Proceeding of International Conference on Education, Language, Literacies, and Literary Studies (ICONELS)
Proceeding of International Conference on Education, Language, Literacies, and Literary Studies (ICONELS) is an annual international event organized by the German Literature Department at Universitas Negeri Malang. Its primary goal is to provide a platform for educators, researchers, and students in pedagogy, language, literature, and German Studies (DaF) to share and exchange experiences. The conference emphasizes the complex interactions between education, language, literacy, and literary studies, highlighting the global significance of literacy in various forms, and aims to advance the fields of German Studies and DaF.
Articles
52 Documents
<![CDATA[Seeing Realities: How Language Acquisition Shapes Our View of of the World ]]>
<![CDATA[Basuki, Irawan Santoso Suryo]]>
<![CDATA[ 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 : <![CDATA[Nexus Publishing NXP ]]>
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DOI: 10.63011/iconels.v2i1.71
<![CDATA[Language is one of the tools humans use to express ideas, thoughts, images, and understandings about the world. However, the position of language between thoughts and the reality of the world observed through our five senses is not yet clear. The question is whether language influences the way humans view the reality around them, or if, on the other hand, reality influences humans' thoughts about the world. This paper seeks to explain the issue of language's position between thoughts and the world by comparing the concepts of the Principle of Linguistic Relativity proposed by Benjamin Lee Whorf and Language Games introduced by Ludwig Wittgenstein. Literature studies were conducted by examining Wittgenstein's Philosophical Investigations and works that influenced Whorf's Language, Thought, and Reality. This paper concludes that the position of language is not between thoughts and the reality of the world, but rather encompasses and bridges both. The key to understanding this relationship lies in the two-way interaction that language regulates. This reciprocal mechanism is often overlooked in language learning and neglecting the fact that language can shape each individual’s perspective of the world. Realities are seen in many ways, as many as languages used to perceive them.]]>
<![CDATA[Let's Read Media in Indonesian Language Learning to Improve Reading Literacy of Grade 1 Students ]]>
<![CDATA[Nur Samsiyah]]>;
<![CDATA[Agung Widyantoro]]>
<![CDATA[ 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 : <![CDATA[Nexus Publishing NXP ]]>
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DOI: 10.63011/iconels.v2i1.72
<![CDATA[The development of technology has an impact on the use of increasingly advanced media, especially digital media. Media becomes a supporter in literacy learning in elementary schools for grade 1, one of which is Let's read media. This study aims to determine the use of Let's read media in learning Indonesian to improve reading literacy of grade 1 elementary school students. This study is a descriptive qualitative study. The subjects of the study were teachers and grade 1 students at Bulu 03 Pilangkenceng Elementary School. The number of students was 15. Data collection techniques were carried out by performance, tests and observations. The data collection instrument used a reading test to measure students' reading abilities, and an observation sheet to see students' reading literacy activities and learning activities using let's read media. Data analysis used Milles and Huberman which consisted of reduction, presentation and drawing conclusions. The results of the study showed that students' reading performance had a very good category as shown by their appearance and reading skills. The results of the observation showed that students' activity in using let's read media was very high, seen from their activeness and cooperation in compiling stories and notes on titles and readings that they had written. It is hoped that by using the Let's Read media, students will be more active in learning not only in Indonesian language lessons but also other lessons and can be used by other teachers in different classes.]]>
<![CDATA[Identifying the Semiotic Meaning of Li Bai's Poetry to Support the Learning of Chinese Literature Courses ]]>
<![CDATA[Ainul Hanifah, Nur]]>;
<![CDATA[Eza Febrian Putri, Amira]]>;
<![CDATA[Syafruddin, Duddy]]>;
<![CDATA[Olivia Firdaus, Dhevy]]>
<![CDATA[ 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 : <![CDATA[Nexus Publishing NXP ]]>
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DOI: 10.63011/iconels.v2i1.73
