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International Journal of Pedagogical Language, Literature, and Cultural Studies
Published by Nexus Publishing NXP
ISSN : -     EISSN : 30472202     DOI : https://doi.org/10.63011/ip.xxxx.x
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
The International Journal of Pedagogical Language, Literature, and Cultural Studies (i-Plural) is an esteemed international, peer-reviewed, and open-access journal dedicated to exploring pedagogical language, literature, and cultural studies. Our primary objective is to publish conceptual and research articles that delve into the application of language studies, literature studies, and cultural studies, emphasizing their significance in teaching and the experiences of language in education. Diverse Coverage: i-Plural covers a broad spectrum of topics, including but not limited to assessment and testing in language learning and education, applied linguistics methodologies and issues, classroom language teaching concerns, cultural aspects in language, language education, language curriculum development and implementation, effective methods for language teaching, diversity/multiculturalism, language in higher education context, language competences, language learning and identity, literacy, bilingualism, bilingual education, and translation and interpretation (simultaneous/consecutive interpretation). Additionally, we focus on teacher training in language education.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 36 Documents
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The Implementation of Skopos – Vermeer Theory in Translating Moral, Symbolism, and Cultural Messages in the Short Story Fatima und der Traumdieb by Rafik Schami Andrias Setia Pribadi; Rosyidah
International Journal of Pedagogical Language, Literature, and Cultural Studies (i-Plural) Vol. 2 No. 2 (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.v2i1.30

Abstract

This study aims to describe the application of Skopos Theory by Vermeer Theory in translating elements of moral messages, symbolism, and culture in the short story Fatima und der Traumdieb by Rafik Schami. This research is a descriptive qualitative study involving 9 students of the Einführung in die Übersetzungswissenschaft course at the UM German Language Education Study Program as research subjects. The primary instruments were obtained through student translation tasks and analyzed using an interactive model, with the researcher serving as the main instrument and utilizing a documentation table. Findings indicate that while Skopos Theory facilitates more target-oriented and acceptable translations, 91 out of 162 translated items were found to be inappropriate. These inaccuracies stem primarily from students’ limited understanding of contextual meaning, pragmatic nuances, and grammatical structures. The study concludes that although Skopos Theory is effective in guiding the translation of literary texts, mastery of contextual and cultural understanding is essential to ensure accurate message delivery. It is recommended that additional translation training be provided, particularly in dealing with complex moral, symbolic, and cultural content.
The Use of Self-Created Podcasts to Enhance German Speaking Proficiency Melky Ayu Wijayanti; Genita Cansrina; Nada Muthia Zahrah; Farhana Muslim Mohd Jalis
International Journal of Pedagogical Language, Literature, and Cultural Studies (i-Plural) Vol. 2 No. 2 (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.v2i2.32

Abstract

T This study focuses on podcasts as a medium for enhancing speaking competence in German as a Foreign Language (DaF) instruction. In contrast to existing research, this study emphasizes student-created podcasts and their didactic potential in higher education contexts. The key research questions explore how podcasts can be integrated into the classroom, how project-based learning through podcasts supports language acquisition, and how their use affects speaking proficiency. The study is conducted with German language students at UNJ and UNPAD at the B2 proficiency level. Initial survey results indicate that the use of podcasts increases students' motivation to learn German. Furthermore, findings suggest that creating their own podcasts not only improves students' linguistic abilities but also fosters 21st-century skills, including learning and innovation competencies as well as media, information, and technology literacy—skills that align with Indonesia’s educational goals.  The study's findings aim to provide German language instructors with further insights and practical ideas on how podcasts can be effectively implemented in DaF instruction to better meet the needs of today's learners.
Determination of the Assessment System for German Language Learning Based on the Merdeka Curriculum in West Seram and Central Maluku Jolanda Tomasouw; Juliaans E. R. Marantika; June Carmen Noya van Delzen; Piet Soumokil; Vithalia Daskunda; Rita Fransina Maruanaya
International Journal of Pedagogical Language, Literature, and Cultural Studies (i-Plural) Vol. 2 No. 2 (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.v2i2.33

