaboration between teachers and cognate teachers and resulted in the exchange of ideas and best practices in learning.

Ability to Understand German Language Spoken Text Through Musik Media at the German Language Education Studi Program FKIP Unpatti Ambon

Oral-text comprehension is one of the essential conditions that ensure interactive oral communication. Oral texts are not only understood as utterances delivered during oral communication but also in the form of announcements, notifications, discussions through audio media. In German language learning, Hörverstehen material is more focused on oral texts delivered through the media. This study aims to describe whether there is a difference in oral-text comprehension ability before and after using music media in learning. This research is an experiment involving 11 students who attended the B1 Preparation Course at the Pattimura University Language Study Center as participants. The activity began with a pretest and then continued with a treatment using music as a medium and then ended with a post-test. The results analysis show that the application of music as a medium in language learning, especially in understanding spoken text in German, contributes positively to the competence of understanding spoken text. The positive contribution is possible because the application of music in learning can condition two things at once, namely creating joyful learning and habituation of word sounds in song verses in students' hearing. The conclusion is based on the results of statistical calculations which show that the calculation value of t = (5.17) is greater than Ttab (1.81) at a significant level of 0.05. On the basis of this finding, it is hoped that this finding can be used as an alternative in improving the ability to understand German spoken text. Keywords: Oral text comprehension skills, music media, language learning, listening skills

The Implementation of Entrepreneurship Values in Sprachbeherrschung Learning Based on Local Wisdom

This research was conducted on Sprachbeherrschung learning in the German Language Education Study Program, FKIP-Unpatti. This study aimed to implement the value of entrepreneurship in German language learning based on local wisdom and also to shape the students’ character by instilling values such as independence, creativity, risk-taking, and responsibility. Students are not only trained with knowledge and theories in textbooks, but in the learning process students are instilled with entrepreneurship values, which consist of five aspects, namely: (a) the learning process of Sprachbeherrschung; (b) the cultivation of entrepreneurship value through group roles; (c) the impact of the implementation of entrepreneurship value on learning outcomes; (d) the feasibility of dividing roles into groups; and (e) the effectiveness of learning Sprachbeherrschung based on local wisdom. The instrument is a questionnaire which was then analyzed using descriptive analysis method. Previously, the validity and reliability of the questionnaire had been tested and the test results stated that all statement items in the questionnaire were valid and the questionnaire was reliable. Based on the analysis results, it is shown that 60% of respondents agreed on the aspects of the Sprachbeherrschung learning process, 50% of respondents agreed on the aspects of instilling entrepreneurship values through group roles, 70% of respondents agreed on the aspects of the impact of the implementation of entrepreneurship values on learning outcomes, 90% of respondents agreed on the aspects of the feasibility of dividing roles in groups, and 70% of respondents agreed on the aspects of the effectiveness of local wisdom-based Sprachbeherrschung learning. Furthermore, the average value of each aspect was calculated and it was found that the five aspects had an average value that fell into the agreed category. Keywords: entrepreneurship value, Sprachbeherrschung learning, local wisdom

The Correlation between Metacognition, Self-correction, and Writing Learning Outcomes of Students in the German Language Study Program

As one of the productive skills in learning a foreign language, writing plays a significant role in supporting the development of other language skills. To enhance writing skills, it is essential to have the ability to self-assess. This study aims to examine the correlation between metacognition and self-correction in relation to the writing learning outcomes of students enrolled in the German Language Education study program, while also assessing their capacity for self-correction in their writing skills. The research employed a correlational design, using a pre- and post-test nonequivalent control group approach. The sample consists of students enrolled in writing courses, selected through proportional sampling. Data collection involves the administration of tests, questionnaires, and interviews. The findings reveal a significant correlation between self-correction, metacognition, and writing learning outcomes among students in the German Language Education study program. The pretest Mean score was 56.9, while the post-test Mean score showed improvement at 72.6, indicating a difference of 15.7. Furthermore, the calculated correlation coefficient (r = 0.686) exceeds the tabulated correlation coefficient (r = 0.553). Comparing the results of students’ self-correction in the pre-test and post-test with the lecturer’s correction, an increase in self-correction ability was observed. In conclusion, this research contributed in enhancing German writing skills among students in the German Language Education study program. Keywords: German language, learning outcomes, metacognition, self-correction, writing

