Holistic Science

The Effect of Using German-Language Films on Improving Students' Hörverstehen

Nurul Tania — 2025-12-01

German is one of the foreign languages ??studied in Indonesia, but listening skills (Hörverstehen) are often considered the most difficult part to master. This problem arises from the distinctive accents of native speakers, the high speaking speed, and the use of words not always found in textbooks. This study aims to determine the extent to which the use of German-language films can help improve students' listening skills. The method used was a review of five previous relevant studies. The review results indicate that German-language films can have a positive impact on improving listening skills. This can aid comprehension of the material, while expanding vocabulary and increasing enthusiasm for learning. Furthermore, films help create a more creative, enjoyable, and contextual learning environment. Thus, German-language films can be considered an effective learning tool, especially when used actively and appropriately to students' abilities.

Analysis of Students' Difficulties in Listening to German Audio Level B1

Immanuel Chioke — 2025-12-01

The ability to understand audio conversations is an essential competency in learning German at the B1 level. However, many students still experience difficulties in understanding authentic conversations delivered through audio media. This study aims to analyze the factors causing these difficulties and identify their implications for the learning process. The research method used was a qualitative approach with content analysis techniques, through the administration of listening tests and the use of audio sources from digital platforms. The results showed that the main obstacles for students were the speed of native speakers' speech, limited vocabulary, dialect differences, and the lack of adequate learning media such as headsets. Furthermore, the lack of independent practice and access to German audio content also exacerbated students' inability to grasp the full context of conversations. This condition led to low student confidence and the emergence of a gap between classroom abilities and real-life communication needs. This study recommends increasing the provision of relevant audio media, teacher training in Hörverstehen learning strategies, and the habituation of intensive practice based on authentic contexts. Thus, the results of this study can serve as a basis for developing more effective learning strategies to improve German listening skills at the B1 level.

The Relationship of Meaning in Arabic Linguistic Studies

Nabila Arifa — 2025-12-31

This study explores the semantics of Arabic, which has many lexical and grammatical meaning structures, with attention to semantic relationships such as tar?duf (synonymy, words with multiple meanings), isytir?k (polysemy, words with multiple meanings), and ta??dd (antonymy, opposite meanings), which are important for understanding the text of the Qur'an, literature, and religious communication. The main issue faced is the ambiguity in interpretation due to the lack of understanding of these relationship patterns in cultural contexts, which often leads to errors in interpretation or translation. The purpose of this study is to analyze how meaning relations work in deepening the understanding of Arabic linguistics both in theory and practice. The qualitative method used is based on a literature review with a descriptive-analytical approach to academic sources such as books, journals, and classical documents, resulting in the discovery of systematic patterns that emphasize the flexibility of language and beauty in rhetoric. Recommendations that can be conveyed from this study include the development of an Arabic language learning curriculum that focuses on contextual semantic analysis for teachers, translators, and students, in order to improve accuracy in interpreting sacred and contemporary texts.

Derivation and Inflection Processes in Arabic: A Morphological Study

Mei Sari Ritonga — 2025-12-31

This study examines the processes of derivation and inflection in Arabic from a morphological perspective. Derivation and inflection are two main mechanisms in Arabic word formation that have different but complementary functions. This study aims to describe the concept, form, and function of derivation and inflection in the Arabic morphological system. The method used is a literature study with a qualitative approach, through the analysis of national scientific articles relevant to the study of Arabic morphology. The results show that derivation in Arabic functions as a mechanism for forming new lexemes derived from word roots through certain morphological patterns, thus playing an important role in enriching vocabulary and expanding lexical meaning. Meanwhile, inflection serves to mark grammatical categories such as person, number, gender, and time without changing the lexical meaning of the root word. This study confirms that an integrated understanding of derivation and inflection is key to a comprehensive understanding of the Arabic word formation system.

