Publication Search

This study aims to develop a pop-up book learning medium with the theme “Einkaufen” (Shopping) as a German language instructional medium for Grade XI students at SMA Negeri 3 Binjai. The background of this study is the low level of students’ understanding of the learning materials and their lack of learning motivation due to the use of monotonous conventional media. This research employs a Research and Development (R&D) approach using the ADDIE development model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The results of the implementation stage indicate that 98.3% of students agreed that the pop-up book is effective for use in German language learning, and 96.7% stated that the material content is easy to understand. The pop-up book consists of six pages containing learning materials and exercises that focus on reading, writing, and speaking skills. Validation by material and media experts yielded a score of 90, categorized as very good. These findings demonstrate that the developed pop-up book medium is not only visually engaging but also capable of enhancing students’ motivation and comprehension in an integrative German language learning process. This medium can serve as an effective alternative for improving the quality of foreign language learning at the secondary school level.

This study explores the translation shifts found in the soundtrack of the film Rapunzel – Tangled, specifically in the German-to-Indonesian translation. The objective is to identify the types of translation shifts and analyze their distribution and tendencies during the translation process. The research data were taken from three songs: "Wann fängt mein Leben an?", "Mutter weiß mehr", and "Endlich sehe ich das Licht". A qualitative descriptive method was employed, focusing on lines containing translation shifts. Data were collected through documentation and analyzed based on Catford’s (1965) theory of translation shifts. A total of 74 translation shifts were identified, with the highest distribution in "Mutter weiß mehr" (32 shifts), followed by "Wann fängt mein Leben an?" and "Endlich sehe ich das Licht" (21 shifts each). In "Wann fängt mein Leben an?", structural shifts dominated, making up 38.9% of the shifts, followed by class and unit shifts (27.8% each), and intrasystem shifts at 5.5%. In "Mutter weiß mehr", structural shifts accounted for 35.4%, class shifts 34.1%, unit shifts 28%, and intrasystem shifts 2.4%. In "Endlich sehe ich das Licht", class shifts were the most prevalent (33.3%), followed by unit shifts (31.7%), structural shifts (30%), and intrasystem shifts (5%). The study concludes that structural and class shifts are the dominant strategies used in translating the soundtrack, helping to manage linguistic differences while maintaining meaning, musicality, and emotional impact in the target language.

This study examines and critically analyzes speaking tasks in Netzwerk Neu A1.1 (Chapters 1–6) by evaluating their alignment with principles of German as a Foreign Language (DaF), Task-Based Language Teaching (TBLT), and the Common European Framework of Reference for Languages (CEFR). Using qualitative content analysis, 26 speaking tasks were identified, coded, and categorized based on task type, CEFR communicative activity (spoken interaction or spoken production), interaction mode, and levels of learner output. The findings show that template-based tasks dominate the textbook, accounting for 69.2% of activities, while guided and free production tasks are relatively limited. Spoken interaction is the most prevalent communicative activity (76.9%), reflecting an emphasis on dialogic formats such as short exchanges and role plays. Although this design provides appropriate structural support for beginner learners, the limited use of open-ended and autonomous tasks may restrict the development of fluency, communicative flexibility, and strategic competence. Interviews with seven learners and two instructors reveal that while tasks are generally perceived as accessible and confidence-building, they are also considered repetitive and insufficiently authentic. The study underscores the need to balance structured support with opportunities for spontaneous language use in beginner DaF textbooks.

Research on the history and development of the Indonesian language has shown a significant increase in recent years, influenced by social dynamics, language policies, and digital transformation. However, systematic mapping of research trends, collaboration patterns, and thematic focus in this field remains limited. This study aims to analyze the development of research on the history of the Indonesian language during the 2023–2025 period using a bibliometric approach. The data were retrieved from the Dimensions database using the keyword History of Indonesian Language and were limited to journal articles published between 2023 and 2025. A total of 889 articles were selected for analysis. Bibliometric analysis was conducted using VOSviewer to visualize bibliographic networks, including country, institutional, journal, and author collaborations, as well as keyword co-occurrence. The indicators used in this study include the number of publications, citation counts, and total link strength. The results indicate that 2023 recorded the highest number of publications. Indonesia emerged as the leading country in terms of publication output and citation impact, while China, Germany, and the United States demonstrated strong academic collaboration networks. Keyword analysis revealed dominant themes related to language history, language policy, and linguistic dynamics within global and digital contexts. This study concludes that bibliometric analysis is an effective method for identifying research trends, directions, and collaboration patterns in studies on the history of the Indonesian language. The findings are expected to provide valuable insights for future research development and to support evidence-based language policy formulation.