<![CDATA[This study aims to describe the sign system in the form of icons, indexes, and symbols in three poems by Li Bai entitled 玉阶怨 [yù jiē yuan] ‘Fretting on the Jade Staircase’, 怨情 [yuàn qíng] ‘Revenge’, and下江陵 [xià jiānglíng ‘down to Jiangling’. This research uses qualitative method and Peirce's semiotic analysis approach in the form of analytical description. The data sources in this study are three poetry texts contained in the book Tangshi Yibai Shou. The data were collected using reading and note-taking techniques. From the analysis, it can be seen that there is a whole system of signs, especially indexes and symbols that represent life in the Tang dynasty. This proves the existence of signs and relationships to the objects they represent. The relationship is in the form of similarity, convention, and existence to the object. The poems contain themes of longing, separation, sadness, and reflections on the relationship between humans and nature that represent life during the Tang dynasty. Semiotics in this study not only helps in interpreting Li Bai's poems, but also serves as a learning tool in Chinese literature courses. Through understanding the meanings in the poems, students can learn more about the culture and historical background that influenced the birth of these literary works.]]>
<![CDATA[Grammatical Errors of Perfekt Sentences in the Writing of 2nd Semester Students in Sprachkompetenz 2 Course ]]>
<![CDATA[Li’munawar, Istiqlal Masfirotul]]>;
<![CDATA[Sufriono, Mutiara Feby]]>;
<![CDATA[Rosyidah]]>
<![CDATA[ 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 : <![CDATA[Nexus Publishing NXP ]]>
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DOI: 10.63011/iconels.v2i1.74
<![CDATA[Grammatical errors often occur when learning a language. This study aims to identify the forms of errors made by students when writing essays using past tense or tempus perfekt in German. The research method used is qualitative method with content analysis data collection technique. The subjects of this study were 2nd semester students of the UM German language education study program who attended the Sprachkompetenz 2 course. Data sources were obtained from the results of essay assignments in the form of perfekt sentences about activities carried out at the end of the year. From the results of the study it can be concluded that there are 3 main forms of errors that are often made in grammatical writing errors using tempus perfekt, including: (1) position errors in the sentence, (2) inaccurate use of hilfsverb or auxiliary verb and verben or verb in the sentence, and (3) mismatch of cases used. ]]>
<![CDATA[Students' Comprehension of the Video “Was mach ich hier eigentlich? Die erste schriftliche Arbeit bestehen!” ]]>
<![CDATA[Purwanti, Meriyani]]>;
<![CDATA[Amanda Mayangsari]]>;
<![CDATA[Danang Raif Abdunafi]]>
<![CDATA[ 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 : <![CDATA[Nexus Publishing NXP ]]>
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DOI: 10.63011/iconels.v2i1.75
<![CDATA[This study aims to compare students' comprehension of the video titled “Was mach ich hier eigentlich? Die erste schriftliche Arbeit bestehen!”. The research focuses on students' ability to understand video content through two primary skills: listening to audio and reading subtitles. A quantitative descriptive method with an experimental approach was employed. Primary data were collected through questionnaires and comprehension tests administered to 22 students enrolled in the “Wissenschaftliches Schreiben” class. The questionnaire measured students’ perceptions of comprehension, cognitive load, and the influence of audiovisual elements, while the comprehension test assessed their factual understanding of the video content and main message. Secondary data were obtained from books, scholarly journals, and relevant expert opinions. The findings discuss the comparison between listening and reading skills in comprehending video content, based on questionnaire analysis. The results contribute to the academic understanding of learning methods and provide recommendations for educators regarding students' preferences and the effectiveness of instructional strategies in the context of video-based learning.]]>
<![CDATA[Students' Preferences for Digital Teaching Materials in German Language Learning ]]>
<![CDATA[Kurnia, Amanda Putri]]>;
<![CDATA[Dhania Febriane]]>;
<![CDATA[Jihaan Aprilianah]]>
<![CDATA[ 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 : <![CDATA[Nexus Publishing NXP ]]>
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DOI: 10.63011/iconels.v2i1.76
