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All Journal Allemania Jurnal Bahasa dan Sastra Jerman Journal DaFIna - Journal Deutsch als Fremdsprache in Indonesien Jurnal Layanan Masyarakat (Journal of Public Service) Nusantara Science and Technology Proceedings Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Journal of Chinese Language and Culture Studies International Journal of Pedagogical Language, Literature, and Cultural Studies Innovative Journal of Community Engagement (IJCE) Proceeding of International Conference on Education, Language, Literacies, and Literary Studies (ICONELS)
Iwa Sobara
Universitas Negeri Malang
Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Medicine & Pharmacology Social Sciences Other

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The Role of Study Visit in Learning, Motivation, and Intercultural Understanding of German Literature Students Ardine, Kamila Adriana; Khalishah, Nur Waiduri; Anavi, Wilma Prisca; Sobara, Iwa
Proceeding of International Conference on Education, Language, Literacies, and Literary Studies (ICONELS) Vol. 2 No. 1 (2025): Interdisciplinary Approaches to Language, Literature and Linguistics in Digital
Publisher : Nexus Publishing NXP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/iconels.v2i1.62

Abstract

This research analyzes the role of study visits to Germany on language learning, motivation, and intercultural understanding of German Literature students at State University of Malang. A qualitative method with a phenomenological approach was used to explore the experiences of program participants. The results show that the 10-day program strengthens learning motivation through direct exposure to German culture and academic environment, encourages reflection, and changes learning strategies. According to Kolb's Experiential Learning theory, participants experienced all stages of experiential learning, which strengthened their cultural awareness, language confidence, and career goals in international contexts.
The Utilization of Self-Access Centre (SAC) for Independent Learning of German Language Education Students Ayu, Aniza Kartika; Sobara, Iwa
Proceeding of International Conference on Education, Language, Literacies, and Literary Studies (ICONELS) Vol. 2 No. 1 (2025): Interdisciplinary Approaches to Language, Literature and Linguistics in Digital
Publisher : Nexus Publishing NXP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/iconels.v2i1.79

Abstract

Self-Access Centre (SAC) is one of the learning facilities that supports students in developing their language skills independently. In the context of German language education, SAC provides various resources and support that can help students manage their own learning outside of the classroom. However, how students actually use SAC, what influences their decision to use it, and how they perceive its effectiveness may vary. This study explores how German language education students at Universitas Negeri Malang utilize the SAC for independent learning. It also investigates the factors that influence their usage and their perceptions of SAC’s role in improving their German skills. Data were collected through a semi-open questionnaire completed by 49 students and in depth interviews with a separate group of seven students. This study focuses on three key aspects: students’ frequency of visits, their use of available facilities and tutor assistance, and their motivation for using the SAC. The results show that students are encouraged to use the SAC not only because of its comprehensive resources and support from tutors, but also through peer influence. Most students agree that the SAC provides a helpful environment that boosts their motivation and interest in learning German independently. These findings suggest that the SAC can play a significant role in supporting autonomous language learning when its resources align with student needs and preferences.
Exploration of Students’ Perceptions on the Implementation of Role-Play in German Language Learning Sobara, Iwa; Putri, Diva Karina; Nurhanna, Marsya Ika; Sahati, Annisa Verdha
Proceeding of International Conference on Education, Language, Literacies, and Literary Studies (ICONELS) Vol. 2 No. 1 (2025): Interdisciplinary Approaches to Language, Literature and Linguistics in Digital
Publisher : Nexus Publishing NXP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/iconels.v2i1.80

Abstract

Roleplay is one of the interactive methods often used in foreign language learning, especially to improve speaking skills. But students may have different preferences about the type of roleplay they enjoy and find effective. In German Language education, roleplay helps students become more confident and fluent in using the language in real-life situations. However, not all types of roleplay work equally well for all learners. Understanding which types of roleplay students prefer can help educators design more engaging and effective learning activities. This study explores the preferences of German language education students at Universitas Negeri Malang regarding different types of classroom roleplay. A Likert-scale survey and in-depth interviews were used to examine preferences in four aspects: pair vs. group roleplay, preferred themes (daily life, academic, or professional scenarios), preferred formats (improvised vs. scripted) and preferred show in (live presentation in class vs. making videotape). The results show that most students prefer to pair roleplay with familiar, everyday themes and a flexible format that combines improvisation and light scripting and prefer to do live presentations in class for the Roleplay. A total of 20 second semester students from Class C participated in a Likert scale questionnaire, and six of them were also interviewed for deeper insight. This study suggests that aligning roleplay activities with student preferences can support more active participation and better language learning outcomes. Future research could further explore how these preferences relate to students' performance and confidence in real communication.
Analysis of Verbstellung Errors in A2-B1 German Language Students' Podcast Assignments in the Mündliche Kommunikation Course Pratiwi, Anin Saufa; Amalia, Raida Zharfa; Sobara, Iwa
Proceeding of International Conference on Education, Language, Literacies, and Literary Studies (ICONELS) Vol. 2 No. 1 (2025): Interdisciplinary Approaches to Language, Literature and Linguistics in Digital
Publisher : Nexus Publishing NXP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/iconels.v2i1.82