Analysis of influencing factors on the learning effectiveness of Chinese beginners of German

This article presents an in-depth analysis of the difficulties faced by German language learners based on a survey of their learning obstacles. The survey findings reveal the impact of individual factors such as gender, age, and interest on learning outcomes among German learners. Additionally, the study focuses on the potential influence of learners' prior language learning experiences, particularly Chinese and English, on the German learning process, as well as the impact of their foundation in Chinese and English on learning German. By comprehensively analyzing these factors, the article uncovers the multiple challenges faced by German learners during the learning process and provides valuable insights for the formulation of German language teaching and learning strategies.

Case Studies as a Tool for Merging Theory and Practise in Foreign Language Didactics

This study examines the implementation of the case study method in the Didactics of a German course at the University of Ljubljana. It was introduced in response to the challenges of combining theoretical knowledge with practical application in foreign language teacher education. The research explores how this method, traditionally used in disciplines such as law and medicine, enhances the learning experience for pre-service German language teachers. Using a mixed-methods approach, the study collects quantitative and qualitative data from first-year Masters students to assess the effectiveness of the method in improving critical thinking, problem-solving skills, and the ability to apply theoretical concepts in the classroom. The results indicate that while students found the case studies highly effective in linking theory and practice and motivating learning, there is room for improvement in developing critical thinking and teaching skills. The study concludes that the case study method is a valuable tool for experiential learning in teacher education and offers significant potential for wider application across university courses.

Determining the Metaphorical Perceptions of German Teacher Candidates Regarding the Concept of Artificial Intelligence

Abstract Considering the importance of individualised learning, artificial intelligence tools can effectively create an environment where students can learn by using them both in lessons and on their own, and enable students to learn a foreign language more effectively and permanently. The aim of this study is to examine the thinking worlds and thought patterns of prospective German teachers about the role of artificial intelligence in language teaching and learning and their views on the concept of artificial intelligence. The starting point of this study is the question of which metaphors prospective teachers use when talking about the concept of artificial intelligence. The questions of the study are as follows: 1. with which metaphors do pre-service German teachers express artificial intelligence? 2. How do pre-service German teachers define their metaphors related to the concept of artificial intelligence? 3. Under which conceptual categories are these metaphors categorised in terms of common characteristics? The participants of the study consisted of 1st, 2nd, 3rd and 4th year prospective teachers studying at the Department of German Language Teaching, Faculty of Education, Faculty of Foreign Languages Education, Trakya University. The data were collected by qualitative data analysis method. Firstly, Student Information Form was given to the students and what is metaphor was explained by giving examples of metaphor. Then, the students filled out an opinion form consisting of semi-structured questions. This form consists of two parts, in which short demographic information about the students is asked and the open-ended question ‘artificial intelligence is like ...., because...’ is asked. Metaphor analysis technique was used to analyse the data. The data obtained were interpreted by categorising the metaphors used by the prospective German teachers.

After the Sermon and Beyond the Pulpit: Transformative, Power-Sensitive Homiletics of Polyphony and Hope

This article considers the connection between preaching and power in search of a more inclusive understanding of preaching and more expansive modes of sermonic expression. As feminist and postcolonial theologians repeatedly emphasize, the pulpit, in both a concrete and symbolic sense, remains oriented toward white male preachers. German-language education also continues to be dominated by this perspective. Drawing on interdisciplinary theories of power and postcolonial theology, the concluding section of this paper introduces five dimensions of homiletical practice aimed at making preaching more sensitive to power dynamics: sharing interpretive power, starting from religious experience and lived theology; taking the body seriously (embodiment); daring polyphony; and imagining and acting together on the kingdom of God.

