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Proceeding of International Conference on Education, Language, Literacies, and Literary Studies (ICONELS)
Published by Nexus Publishing NXP
ISSN : -     EISSN : 3064433X     DOI : https://doi.org/10.63011/
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences Other
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.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 62 Documents
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Worry, Boredom, and Embarrassment GXNU Chinese Students' Emotions in BIPA Learning at Universitas Negeri Malang Iwa Sobara; Didan Nurfadillah; Savira Putri Destiani; Regina Nadya Gading Kurniawan
Proceeding of International Conference on Education, Language, Literacies, and Literary Studies (ICONELS) Vol. 3 No. 1 (2026): Language, Literature, and Education in the Age of Artificial Intelligence
Publisher : Nexus Publishing NXP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/iconels.v3i1.128

Abstract

Foreign language learning involves not only linguistic competence but also emotional factors that influence learning effectiveness. This study explores the emotional experiences of Guangxi Normal University (GXNU) students in the 3+1 program at Universitas Negeri Malang (UM) during BIPA (Indonesian for Foreign Speakers) learning. Using a descriptive qualitative approach, data were collected through questionnaires and writing tasks from 17 students (13 female, 4 male). The findings indicate that most students experienced positive emotions, with 64.7% reporting no anxiety and a low average boredom score (1.35). Nevertheless, 5.9% still felt anxious, particularly during examinations and academic tasks, while boredom occasionally emerged when learning activities became repetitive. Although emotions such as worry, boredom, and embarrassment are natural in language learning, they may hinder progress if not properly managed. Conversely, moderate anxiety can function as a learning motivator. Therefore, BIPA instructors should adopt emotionally supportive teaching strategies, including scaffolded speaking, pair and group work, context-based tasks, roleplays, and interactive media. These findings align with Sobara et al. (2024), which reported high student satisfaction with teaching methods, learning materials, teacher–student interaction, and the supportive learning environment, indicating the effectiveness of the UM 3+1 BIPA program.
Fehlerformen in der Deutschen Grammatik in Kurzgeschichten von Studierenden der Universitas Negeri Medan Ahmad Sahat Perdamean; M. Kharis; Suci Pujiastuti; Indah Aini
Proceeding of International Conference on Education, Language, Literacies, and Literary Studies (ICONELS) Vol. 3 No. 1 (2026): Language, Literature, and Education in the Age of Artificial Intelligence
Publisher : Nexus Publishing NXP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/iconels.v3i1.132

Abstract

Die Ergebnisse der Evaluation des Lernens im Fach Schreiben zeigen, dass Studierende beim Schreiben Fehler in der deutschen Grammatik machen. Daher ist es notwendig, Anstrengungen zu unternehmen, um die Ursachen dieser Fehler herauszufinden sowie Maßnahmen zur Minimierung der Fehler beim Schreiben zu entwickeln. Ziel dieser Untersuchung ist es, die Formen der Fehler, die Ursachen der Fehler sowie die Bemühungen zur Minimierung der Fehler durch Studierende beim Schreiben von Kurzgeschichten zu beschreiben. Diese Untersuchung ist eine qualitative Studie und verwendet ein Schreibtestinstrument. Die Untersuchungssubjekte waren 20 Studierende des Jahrgangs 2019. Den Studierenden wurde ein Schreibtest mit einer Dauer von 60 Minuten gegeben. Nach Abschluss des Tests wurden die Kurzgeschichtentexte der Studierenden gesammelt, korrigiert, tabelliert und analysiert. Die Ergebnisse der Forschungsanalyse unter Verwendung qualitativer Techniken zeigen, dass durch die Anwendung der Fehleranalyse 12 Formen von Fehlern in der deutschen Grammatik, vier Ursachen von Fehlern sowie drei Bemühungen zur Minimierung der Fehler beim Schreiben von Kurzgeschichten gefunden wurden. Die Einschränkung der Untersuchung bestand darin, dass der Schreibtest nur einmal durchgeführt wurde und die Untersuchungssubjekte nur aus 20 Studierenden bestanden. Die Anzahl der Fehler, die Studierende beim Schreiben machen, ist darauf zurückzuführen, dass 55 % der Untersuchungssubjekte zuvor weder Deutsch noch deutsche Grammatik in der Schule gelernt haben.

Page 7 of 7 | Total Record : 62

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