In this study, an interactive learning medium was developed to practice German A1-level vocabulary with the theme “Freizeit”, based on a website created using Genially. This research is classified as development research, in which the development process of the learning medium employed the ADDIE model, consisting of five stages: analysis, design, development, implementation, and evaluation. The study was conducted in the German Language Education Study Program at Universitas Negeri Medan. The research data consisted of vocabulary on the theme “Freizeit”, taken from the Netzwerk textbook and other online sources. The research subjects were second-semester students of the 2024 cohort. The instruments used included questionnaires, pretest and posttest, expert validation sheets, and documentation. The results of the validation from media experts and material experts indicated that the medium was suitable for use in learning, with scores of 92% and 89%, respectively. The trial conducted with students showed a positive response with an average score of 91%. The students’ average pretest score was 58.3, which increased to 84.7 in the posttest. Statistical tests revealed that the calculated t-value (12.45) was greater than the critical t-table value (2.045), indicating a significant difference between the pretest and posttest results. Thus, the use of the Genially interactive learning medium proved effective in improving German A1 vocabulary mastery and was able to create a more engaging and interactive learning atmosphere while supporting independent learning.

This study employs the 4-D development model (Define, Design, Develop, and Disseminate) adapted from Thiagarajan et al. (1974) to develop a Digital Storytelling medium using Canva for the topic “Family” in Senior High School (SMA/MA). A needs analysis was conducted in the Define phase, revealing that students experienced difficulties in listening and speaking. In the Design phase, a context-based story medium with illustrations, texts, and German audio narration was created. During the Develop phase, the product was validated by two experts. A German language instructor reviewed the material and deemed it suitable for use without revisions. The material validation results showed that the medium is usable without revision, as the material was rated clear, systematic, complete, engaging, and easy to understand. The material expert’s evaluation covered five categories, resulting in a total material score of 95. A media expert evaluated the medium along with audio and video content. The media expert’s assessment included ten categories, resulting in a total media score of 95. Meanwhile, data validation indicated that the medium can be further used with minor revisions, such as enhancing visual elements to make it more dynamic and adjusting audio quality to improve listening comfort. The results of this study show that the development process of the Digital Storytelling medium using Canva for the “Family” topic in Senior High School successfully produced an engaging and communicative product that matches the characteristics of beginner German language learners. This medium contains a story on the theme “Family,” complemented by illustrations, texts, and audio content. The developed video has been uploaded to the YouTube platform to facilitate access for teachers and students.

In German language courses at universities, students must learn four skills: reading, writing, listening, and speaking. To master these four skills, students must have a good command of vocabulary, as this is the foundation needed to master the German language. This software does not require programming code, so users can easily add graphics and sounds to the game. Without vocabulary, skills such as reading, writing, speaking, and listening cannot be performed. This study aims to create a Construct 2 application that can be used by college students to increase their A1 level German vocabulary. The data for this study is A1 level German vocabulary with the theme “Guten Appetit,” and another source of data is the book “Netzwerk neu A1 Kursbuch” published by Ernst Klett Sprachen GmbH in 2019. This research will be conducted in the foreign language laboratory at UNIMED. The application will be tested by subject matter experts and learning media experts. This research will be published in a nationally indexed journal.

This study examines youth slang (Jugendsprache) in the film Into the Beat (2020) through semantic and morphological approaches. The background of the research is based on the phenomenon of youth language development, which is dynamic, creative, and rich in socio-cultural meaning, yet often difficult for foreign speakers to understand. Youth language is chosen as the object of study because it reflects identity, group solidarity, and the communicative creativity of young people, and frequently appears in media, particularly films. The theoretical framework refers to experts’ perspectives on the characteristics of youth language, including the use of Anglicisms, abbreviations, metaphorization, and the formation of neologisms. The research method applied is descriptive qualitative, with data sources taken from the dialogues and subtitles of the film Into the Beat. The analysis is carried out based on Helmut Henne’s theory of youth language characteristics. The results reveal that youth slang in the film functions not only as a means of communication but also as a medium of emotional expression, lifestyle, and identity construction among German adolescents. Vocabulary such as alter, bro, krass, cool, and scheiße demonstrates creativity in morphological processes, including abbreviation, prefixation, and borrowing from foreign languages. The study concludes that youth slang plays an essential role in shaping characters, inter-character relationships, and the authenticity of the storyline. Furthermore, youth language reflects the evolving cultural and social dynamics of adolescents. This research is expected to contribute to linguistic studies, particularly semantics, and to serve as a valuable resource in German language learning by expanding vocabulary and fostering an understanding of authentic communication patterns among German teenagers.

