The Implementation of Differentiated German Language Learning based on CLIL in Indonesia

Abstract

This study aims to identify key considerations for German language teachers
in Indonesia in implementing differentiated German language learning through
the Content and Language Integrated Learning (CLIL) method based on the
platform Kinderuniversität to achieve the Sustainable Development Goals
(SDGs). This research was conducted at Universitas Negeri Malang with 19
teachers as representatives of German Language teachers from the whole
of Indonesia as research studies. This qualitative study used a descriptive
method supported by quantitative data. The instrument used was the teacher’s
questionnaire and the document of the lesson plan that they made during the
studies (through a workshop). Based on the results of the study, it can be
learned that there are several aspects that need to be considered in implementing
differentiated learning, including asking each student about their favorite
themes, giving students the opportunity to choose their own learning methods
and strategies, offering assistance to weak students, using media to stimulate
the use of all senses, providing additional tasks for fast learners, providing
alternative tasks that are easier and more difficult, providing additional time
for slow learners, and using project assignments in German language learning
so that each student can contribute what they have mastered. By considering
these things, differentiated learning can be implemented. Through differentiated
instruction with the CLIL method, students are given various choices based on
their individual preferences and needs. Thus, German language learning can
accommodate student differences and improve the quality of learning.