Technology in the field of social media continues to develop not only so that humans can interact with one another and exchange information, but also to collaborate in various fields widely and comfortable reach without depends on place and time. Since the invention of internet network around the 2000s, innovation in education has grown rapidly. Mastery of English is a demand, as are other foreign languages, including German language. It could not be denied that the development of technology in media has changed the educational process. Material of German language as foreign language (Deutsch als Fremdsprache/DaF) is presented in a multimedia teaching model. The student’s ability to speak Germany is not only just supported by four competencies like reading, writing, listening, and speaking, but also seen from the socio-cultural life of German society digitally. The teachers must adjust their innovative teaching methods that is equipped by digital systems. It will encourage the students to develop independence in learning German. Their gadgets will be used to do assignments or exercises, even for their self- evaluation of their own abilities. This paper aims to see whether the use of gadget to learn German is in line with their utilization in the daily lives of students and to support them to learn German. Respondents who represent millennials will be taken by the first semester students of Fakultas Ilmu Budaya Universitas Padjadjaran, who take lecture of German language. The method used is a qualitative method with research techniques in the form of questionnaires and German language tests. The results obtained that the activeness of students using gadget is not the main thing in learning German but must be considered other factors.
gadget, millennial, German language, multimedia