Teaching German as a foreign language in Indonesia requires the integration of linguistic and cultural aspects to develop students’ intercultural competence. Textbooks play a significant role in representing culture, yet most language learning materials tend to portray culture superficially and selectively. This study aims to analyze the representation of cultural elements in the textbook Deutsch echt einfach A1.1 für Jugendliche using a qualitative descriptive approach and content analysis method. Data were obtained from the book’s textual and visual content, analyzed through the lens of Dweik et al.’s (2015) twelve cultural elements framework. The findings reveal that elements such as food and beverages, social behavior, and family relationships are the most frequently represented. In contrast, deeper cultural elements such as history, politics, religion, ecology, and economy are scarcely present. These results indicate that the textbook focuses primarily on surface-level culture and does not fully support the development of students’ intercultural competence. The implication is that teachers and curriculum developers need to supplement textbooks with more critical, holistic, and contextually relevant cultural materials to enhance foreign language learning.

This research was conducted at the Foreign Language Laboratory of the Faculty of Languages and Arts, Universitas Negeri Medan, with the aim of developing a student worksheet (LKPD) for learning the topic "Guten Tag" for Grade XI students in the first semester. The worksheet was designed based on the ADDIE development model, which consists of five phases: analysis, design, development, implementation, and evaluation. The data for this research were sourced from the textbook Netzwerk Neu A1, specifically from pages 8–17, which cover the subtopics: greetings and farewells, introducing oneself and others, and asking about and responding to well-being. The developed worksheet was evaluated by a content expert and a media expert. The content expert assigned a score of 87.5, which falls into the “good” category, while the media expert assigned a score of 92.8, categorized as “very good”. The worksheet was also implemented and evaluated with a group of ten students from MAN 1 Medan, yielding an average score of 86.95, indicating it is “very suitable”. These findings suggest that the worksheet is appropriate for supporting A1-level German language instruction and can serve as an alternative teaching material for enhancing vocabulary, grammar understanding, and communicative competence in contextually relevant situations.

This study aims to develop an instructional medium in the form of a Webtoon-based digital comic entitled “Was machst du?”, adapted from the Netzwerk neu A2 textbook, to enhance German reading comprehension at the A2 level. The development model used is ADDIE (Analysis, Design, Development, Implementation, Evaluation). Validation was conducted by two experts one in content and one in media with validation scores of 91% and 92%, respectively, indicating that the comic is highly suitable for instructional use. A limited trial was carried out among students of the German Language Education Program at Universitas Negeri Medan. The results showed that the comic supported students’ reading comprehension, increased motivation, and reduced reliance on online translators. This study concludes that integrating official textbook content into digital comic formats published through popular platforms such as Webtoon represents an effective and relevant innovation for digital-native learners.

The objective of this research is to develop interactive learning media using the Baamboozle application with the topic “Zeit mit Freunden” on reading skill level A1. The present study was conducted in the language laboratory of the Faculty of Language and Arts, State University of Medan. The present research employs the developmental model of Richey and Klein, which comprises three distinct stages: (1) planning, (2) making, and (3) evaluation. The data presented herein were collected through a combination of interviews, observations, and a thorough literature study, with the material drawn from the publication entitled Netzwerk neu A1. The result of this research is a digital game-based interactive learning media designed to improve students reading ability at A1 level. The aspects that are assessed include content, interactivity, ease of use, and design. The validation process was conducted by media and material experts, and the result was 92, which is classified as very good.

Phonetics has an important role in clarifying the pronunciation of a language, including in German and Indonesian. These two languages have different phonetic systems, which can affect clarity and understanding in oral communication. This study aims to analyze the phonetic differences between German and Indonesian in terms of vowels, consonants, word stress, and intonation. Using the comparative analysis method, this study examines data from various academic sources as well as direct observation of German and Indonesian learners. The results show that the differences in the vowel and consonant systems present challenges for learners in mastering clear and precise pronunciation. In addition, word stress and intonation in German have a significant influence on meaning, while in Indonesian, pronunciation tends to be flatter and does not experience much change in meaning due to stress differences. This study emphasizes the importance of understanding phonetics in language learning to improve effective speaking skills.  

This study discusses the factors influencing the absorption of vocabulary from German into Indonesian. The research aims to identify and analyze how and why words from German have entered and developed within the Indonesian vocabulary. Using a descriptive qualitative method with a literature review approach, this study examines various written sources that explore the linguistic relationship between the two languages. The findings show that the absorption of German vocabulary into Indonesian is influenced by several key factors, including colonial history and European influence, the development of science and technology, cultural and educational interactions, and the ease of linguistic adaptation. Various terms in administration, science, medicine, engineering, and culture have been borrowed from German into Indonesian. In conclusion, this vocabulary absorption not only enriches the Indonesian language but also reflects the dynamics of the relationship between the two languages in the context of history.

