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All Journal J-EDu : Journal - Erfolgreicher Deutschunterricht Proceeding of International Conference on Education, Language, Literacies, and Literary Studies (ICONELS)
Abdul Kasim Achmad
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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Metacognitive Strategies in Reading Instruction for German Language Learners– a Literature Review Dewi Kartika; Primardiana Hermilia Wijayati; Dudy Syafruddin; Abdul Kasim Achmad
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.v2i1.96

Abstract

This literature review investigates the use of metacognitive strategies—planning, monitoring, and evaluating—to support reading comprehension among B1-level learners of German as a Foreign Language (GFL). In the Indonesian educational context, limited exposure to authentic German texts and linguistic differences often hinder learners’ ability to understand complex written materials. Metacognitive strategies offer a structured approach to help learners manage their reading processes, build autonomy, and engage more deeply with texts. The review highlights how these strategies can be integrated into reading instruction through pre-reading (goal setting and text prediction), while-reading (clarifying and self-questioning), and post-reading (reflection and summarization) activities. However, the implementation of metacognitive instruction faces challenges, including low student awareness, limited teacher preparation, and a strong focus on exam-based outcomes in classrooms. To overcome these barriers, the paper advocates for sustained, explicit instruction and teacher training that embeds strategic reading into regular classroom practice. It also calls for curriculum and assessment reforms that value process-oriented reading. Ultimately, fostering metacognitive awareness equips learners not only to improve comprehension but also to become more self-regulated, reflective, and confident language users in the long term.
Analisis Tindak Tutur Ekspresif dalam Film Almanya-Willkommen in Deutschland Isnaeni Isnaeni; Abdul Kasim Achmad; Ernawati Ernawati
J-EDu Journal - Erfolgreicher Deutschunterricht Vol 6 No 2 (2026): J-EDu: Journal - Erfolgreicher Deutschunterricht
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/J-EDu.6.2.61-67

Abstract

This study examines expressive speech acts in the film Almanya-Willkommen in Deutschland from a pragmatic perspective. Language in film is understood not merely as a means of conveying information, but also as a medium for expressing characters’ attitudes, emotions, and evaluations of the social realities they encounter. This research aims to describe the types of expressive speech acts that appear in the film and to explain their pragmatic functions within its narrative and social contexts. A qualitative descriptive approach was employed in this study. The data consist of dialogues between characters that contain expressive speech acts, collected through observation and note-taking techniques. Data analysis was conducted through the stages of identification, classification, and interpretation, drawing on Searle’s speech act theory. The findings indicate that the film presents seven types of expressive speech acts, namely expressions of gratitude or appreciation, annoyance, surprise, regret, fear, pride in identity, and sarcasm or irony. These speech acts function to depict the characters’ psychological states while simultaneously reflecting the social realities of a Turkish immigrant family in Germany, particularly in relation to issues of identity, integration, and intergenerational relations. The results confirm that expressive speech acts play a significant role in constructing the film’s discourse and serve as an implicit means of conveying social criticism and cultural values.
Co-Authors Dewi Kartika Dudy Syafruddin, Dudy Ernawati Ernawati Isnaeni Isnaeni Primardiana Hermilia Wijayati