Abstract

This study aims to analyze Verbstellung (verb order) errors in German verbal communication made by A2-B1 level students through podcast assignments in the Mündliche Kommunikation course. The analysis was conducted using Pit Corder's error analysis theory approach, which provided the researcher with the opportunity to identify the types and characteristics of the errors. Verbstellung is an important aspect of German sentence structure that is often a source of errors due to mother tongue interference and lack of understanding of grammatical structures. Data was collected from the transcription of student podcasts, then analyzed to find the dominant error patterns. This study found that verb position errors, especially in subordinate clauses, are a major challenge for beginner learners. Most of the errors indicate that learners do not fully understand German sentence structure, so a teaching approach that focuses more on practice and error correction is needed.
A Grammatical Analysis of Conjunction Usage in Student Vlog Assignments from the Mündliche Konversation Course at Universitas Negeri Malang Pangesti, Isnaini Nur; Faulanita Pawittri Trisnawati; Iwa Sobara
Proceeding of International Conference on Education, Language, Literacies, and Literary Studies (ICONELS) Vol. 2 No. 1 (2025): Interdisciplinary Approaches to Language, Literature and Linguistics in Digital
Publisher : Nexus Publishing NXP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/iconels.v2i1.87

Abstract

This research aims to describe the use of conjunctions by third-semester students of the German Language Education program at Universitas Negeri Malang in their oral communication tasks in the form of vlogs, and to identify the grammatical errors present in their usage. These vlogs are outputs of the course Mündliche Konversation, which is designed to train students' speaking skills in a realistic, independent, and communicative context. This study employs a qualitative approach using content analysis methods. Data were collected from the documentation of eight group videos created by students and analyzed based on German grammar theory by Helbig and Buscha (1996). The results show that students used various types of conjunctions, both coordinating and subordinating, with a predominance of subordinating conjunctions such as dass and weil. Despite attempts to construct complex sentence structures, several errors were found, including errors in verb placement, verb selection, absence of a subject, and the lack of a verb in clauses, indicating the need for further grammatical development.
Emotion Exploration of Students at State University of Malang in Sprachkompetenz Deutsch II Course Aisyah Intan Laksono; Iwa Sobara
International Journal of Pedagogical Language, Literature, and Cultural Studies (i-Plural) Vol. 2 No. 3 (2025): International Journal of Pedagogical Language, Literature, and Cultural Studies
Publisher : Nexus Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/ip.v2i3.43

Abstract

This research aims to find out the various positive and negative emotions experienced by students, and the factors that cause these emotions to appear in the context of learning. The method used in this research is descriptive qualitative, with data collection techniques using a questionnaire adapted from the Achievement Emotions Questionnaire (AEQ) and interviews. The results of this study show that most students tend to feel positive emotions when learning in class and receiving grades/results. Meanwhile, they dominantly feel negative emotions when facing exams. The focus of this study is on students taking Sprachkompetenz Deutsch II, which has not received much attention in previous studies. However, this study has not explored academic experiences in other courses, which may give rise to different emotional dynamics. The findings of this study contribute to understanding the role of students' emotions in Sprachkompetenz Deutsch II and can serve as a reference for teachers to design teaching methods that are more sensitive to students' emotions.
Co-Authors Aisyah Intan Laksono Amalia, Raida Zharfa Anavi, Wilma Prisca Ardine, Kamila Adriana Ayu, Aniza Kartika Bambang Sulistio Dewi Katika Ardiyani Dewi Katika Ardiyani, Dewi Katika Faulanita Pawittri Trisnawati Fefi Laksana Sakti, Karina Khalishah, Nur Waiduri Nurhanna, Marsya Ika Pangesti, Isnaini Nur Pratiwi, Anin Saufa Primardiana Hermilia Wijayati Puspita, Arsita Angel Putri, Diva Karina Rizki Amalia Ryan Nuansa Dirga Sahati, Annisa Verdha Sri Prameswari Indriwardhani