Mapping Analysis of German Language Education Literature Based on Google Scholar and Vosviewer: Bibliometric and Visualization

Abstract. This study aims to systematically explore and cluster by mapping and visualizing the german language education research literature. The title and abstract of the article are used to guide the search process by referring to the keyword “german, language, education, german language education”. Found 810 articles that are considered relevant. The study period used as study material is google scholar indexed articles for the last 11 years (2012 to 2022). The results show that research on german language education is separated into 4 terms: german, language, education and german language education with 5 clusters, 2652 links and 9005 total link strength. The term "german" is associated with 98 links with a total link strength of 867 with occurences 184. The term "language" has 97 links with a total link strength of 1018 and occurences 229. The term "education" has 90 links with a total link strength ofhas 1213 and occurences 264. The term “ german language education” has 88 links with a total link strength 478 and occurences 113. The results of the analysis of the german language education in the last 10 years has shown quite frequent fluctuations. In 2012-2013 there’s a significant increased. From 2014-2022 research has significant decreased (sequentially 112, 110, 90, 94, 65, 39, 32, 11 and 5 publications per year ). While the popular german language education research was carried out in 2013, 142 studies. We examined how many articles have been published on german language education and its relation to problem areas using VOSviewer. This review can be a basis for further research. Keywords: Bibliometric, maping analysis, visualizing, german language education, google scholar, VOSviewer

THE EFFECTIVENESS OF GLASSER LEARNING MODEL ON SPEAKING SKILLS (SPRECHFERTIGKEIT) IN GERMAN LANGUAGE EDUCATION STUDY PROGRAM STUDENTS UHKBPNP

This study aims to improve the learning outcomes of students' speaking skills through an innovative learning model, namely by using Glasser's learning model. Speaking skills require learners to think creatively and innovatively. Speaking skills in German (Sprechfertigkeit) include linguistic materials and also discuss various forms of conversation/dialogue themes in accordance with themes that intersect with everyday life. Speaking skills are one of the four language skills that need to be instilled so that the communicative abilities of students can be developed optimally. This research was conducted by the German Language Education Study Program at Nommensen HKBP University Pematang Siantar. In this study using experimental method by using initial test and final text. This research procedure was carried out using a quasi experimental design because in this study there were external variables that could not be controlled by the researcher. The subjects of this study were all students of the German Language Education Study Program Semester 3 (three) Nommensen HKBP University Pematang Siantar Academic Year 2023/2024. With data collection techniques is to test the learning outcomes in accordance with the teaching material on learning speaking skills (Sprechfertigkeit). The results of this study indicate that the speaking ability of students by using the Glasser model increases than before. The difference can be seen from the results of data analysis on the pretest, which before the application reached an average of 54.61 classified as a poor category and the results of data analysis on the posttest, which after the application reached an average of 74.44 classified as a good category with a mean difference (D) ̅) of -19.83. So it can be concluded that the Glasser learning model is proven effective in improving students' speaking skills.

Error Analysis in German Language Teachers and Learners

Error Analysis in German Language Teachers and Learners

Improving German Speaking through YouTube Media in Higher Education

This study aims to obtain data and information about the effectiveness and practicality of YouTube in learning German speaking for second-semester students of the German language education study program in terms of learning outcomes and student responses. This study was experimental research, and the experimental model used was a pre-experimental design. The design form used is a one-group pre-test post-test group. The sample selection was done using the purposive sampling technique. Data collection was done through a German-speaking skill test. The data were analyzed using t-test analysis. The findings of the research revealed that there was a significant difference before and after using YouTube media in learning German speaking, and student responses showed very positive results of 87.28%, so it was declared successful, effective, and practical to use in learning German speaking.

Uczniowie z doświadczeniem migracji na lekcjach języka niemieckiego w polskiej szkole podstawowej – perspektywa nauczycieli

In February 2022, the invasion of Ukrainian territories by Russian forces took place, leading to a mass exodus of the Ukrainian population from the war-affected areas. Many individuals who left Ukraine due to the war sought refuge in Poland, and their children began attending Polish schools. Some of these children appeared in Polish classes only temporarily, but as reported by the Ministry of Education and Science in September 2023, 180,000 students from Ukraine began their education in Polish schools. The influx of Ukrainian children into Polish schools posed various challenges, especially for foreign language teachers, as their classes became linguistically and culturally heterogeneous. The aim of the conducted study was to answer the following questions: (1) What kind of challenges do German language teachers face in classes where students from Ukraine are learning? (2) Which teaching techniques do German language teachers consider most effective in linguistically and culturally heterogeneous classes? The article presents the results of the study conducted through interviews using an unstructured dialogical method with four German language teachers teaching elementary school students with migration experience. The research framework was based on the concept of Universal Design for Learning, taking into account the principles of inclusive teaching.