Abstract

This research aims to evaluate the assessment system for German language learning based on the Merdeka Curriculum in the West Seram and Central Maluku regions. Utilizing a descriptive qualitative method, data were collected through questionnaires, interviews, and document analysis. The findings indicate a contradiction where 65% of teachers perceive the current assessment quality as inadequate, yet the same percentage also believe it meets educational needs, highlighting a disparity between perception and practice. The study recommends adopting a more comprehensive, competency-based assessment model to better align with the Merdeka Curriculum. The current assessments are predominantly focused on cognitive aspects, lacking integration of speaking and listening skills. This study identifies challenges in implementing the Merdeka Curriculum, including limited resources and varying teacher understanding. Proposed recommendations include the adoption of a more comprehensive competency-based assessment system, authentic assessments, performance rubrics, and portfolios to document student progress. It is hoped that the results of this research will enhance the quality of German language learning and effectively support the implementation of the Merdeka Curriculum.
Differentiated Learning Strategies in Enhancing German Speaking Skills of Class XI Students Jasinta Putri Mulya Imami; Primardiana Hermilia Wijayati
International Journal of Pedagogical Language, Literature, and Cultural Studies (i-Plural) Vol. 2 No. 2 (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.v2i2.36

Abstract

Differentiated learning represents an educational method which adjusts teaching methods according to students' individual learning requirements and their personal interests and their preferred learning approaches. The research implements differentiated learning in German language instruction for speaking skills with class XI-10 students at SMAN 1 Batu while documenting student activities and learning results following this approach. The research used Classroom Action Research (CAR) as its design structure with two learning cycles that included 28 students as participants. The research data collection included observing student behavior and speaking proficiency assessments which were analyzed through qualitative and quantitative descriptive methods. The results demonstrated substantial growth in student speaking abilities because the mastery percentage increased to 89.28% during the second cycle. The students became more active in their learning activities because they used visual, auditory and kinesthetic learning styles. Differentiated learning proves effective for class XI-10 students at SMAN 1 Batu to improve their German speaking abilities while developing their creative communication skills and self-assurance in speaking
Representations of German Culture and Society on Social Media in the Post-truth Era Dian Rizky Azhari
International Journal of Pedagogical Language, Literature, and Cultural Studies (i-Plural) Vol. 2 No. 2 (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.v2i2.44

Abstract

Known as the era of biased truth and lies in information, the post-truth era seems to bring new problems in the world of foreign language learning, especially German language. The large amount of content on social media that is considered a cultural document, and a depiction of German society is basically not a true representation, if we refer to the phenomenon of the existence of immigrants from outside Germany who also produce German-language content on social media. Meanwhile, German language teachers and students today cannot be separated from activities in cyberspace, such as reading articles, consuming content in German-language, learning the language through social media, or even contents about the culture itself. Based on this notion, this study attempts to critically examine German-language content on social media related to the daily lives of people in Germany to see the influence of immigrant’s cultural viewpoints on the content. Research findings indicate that the multicultural aspects present within society in Germany significantly influence the representation of German culture and society on social media platforms. However, on the other hand, such representations may distort the understanding of German culture and society among novice German language learners who consume this content uncritically.
Students' Perspectives on the Implementation of the Kollaboratives Schreiben Model with the PORPE Method in Developing German Writing Skills Katarina Agustin; Dewi Kartika Ardiyani
International Journal of Pedagogical Language, Literature, and Cultural Studies (i-Plural) Vol. 2 No. 2 (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.v2i2.46

Abstract

This study explores students’ perspectives on the implementation of the Kollaboratives Schreiben (Collaborative Writing) model integrated with the PORPE method (Predict, Organize, Rehearse, Practice, Evaluate) in enhancing German writing skills among eleventh-grade students at SMA Taruna Nala, Indonesian. Employing a qualitative descriptive approach, the study involved 16 students as participants. Data were collected through open-ended questionnaires focusing on students’ views regarding the combined application of Kollaboratives Schreiben and the PORPE method. The findings reveal that students responded positively to the collaborative aspects of the model, stating that it was enjoyable and supportive in developing writing skills and teamwork. Despite challenges such as limited vocabulary and the extended time required for implementation, the structured steps provided by the PORPE method helped students produce more organized texts. 
Assessment of Expressiveness in Poetry Reading Instruction Using the Historical Spice Route as Stimulus Tika Himmatur Rosyidah; Wahyudi Siswanto; Imam Agus Basuki; Titik Harsiati; Karkono
International Journal of Pedagogical Language, Literature, and Cultural Studies (i-Plural) Vol. 2 No. 2 (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.v2i2.47