<![CDATA[This study aims to identify students’ preferences toward digital learning materials in German language instruction and to explore the factors influencing their effectiveness. A descriptive quantitative approach was employed using a survey method. Data were collected through a questionnaire completed by 40 students from the German Language Education program who had previously used various types of digital learning materials in their coursework. The results indicate that the majority of students regularly use digital materials and exhibit positive preferences toward content that is visually appealing, interactive, easy to understand, and aligned with their language proficiency levels. The most frequently used materials include educational websites and instructional videos, while technologies based on Augmented Reality (AR) and Virtual Reality (VR) remain rarely utilized. Challenges identified include unstable internet connections, limited opportunities for practicing speaking and writing skills, and insufficient classification of materials by proficiency level. Students’ preferences and experiences suggest that digital learning materials that are adaptive, contextual, and support all four language skills are more favored and perceived as effective in the learning process.]]>
<![CDATA[Analysis of Shifting Meaning of Expressions in German Cultural Contexts ]]>
<![CDATA[Sugiarto, Aigna Zhalfa Azzafranty]]>;
<![CDATA[Anisa Mirsa Bintari Putri]]>;
<![CDATA[Jessica Estrella Maya Doko]]>
<![CDATA[ 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 : <![CDATA[Nexus Publishing NXP ]]>
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DOI: 10.63011/iconels.v2i1.77
<![CDATA[The purpose of this study is to identify the context that affects meaning, especially the meaning of idioms in German, which is expected to help improve understanding in cross-cultural communication skills between languages. Communication is an important part that is done by humans as social beings in order to fulfill their needs. It involves not only the transfer of words but also the exchange of cultural values, emotions, and intentions. Throughout the communication process, there are several errors in conveying information due to inaccurate interpretation of meaning. Misunderstandings often arise when idiomatic expressions are interpreted literally, rather than contextually, especially by language learners. Besides, this study answers three main research questions: how to understand the context of meaning in German idiom expressions; what is the function and role of idiom meaning (Redewendungen); and are there any relationships between idioms and cultural contexts. By using qualitative research methods such as media analysis, on the YouTube platform, this study aims to gather insights into idioms used in daily German communication. Analyzing idioms through authentic media content provides a more realistic and culturally grounded understanding of how they are actually used. It also helps highlight the connection between language use and cultural perception in real-life situations.]]>
<![CDATA[The Utilization of Self-Access Centre (SAC) for Independent Learning of German Language Education Students ]]>
<![CDATA[Ayu, Aniza Kartika]]>;
<![CDATA[Sobara, Iwa]]>
<![CDATA[ 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 : <![CDATA[Nexus Publishing NXP ]]>
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DOI: 10.63011/iconels.v2i1.79
<![CDATA[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.]]>
<![CDATA[Exploration of Students’ Perceptions on the Implementation of Role-Play in German Language Learning ]]>
<![CDATA[Sobara, Iwa]]>;
<![CDATA[Putri, Diva Karina]]>;
<![CDATA[Nurhanna, Marsya Ika]]>;
<![CDATA[Sahati, Annisa Verdha]]>
<![CDATA[ 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 : <![CDATA[Nexus Publishing NXP ]]>
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DOI: 10.63011/iconels.v2i1.80
<![CDATA[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.]]>
<![CDATA[Understanding German Grammar Through Reading Line Webtoon Digital Comics in Telegram Community ]]>
<![CDATA[Kaffana Riski Audina]]>;
<![CDATA[Aini, Desti Nur]]>
<![CDATA[ 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 : <![CDATA[Nexus Publishing NXP ]]>
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DOI: 10.63011/iconels.v2i1.81
<![CDATA[This study aims to describe German grammar learning through reading Webtoon and learners' responses in using Line Webtoon as a learning medium. The research subjects used were members of the telegram group "Belajar Niveau A2". The research was conducted asynchronously through chat and phone calls using the telegram application. The research used a qualitative descriptive approach. The data were collected using questionnaire and interview techniques, while the analysis technique used the 6P analysis model (approach, excavation, deepening, matching, interpretation, and presentation). The results showed that learning using Line Webtoon digital comic media was conducive and active during the process as seen from the learners' activeness when asking and answering questions from the teacher. The learners become interested as well as motivated to learn German through the media because learning feels like reading casually rather than studying, so Webtoon can be used as a new breakthrough as a support in training grammatical skills as well as German reading skills]]>