PELATIHAN PENGGUNAAN STRATEGI HÖR-SEHEN DALAM MENINGKATKAN KEMAMPUAN MEMAHAMI TEKS BAGI GURU BAHASA JERMAN DI KOTA AMBON

Hör-Sehen is a strategy that combines what is heard and what is seen, or what is called an audio-visual technique, making it easier for students to understand the content of the text. This community service aims to prepare teachers through training on the use of the Hör-Sehen strategy for improving text comprehension skills for German language teachers. In addition, this training is very appropriate to be implemented as a strategy to be used by teachers not only in listening skills but as a combination of what is heard and what is seen. Thus, teachers can apply it to the teaching and learning process in the classroom. The PKM activities carried out by the team for German language teachers in Ambon City are expected to help teachers improve students' understanding of German texts.

PELATIHAN GURU PENDAMPING SISWA OLYMPIADE BAHASA JERMAN PADA LEVEL A2-GER

Community service activities are carried out with the aim of (1) increasing teachers' knowledge and understanding of the test format, especially the A2 test format developed by the Goethe Institut with reference to the Gemeinsamer Europäischen Referenzrahmen (GER), and (2) improving teachers' skills in using reading and writing strategies. using reading and writing strategies in solving reading and writing questions at the A2 level. Community service activities carried out by the German Language Education Study Program team are directed at two main focuses: (a) teachers' understanding of the A2 test format as a whole, and (b) German teacher skills in preparing students to understand texts and writing at the A2 level, as well as writing at the A2 level, as well as part of the preparation of students to face the German Olympiad selection. The method of implementing community service activities is carried out through the following stages: (1) The preparation stage begins with: coordination with partners, determination of activity schedules, preparation of training materials, registration of participants, (2) The implementation stage includes: analysis of the A2 level question format, which includes reading and writing, and interactive lectures through PPT interspersed with questions and answers, responses, and training. (3) The reflection and evaluation stage is used to obtain feedback on the overall training implementation, both in terms of organization and material achievement. The results obtained from this activity were that overall, the participants were satisfied with the implementation of the activity because the materials trained were in accordance with the learning needs at school, which could improve both pedagogical and linguistic abilities at least at the A2-Ger level.

Pengaruh Penggunaan Model Clil Terhadap Kemampuan Berbicara Mahasiswa Program Studi Pendidikan Bahasa Jerman Universitas Pattimura

Speaking skills as one of the speaking skills has a high frequency of use because it is inevitable in daily activities. The application of content and language integrated learning (CLIL) model in language learning is one way to encourage students to learn language and content (Sprache und Fach) in a balanced manner. This study aims to describe the effect of using CLIL method on students' speaking ability at niveau A2. The research method is an experiment conducted at the German Language Education Study Programme. The research sample was students who attended the A2.1 Productive Sprachfertigkeit course. The data were collected through a speaking test by referring to the A2 test used by the Goethe Institut. Based on the results of data analysis, it is concluded that the application of CLIL method in learning contributes positively to students' speaking ability. This conclusion is based on the results of statistical calculations which show that the calculation value of t= (5.17) is more significant than Ttab (1.82) at the 0.05 level of significance. On the basis of these findings, it is hoped that the CLIL method can be considered as an alternative in learning German, especially to improve speaking skills.

ANALISIS PENGETAHUAN SUFIKS DERIVASI PEMBENTUK NOMINA DAN ADJEKTIVA MAHASISWA PROGRAM STUDI PENDIDIKAN BAHASA JERMAN UNIVERSITAS PATTIMURA

This qualitative research using descriptive analysis techniques aims to find out students' knowledge about suffixes forming nouns and adjectives and how the modification of suffix derivation forms nouns and adjectives. The sample of this research is in the form of test results from 19 students who have taken the Microlinguistics course. The results of this study are (1) Suffixes -e, -er, -keit, -schaft, -ung, -tät, -ion, -nis, -chen as noun formers in German are not well mastered by students of German Language Education Study Program. The average mastery of noun-forming suffixes is only 48%. The use of the suffix -e is the most (63%), while the use of the suffix -schaft is the least (37%) chosen by students as noun formers. While the average mastery of adjective marker suffixes -los, -bar, -ig, -sam, -lich, -al is only 47% with the suffix -los occupying the highest choice (63%) as an adjective marker suffix, and the suffix -al occupies the lowest choice (31%) in forming adjectives. (2) In the analysis of derivation modification, it is found that the modification of verb-derived derivation into nouns and adjectives is still poorly mastered by students.