Abstract

Assessment plays a crucial role in evaluating students' mastery of learning materials and guiding instructional improvements. This paper presents a model of an assessment instrument tailored for poetry reading instruction at the junior high school level, using historical spice-themed poetry as an instructional stimulus. The assessment focuses on three key expressive elements: physical structure of the poem, reading performance, and emotional expression. Drawing on historical narratives about the Spice Route, the instrument provides contextual relevance that engages students both emotionally and intellectually. Findings highlight the importance of performance-based assessment in fostering students' expressive abilities and cultural understanding through poetry. The proposed rubric includes detailed descriptors for each assessment component and aligns with current curricular goals in language and cultural education.
The Abuse of Power in The Hunger Games, Divergent, and Matched Ratih Kuswidyasari; Ali Mustofa; Widyastuti
International Journal of Pedagogical Language, Literature, and Cultural Studies (i-Plural) Vol. 2 No. 2 (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.v2i2.48

Abstract

Dystopian literature offers readers a portrayal of a bleak world where society functions under the rulers’ abuse. Emerging in the 20th century as a response to world events such as the First World War, dystopian literature emphasizes the supremacy of hostile social forces. Society is responsible for degrading its system and quality of living, as instigated by the government, technology, and commercialization. Those in power abuse their authority through various outlets to justify maintaining law and order. What is depicted in the dystopian literature somewhat represents the factual events happening globally, where governments worldwide abuse their power against their citizens. This research was conducted using a qualitative descriptive method because this method was used to analyse the abuse of power by the authority and other characters in three dystopian novels, The Hunger Games, Divergent, and Matched. The primary data is in the form of narratives and conversations between the characters, containing the abuse of power in those novels. Literary data collection was used to collect relevant data from the novels. Data analysis uses content and narrative analyses, including data compression and interpretation. Furthermore, the abuse of power is practiced by the government and other characters who hold positions of power. This article explores the practice of power abuse in three dystopian novels, exercised by both the former and the latter, to others in misguided attempts to sustain the status quo or any abhorrent values and beliefs.  
Cultural Immersion in the Digital Age: Developing "Chinese Cultural Wonders" Virtual Tour for Cross-Cultural Understanding Dwi Ayu Shofiana; Lukluk Ul Muyassaroh; Primardiana Hermilia Wijayati; Dhevy Olivia Firdaus
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.v2i3.38

Abstract

This study aims to develop Virtual Tour-based learning media entitled Chinese Cultural Wonders to improve cross-cultural understanding of China in a contextual and interactive manner for students of the Chinese Language Education S1 Study Program at Universitas Negeri Malang. This research uses the research and development (R&D) method with the ID-TABLET Culture-Based Model (CBM) which consists of pre-production, production, and post-production stages. The media was developed through 360-degree panoramic recording at Tjoe Hwie Kiong Temple, integration of interactive multimedia, and preparation of Chinese culture-based teaching materials that were visually packaged through the Canva platform. The prototype was validated by material experts and media experts and tested on students of the Chinese Language Education study program class of 2023. Chinese Cultural Wonders is a Virtual Tour-based application that can be accessed online. This application consists of the main menu in the form of material content, quizzes, usage guides, mini-maps, temple locations, and contact information. In addition, this application is also equipped with pop-up images, pop-up videos, and navigation hotspots that can increase user interactivity in using it.
Optimizing ESP Learners' English Vocabulary Proficiency through Mobile-Assisted Formative Assessment Dwita Laksmita Rachmawati
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.v2i3.40

Abstract

The integration of mobile technology in English language learning has opened new opportunities for formative assessment, especially in ESP (English for Specific Purposes) contexts. This study investigates how Mobile-Assisted Language Learning (MALL) tools can optimize the English proficiency of economics students enrolled in an ESP course at a private university in East Java. This quasi-experimental study involved 30 second-semester students from the Faculty of Economics. The intervention included the use of Quizizz for vocabulary and reading quizzes, Google Forms for writing tasks with feedback, and Padlet for collaborative peer assessment. Pre-test and post-test data were collected over eight weeks and analysed quantitatively using descriptive statistics and paired sample t-tests. The results showed a significant improvement in learners’ vocabulary, reading, and writing scores. Students also reported positive perceptions of the MALL tools in terms of engagement, accessibility, and relevance to their field. The integration of MALL-based formative assessment facilitated feedback cycles, increased learner autonomy, and contextualized ESP instruction. Challenges included varied digital readiness and inconsistent peer feedback participation. This study suggests that MALL can be a scalable and effective strategy for enhancing ESP instruction in non-English departments. Institutions should support teacher training and infrastructure to maximize its potential.

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