Analysis of Learning Evaluation Results and Follow-up

Zakiyah Sabilah Rizka — 2025-12-31

Learning evaluation is an important part of the educational process because it serves to assess the achievement of learning objectives while evaluating the effectiveness of learning implementation. However, in practice, evaluation results are often only used as a basis for assigning grades without being analyzed and followed up optimally. This study aims to examine the concept of analyzing learning evaluation results and their use in learning follow-up. This study uses a library research method with a qualitative descriptive approach through a review of relevant textbooks and scientific journal articles. The results of the study indicate that the analysis of learning evaluation results plays a strategic role in identifying student learning outcomes, identifying obstacles in the learning process, and assessing the effectiveness of applied learning strategies. Through this analysis, evaluation results can be optimally utilized in the form of providing feedback, implementing remedial learning, enrichment, and continuous learning improvement to improve the quality of the learning process and outcomes.

Internalization of Pancasila Values in Character Formation of Students in the Digital Era: A Review of Ethics, Morals, and Social Responsibility

Hairul Amren — 2025-12-31

This study aims to examine the internalization of Pancasila values ??in character formation of students in the digital era, particularly those related to ethics, morals, and social responsibility. The development of communication technology and digital culture has brought significant changes in student interaction patterns, both through social media and online communication, which presents both opportunities and challenges in the application of Pancasila values. Phenomena such as negative speech, the spread of hoaxes, and unethical behavior can arise as a result of low ethical literacy, weak understanding of Pancasila values, and suboptimal supervision. The results of the study indicate that students who understand and internalize Pancasila values—particularly the principles of Indonesian Unity, Democracy Guided by the Wisdom of Deliberation/Representation, and Social Justice for All Indonesian People—tend to be more able to communicate openly, respect differences, and demonstrate ethical and responsible behavior. In addition, internal regulations and supervisory systems have been shown to play a significant role in suppressing the potential for negative speech and unprofessional behavior. However, challenges remain, including the unwise use of social media, the emergence of conflicts over differences of opinion, and ethical communication practices that have not been consistently implemented.

Techniques for Creating Quality Questions in Learning Evaluation

Wawan Arbeni — 2025-12-31

Learning evaluation is an integral part of the educational process, serving to objectively and systematically measure the achievement of learning objectives. One of the main instruments used in learning evaluation is test questions. However, in educational practice, many questions are still written without regard to good writing principles, resulting in low-quality learning evaluation results. This article aims to examine in-depth techniques for creating quality questions, including the rules for writing multiple-choice, essay, and true-false questions, question analysis and revision techniques, the preparation of question outlines, and the concepts of validity and reliability of assessment instruments. This study uses a literature study method by analyzing various relevant literature in the field of educational evaluation. The results of the study indicate that the preparation of quality questions must be based on careful planning through the preparation of question outlines, the application of writing principles according to the question format, and supported by a continuous process of analysis and revision of questions. In addition, the application of the principles of validity and reliability is a key factor in producing accurate and consistent evaluation instruments. Thus, mastery of quality question creation techniques by educators is a crucial requirement for improving the quality of learning evaluation and the quality of the learning process as a whole.

Speech Function of Classroom Interaction in Expository and Persuasive Writing

Aulia Ukhtin — 2025-12-31

Classroom interaction plays an important role in English as a Foreign Language (EFL) writing instruction, particularly in expository and persuasive writing, where students are required to develop arguments, organize ideas logically, and negotiate meaning through language use. This study aims to analyze speech functions employed in classroom interaction and to examine the interactional roles of lecturers and students during expository and persuasive writing instruction. The data were collected from naturally occurring classroom interaction through audio recordings of lecturers and students in writing classes. The recorded interaction was transcribed verbatim and analyzed using speech function categories derived from Systemic Functional Linguistics, including statements, questions, commands, and offers. The findings indicate that classroom interaction was predominantly lecturer-centered, with statements, questions, and commands occurring most frequently, while student participation was largely limited to brief responses. Student-initiated speech functions and offers appeared infrequently, suggesting limited opportunities for collaborative negotiation of meaning. The study concludes that although lecturer-dominated speech functions support instructional clarity in writing classes, increasing opportunities for student-initiated interaction is necessary to foster more interactive and effective expository and persuasive writing instruction.