International Journal of Linguistics, Literature and Translation ISSN: 2617-0299 (Online); ISSN: 2708-0099 (Print) DOI: 10.32996/ijllt Journal Homepage: www.al-kindipublisher.com/index.php/ijllt IJLLT AL-KINDI CENTER FOR RESEARCH AND DEVELOPMENT Copyright: © 2022 the Author(s). This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC-BY) 4.0 license (https://creativecommons.org/licenses/by/4.0/). Published by Al-Kindi Centre for Research and Development, London, United Kingdom. Page | 110 | RESEARCH ARTICLE The Utilization of the Deutsche Welle Learning Application in Teaching German Vocabulary Eko Sulistyorini 1 ✉ and Pratomo Widodo 2 1 Student of Master Degree, Applied Linguistics, Yogyakarta State University, Yogyakarta, Indonesia 2 Professor of Language and Art, Yogyakarta State University, Yogyakarta, Indonesia Corresponding Author: Eko Sulistyorini, E-mail: ekosulistyorini@gmail.com | ABSTRACT This study aims to determine (1) the differences in German vocabulary mastery between classes taught using the Deutsche Welle application and conventional methods and (2) the effectiveness of the use of the Deutsche Welle application in increasing German vocabulary mastery. This research uses a quasi-experiment with pre-test post-test control group design. The population was Grade X students of SMA Islam Al Azhar 9 Yogyakarta. The samples were Grade X Science 3 (experimental) and X Science 2 (control), determined by a simple random sampling technique. The validity of the instrument was tested with content validity, construct validity, and item validity using the Pearson Product Moment calculation. Reliability was calculated using the KR-20 formula, and the research data were analyzed using the t-test. The results showed that the t-count value of 3.049 was greater than the t-table of 2.009 at the significance level =0.05 and db=49. The post-test mean value for the experimental class was 75.23, which was higher than the post-test mean for the control class, which was 69.23. The effectiveness weight was 9.45%. | KEYWORDS Deutsche Welle, vocabulary, learning application | ARTICLE DOI: 10.32996/ijllt.2022.5.1.15 1. Introduction Based on the latest Curriculum 2013, German lesson is one of the cross-interest and specialization subjects taught in senior high schools and vocational high schools in Indonesia, including in the Special Region of Yogyakarta Province. Currently, there are 22 schools in Yogyakarta that teach German as an elective subject in addition to French and Japanese. One of the senior high schools that teach German as a cross-interest subject is SMA Islam Al Azhar 9 Yogyakarta. This school is located on Jalan Padjajaran, North Ringroad, Sinduadi, Mlati, Sleman, Yogyakarta. This high school is relatively new because it only started operating in the academic year of 2014/2015 and so far only has three graduating classes. Students at this high school first started studying German in the academic year of 2016/2017 in Grade X Science and X Social. Students at SMA Al Azhar 9 Yogyakarta study German for 2 x 45 minutes every week. Currently, there are 8 classes that study German as a subject of specialization. They are Grade X Science 1, X Science 2, X Science 3, X Social and Grade XI Science 1, XI Science 2, XI Science 3 and XI Social with the number of students in Grade X 114 students and Grade XI 111 students with an age range between 14 years to 17 years. The researcher is a German teacher at SMA Islam Al Azhar 9 Yogyakarta since the academic year of 2017/2018. Based on teaching experience and the results of observations conducted by researchers while teaching German in grades X and XI, the interest and motivation of students in this high school to learn German tends to be low. One indication is that in every daily test, Mid-Semester Assessment, Final Semester Assessment and Year-End Assessment, the majority of students score below the Minimum Learning Completeness set by the school, which is 73 of a maximum value of 100. This is corroborated by the opinion of Wessels (2011, p.46), which states that vocabulary knowledge is essential to students’ academic success. If students do not understand the meaning of the words in the text, they will have difficulty understanding the content. This means that vocabulary knowledge is very important for the academic success of students. If students do not understand the meaning of the words in the text, they will have difficulty understanding the content, which results in low scores in German.