Learning German at level A1 is designed for beginners, with the aim of introducing the basics of vocabulary and sentence structure used in everyday life. The material taught includes work and daily activities. Grammar, as a fundamental aspect of learning, is very important to help learners understand sentence structure, verb usage, as well as case systems in German. German Grammar Learning Books that use linguistic approaches such as Error Analysis and Contrastive Analysis aim to make it easier for learners to understand the differences between German and Indonesian grammar. The study analyzed the book with reference  to the Profile Deutsch standard  issued by the Goethe-Institut, which assesses the suitability of the material with the German language learning objectives at A1 level. The focus of the analysis is on the material  of Der Adjective and Modal Verben, with results that show the shortcomings and advantages in the presentation of the material. Some example sentences use more complex structures, such as comparisons that don't correspond to beginner levels. The use of complete conjugation for Modalverben is also considered too heavy, and negation sentences with Modalverben are often confusing for A1 learners. In addition, the vocabulary used in this book is not very well known at the A1 level, so it needs to be adjusted to more basic vocabulary.    

The Indonesian language has absorbed numerous loanwords from various foreign languages, including German. Although the influence of German is not as significant as that of Dutch, Arabic, or Sanskrit, it plays a crucial role, particularly in scientific, technological, medical, and philosophical terminology. This study aims to examine the historical background, development, and adaptation of German loanwords in Indonesian. Using a qualitative approach, data collection was conducted through literature review and linguistic analysis. The findings indicate that many German words entered Indonesian through scientific and academic fields, with some undergoing phonetic and morphological adaptation. The influence of German in Indonesia continues, particularly in academic and industrial sectors, suggesting potential future linguistic integration.     

Language skills are considered difficult to master. Difficulties in speaking arise due to a lack of vocabulary comprehension, which leads to poor verbal expression of ideas and grammatical skills. Various learning media, such as YouTube, can be used to practice speaking skills. There are multiple channels available that help in learning German speaking skills. To examine the material based on the 2013 curriculum of these channels, the words in this research question are derived from German curriculum materials. The purpose of this study is to assess the compatibility of YouTube channel video content. The data source for this research is the video content from the Kanal Zenith Institute channel. The data recording method used in this research is technology-based, followed by a technological level analysis. Furthermore, an analysis of the 2013 twelfth-grade curriculum was conducted to evaluate the compatibility of the video material with the theme Ferien und Urlaub. The results of the analysis indicate that the German lesson plan (RPP) with the theme Ferien und Urlaub, using YouTube channel videos, can assist students in improving their German-speaking skills.

The purpose of this research is to create learning media with the help of MtestM application about German language students' knowledge of listening skill A1 topic "Kennenlernen (sich vorstellen)". This research was conducted at the Language Laboratory of the Faculty of Languages and Arts, State University of Medan. This research uses Richey and Klein's model which consists of three stages, namely (1) research, (2) development, (3) evaluation. The data of this research are words, texts, sentences about "Kennenlernen" from the book Netzwerk Deutsch als Fremdsprache A1 Kursbuch by Stefanie Dengler, Paul Rusch, Helen Schmitz and Tanja Sieber pages 8-17. This interactive quiz is interesting and varied. The results of this study are German learning media and interactive quizzes for mastering the A1 listening skill 'Introducing oneself' with the help of MtestM.

German language learning in High School (SMA) holds significant importance in the current era of globalization. The complexity of German grammar, including gendered nouns and article usage, demands innovative approaches in the learning process. This research explores innovative learning methods, focusing on the implementation of Game Based Learning (GBL) and the teaching of Nomen materials, to enhance the effectiveness of German language learning in SMA. The primary goal is to increase student participation and equip them with strong communication skills in German. Research findings indicate that integrating innovative learning methods, such as GBL, can serve as effective tools in achieving improved German language learning outcomes in SMA.

German language learning in High School (SMA) holds significant importance in the current era of globalization. The complexity of German grammar, including gendered nouns and article usage, demands innovative approaches in the learning process. This research explores innovative learning methods, focusing on the implementation of Game Based Learning (GBL) and the teaching of Nomen materials, to enhance the effectiveness of German language learning in SMA. The primary goal is to increase student participation and equip them with strong communication skills in German. Research findings indicate that integrating innovative learning methods, such as GBL, can serve as effective tools in achieving improved German language learning outcomes in SMA.