Pandemic where the learning process cannot be done directly or face to face, especially in foreign language learning, especially French in class X in first semestre students who should receive the most basic French language learning. An interactive multimedia for French Learners in North Sumatra using Adobe flash professional CS6 software which aims to improve student motivation and learning outcomes in writing descriptive text material contained in the learning objectives decrire une personne et une chose. Interactive multimedia that is developed and implemented in learning is very important because it has been proven to be feasible and effective. The object of this research is the students of class X at SMA 21 Medan. The purpoese of the research is to develop interactive multimedia on descriptive text material for French learners in Notrh Sumatra and knowing the effectiveness of interactive multimedia products based on Adobe Flash Professional CS 6 to improve the ability to write descriptive text of students of SMA Negeri 21 Medan. This research was conducted using the R&D development research method by adapting the DDD-E development model, as for the interactive multimedia development steps for learning descriptive text writing skills for students of class XI SMA as follows: (1) Decide, (2) Design (product design) , (3) Development (product development), (4)) Evaluation (product test). To obtain data validity, validation of media experts and material experts. To obtain data validity, validation of media experts and material experts is required with the following results: (1) material validation shows the eligibility percentage is 88.5% in the very good category (2) media validation shows the Feasibility percentage is 87.3% with the very good category. The results of individual trials were declared "very good" with an average percentage of 82.7%. The results of small group trials were stated to be "very good" with an average percentage of 86.3% and the results of limited field trials were declared "very good" with an average percentage of 88.5%. Then, the effectiveness of interactive multimedia products is seen from the increase in student learning outcomes in descriptive text material before and after using interactive multimedia. There is a difference in value 22.30. This Interactive multimedia that is feasible and effective is used as a medium for teaching French in high school, especially class x semester 1, which must acquire basic French knowledge with a precise and interesting process during the Covid 19 pandemic.

Increasing of a teaching media that is able to meet the needs of the learning process throughout the Covid-19 pandemic where the teaching process cannot directly or face to face, especially in foreign language learning, especially French in class X in first semester students who should receive the most basic French language learning. This situation is of course a big challenge for teachers as facilitators who must transfer knowledge to make the learning process better and students do not lose the real atmosphere of the learning process. An interactive multimedia for French Learners in North Sumatra using Adobe flash professional CS6 software which aims to improve student motivation and learning outcomes in writing descriptive text material contained in the learning objectives decrire une personne et une chose. Interactive multimedia that is developed and implemented in learning is very important because it has been proven to be feasible and effective. The object of this research is the students of class X at SMA 21 Medan. The purpose of the research is to develop interactive multimedia on descriptive text material for French learners in North Sumatra and knowing the effectiveness of interactive multimedia products based on Adobe Flash Professional CS 6 to improve the ability to write descriptive text of students of SMA Negeri 21 Medan. This research was conducted using the R&D development research method by adapting the DDD-E development model, as for the interactive multimedia development steps for learning descriptive text writing skills for students of class XI SMA as follows: (1) Decide, (2) Design (product design), (3) Development (product development), (4)) Evaluation (product test). To obtain data validity, we use the validation of media experts and material experts. To obtain data validity, validation of media experts and material experts is required with the following results: (1) material validation shows the eligibility percentage is 88.5% in the very good category (2) media validation shows the Feasibility percentage is 87.3% with the very good category. The results of individual trials were declared "very good" with an average percentage of 82.7%. The effectiveness of interactive multimedia products is seen from the increase in student learning outcomes in descriptive text material before and after using interactive multimedia. There is a difference in value 22.30. This Interactive multimedia that is feasible and effective is used as a medium for teaching French in high school, especially class x semester 1, which must acquire basic French knowledge with a precise and interesting process during the Covid 19 pandemic.

This study aims to develop teaching materials in Production Ecrite Intermediare course to improve the writing ability the student of french departement at Faculty of Languages and Arts at One of State Universities in Northen Island of Indonesia by using SIPDA. This research was conducted to response the condition of covid pandemic situation that uses distance learning courses where students learn from their own homes. This research followed the R & D model proposed by Borg & Gall with the procedure analysing the student’s need, collecting the ressource of development, design the material, evaluatingexisting the materials based on the validation of experts judgement, field testing, revising, and finishing the final product. This research was carried out in the French Language Education Study Program FBS UNIMED by developing SIPDA-based teaching materials in lectures, to find out that these teaching materials can improve the writing skills of students of French Language Education Study Program at FBS Unimed. The results of this study show that SIPDA is very effective in helping students to improve the writing ability of French texts. This research recommends to the lecturers of French courses in general to using SIPDA in the teaching and learning process of writing in the classroom of Production Ecrite Intermediaire.

The development of receptional orale teaching materials based on local culture through YouTube aims to help learners understand French language with the situation of local culture. The development of teaching materials using YouTube which is implemented in learning is very important to improve listening skills by French language learners. Besides this local culture-based video uploaded on YouTube will be very useful for French tourists visiting Indonesia, especially Medan. Therefore this video will present the real situation in Medan, for example, when making a reservation through the application for transportation or for others. The research method uses Research and Development that will be implemented in the French Language Education Study Program by developing teaching materials based on local culture to improve listening skills by Unimed French language students.

Le but de cette recherche est pour trouver les erreurs grammaticales et savoir les causes de telles des erreur écritures des étudiants dans l’application de Busuu. Les erreurs trouvées sont variées. Pour analyser les erreurs grammaticales, l’auteur utilise la théorie d’Albert Hamond dans son livre Grammaire et Analyse. Cette recherche adopte la méthode qualitative. La méthode qualitative est un procés la recherche qui produit les données descriptive comme le mot à l’écrite ou à l’oral des personnes observées. Cette méthode va expliquer une condition de vérité et donner la priorité à la donnée que la théorie pour trouver et résoudre les formulation des problèmes. Les résultats de la recherche démontre que les erreurs grammaticales trouvées dans l’application de Busuu sont 7 formes d’erreur qui se divisent dans 50 erreurs, à savoir : l’utilisation accord du nom est 8 erreurs et accord du nom de l’adjectif est 4 erreurs, en pourcentage 24%, autour du nom l’article défini est 4  erreurs et l’article indéfini est il n’y a pas erreur en pourcentage 8%, le verbe négatif (son tour) est 2 erreurs, le verbe (son mode indicatif, son groupe) est 22 erreurs, en pourcentage 48%, les classes de mots invariables l’adverbe est 4 erreurs, la préposition est 6 erreurs, la conjonction est est il n’y a pas erreur erreur, en pourcentage 20%. On peut voir que les erreurs le verbe (son mode) le plus nombreusse qu’on a trouvées.