Abstract
This study aims to describe the implementation of the Experiential Learning model in developing students’ German speaking skills and to identify students’ perceptions toward the implementation of the model. The Experiential Learning model emphasizes active student involvement through four learning stages, namely concrete experience, reflective observation, abstract conceptualization, and active experimentation. This study employed an Action Research method in the Mündliche Kommunikation course. The research participants were students of the German Language Education Study Program at Universitas Negeri Malang, class of 2023, offering C. Data were collected through observation and questionnaires. Observation was used to obtain data regarding the implementation process of the Experiential Learning model in training students’ speaking skills, while questionnaires were used to identify students’ perceptions of the learning model. The findings revealed that the implementation of the Experiential Learning model enabled students to speak German more spontaneously and improved their vocabulary mastery and sentence structure. Furthermore, students perceived that the learning model created an active and interactive learning environment that supported independent speaking practice with classmates. Students also demonstrated greater self-confidence and felt more comfortable learning because they did not experience pressure when making language mistakes.
Recommended Citation
Asir, Muhamad Ghifar Akbar; Wijayati, Primardiana Hermilia; and Sobara, Iwa
(2026)
"Penerapan Model Pembelajaran Experiential Learning untuk Melatih Keterampilan Berbicara Bahasa Jerman Mahasiswa Program Studi Pendidikan Bahasa Jerman,"
Journal of Language, Literature, and Arts: Vol. 6:
No.
4, Article 6.
Available at:
https://citeus.um.ac.id/jolla/vol6/iss4/6