STUDENT NEEDS ANALYSIS FOR DEVELOPING A DIGITAL PLATFORM-ASSISTED GENRE-BASED GERMAN WRITING MODEL
DOI:
https://doi.org/10.21009/ishel.v2i1.69997Keywords:
needs analysis, German writing, genre-based approach, digital platformAbstract
This study aims to analyze the learning needs of senior high school students in German writing and to determine the urgency of developing a text-based German writing learning model supported by a digital platform. A descriptive quantitative approach with a needs analysis design was employed. Thirty-five students (33 in Grade XI, 2 in Grade XII) participated as respondents. A structured questionnaire comprising 10 open-ended diagnostic questions and 10 Likert-scale items (1–4) was used for data collection. Quantitative data were analyzed with descriptive statistics, and qualitative data were analyzed thematically. Five major writing barriers were identified: mastery of nominal articles (der/die/das) (51.4%), German noun capitalization rules (40.0%), verb conjugation (34.3%), umlauts (20.0%), and spelling–pronunciation discrepancy (17.1%). The overall need-analysis mean was 3.51 (SD = 0.57) on a four-point scale, signifying a high level of need. The highest need was recorded for a digital text-based writing model (M = 3.69, SD = 0.47; 68.6% maximum score), followed by online-accessible learning media (M = 3.63) and a motivation-enhancing instructional model (M = 3.60). All respondents (100%) expressed positive perceptions toward technology-integrated language learning. These findings provide empirical grounding for the subsequent development of a digital, text-based German writing instructional model.
References
Abdel‐Malek, M. (2019). Writing recounts of habitual events: Investigating a genre‐based approach. Foreign Language Annals, 52(2), 373–387. https://doi.org/10.1111/flan.12383
Blake, R. J. (2013). Brave new digital classroom: Technology and foreign language learning. Georgetown university press.
Cope, B., & Kalantzis, M. (2026). Platformed Learning: Reshaping Education in the Era of Learning Management Systems. In D. A. Thomas & V. Laterza (Eds.), Critical Perspectives on EdTech in Higher Education (pp. 129–173). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-88173-2_7
Ferris, D. R. (2014). Responding to student writing: Teachers’ philosophies and practices. Assessing Writing, 19, 6–23.
Fuhrhop, N., & Peters, J. (2023). Einführung in die Phonologie und Graphematik. J.B. Metzler. https://doi.org/10.1007/978-3-476-05940-6
Godwin-Jones, R. (2019). In a world of SMART technology, why learn another language? Journal of Educational Technology & Society, 22(2), 4–13.
Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148–164.
Hyland, K. (2019). Second language writing. Cambridge university press.
Klímová, B. (2018). Mobile phones and/or smartphones and their apps for teaching English as a foreign language. Education and Information Technologies, 23(3), 1091–1099. https://doi.org/10.1007/s10639-017-9655-5
Pallotti, G. (2015). A simple view of linguistic complexity. Second Language Research, 31(1), 117–134. https://doi.org/10.1177/0267658314536435
Pham, V. P. H., & Bui, T. K. (2022). Genre-based approach to writing in EFL contexts. Pham, VPH, & Bui, TKL (2021). Genre-Based Approach to Writing in EFL Contexts. World Journal of English Language, 11(2), 95–106.
Prensky, M. (2001). Digital natives, digital immigrants part 2: Do they really think differently? On the Horizon, 9(6), 1–6.
Purwanto, A., Lustyantie, N., & bin Abdul Hakim, M. K. (2026). Needs Analysis of Developing a German Descriptive Writing Learning Model Level A1 Using Project Based Learning. International Conference on Islamic Education and Instruction, 2(1), 1–13. https://conferences.uinsaid.ac.id/iciei/paper/view/823
Purwanto, A., Lustyantie, N., & Hakim, M. K. B. A. (2025). From Project to Creativity: How Academic Culture Shapes the Success of Project-Based Learning in Creative Writing Programs? Journal of Cultural Analysis and Social Change, 1844–1857.
Purwanto, A., Lustyantie, N., & Murtadho, F. (2024). Assessment of Student Attitudes in German Writing Learning Based on 21st Century Skills. Journal of Education Method and Learning Strategy, 2(02), 274–291.
Pytlík, P. (2022). Fremdsprachendidaktisches Potential von authentischen Texten im DaF/DaZ-Unterricht–ein Unterrichtsentwurf für A2-Niveau. In Sprach-und Kultur (ver) mittlung (pp. 239–251). Društvo germanista u Bosni i Hercegovini (DGuBiH)/Germanistenverband in ….
Rose, D., & Martin, J. null. (2012). Learning to write/reading to learn: Genre, knowledge and pedagogy in the Sydney school. University of Toronto Press. https://utppublishing.com/doi/abs/10.3138/9781845531447
Rösler, A., Hofmann, W., & Renteln-Kruse, W. (2010). Spezialisierte Stationen zur Behandlung von akut erkrankten geriatrischen Patienten mit zusätzlichen kognitiven Beeinträchtigungen in Deutschland. Zeitschrift für Gerontologie und Geriatrie, 43(4), 249–253. https://doi.org/10.1007/s00391-010-0132-7
Stockwell, G. (2012). Computer-assisted language learning. Cambridge University Press.
Yasuda, S. (2017). Toward a Framework for Linking Linguistic Knowledge and Writing Expertise: Interplay Between SFL‐Based Genre Pedagogy and Task‐Based Language Teaching. TESOL Quarterly, 51(3), 576–606. https://doi.org/10.1002/tesq.383
Zain, D. S. M., & Bowles, F. A. (2021). Mobile-assisted language learning (MALL) for higher education instructional practices in EFL/ESL contexts: A recent review of literature. Computer-Assisted Language Learning Electronic Journal, 22(1), 283–307.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Santiah, Rina Agustin, Ary Fadjar Isdiati, Anim Purwanto
This work is licensed under a Creative Commons Attribution 4.0 International License.