Challenges Faced by Prospective German Language Teachers During Their Teaching Practice: A Case Study of Necmettin Erbakan University

The development, welfare and peace of a society are directly proportional to the quality of education. In a country with a good education system, the society is also in good condition. One of the essential components of effective and high-quality education is the teacher. The education programs in which teachers are trained are also crucial, as teachers have numerous responsibilities, such as fostering societal development, cultivating skilled human resources, and transferring the culture and values of society to future generations. In these educational programs, the Teaching Practice course holds particular significance. Because this course is the first step of prospective teachers to professional life. In this study, an attempt is made to uncover the potential problems encountered by 21 students who took the Teaching Practice course during the 2022-2023 academic year, as well as any solutions they proposed. This study is analysed through content analysis. The results of the study show that 38% of the 21 pre-service teachers did not experience any problem in the teaching practice, while 62% of them experienced various problems in this process. These problems are such as issues with their supervising teacher, advisor faculty member, self-caused problems and collaboration between the faculty and school. Additionally, teacher candidates offer some solutions to these problems. Notable suggestions include shifting the teaching practice to lower grades instead of the final year, reducing practice hours by 3, holding regular meetings with stakeholders, and conducting awareness-raising meetings for teacher candidates by relevant coordinatorships.

Understanding the factors supporting language teachers’ sustained motivation until retirement

AbstractWhile many language teachers leave the profession early, others thrive and teach until retirement. Understanding how these teachers maintain their passion can help identify the support needed for their personal and professional growth. However, research on the factors behind their sustained happiness in the teaching profession is limited. The main objective of this qualitative study was to explore the beliefs and career stories of three recently retired German language teachers in Norway, recognized for their long‐term motivation and effective teaching over several decades. Data were generated from in‐depth semistructured interviews and analyzed through the lens of self‐determination theory. The analysis revealed that the teachers shared several key characteristics. First, they enjoyed a high degree of autonomy related to the choice of subject content and teaching approaches. Second, they perceived themselves as highly competent in the subject and expressed a passion for it. Third, they cherished being with students and managed to establish good relationships with them. The findings suggest that teachers should be aware of their basic psychological needs and reflect on how they can be fulfilled. Furthermore, school administrators should foster trust in teachers as autonomous professionals and actively support their competency development and relationships with students and colleagues.

Verbalization of Criticism and Praise Intentions in German-Language Pedagogical Discourse

This paper deals with the peculiarities of the German-language pedagogical discourse, in particular teachers’ oral speech. Pedagogical discourse as a type of institutional discourse is characterised by a pronounced cultural component related to the differences in educational systems, traditions and modern practices of communicative interaction between teachers and students. The aim of the study is to analyse teachers’ evaluative and facilitative strategies, which are implemented in the speech acts of criticism and praise. The examples under review are borrowed from German-language speech resources that teachers in German schools are recommended to use in class. To thematically differentiate between the objects of praise and criticism of students the article is based on contextual analysis, which helps to describe the speech acts of praise and censure, using the procedure of detecting teachers’ intentions. The analysis of the grammatical and syntactic construction of the utterances makes it possible to determine the linguistic means of implementing praise and criticism in the German-language teacher discourse and to identify the corpus of linguistic means whose main function is to increase or decrease the semantic and emotional significance of the utterance components.Transl.: Glushak V. M., Mueller J. E., Kovac, M. 2021. Verbalization of Criticism and Praise Intentions in German-Language Pedagogical Discourse. Professional Discourse & Communication. 3(3). P. 52–64. DOI: https://doi.org/10.24833/2687-0126- 2021-3- 3-52-64