Training and simulation of the German A2-Level writing exam for SMA/SMK students
Abstract
This research is part of the Community Service Program (PkM) designed to help high school students in the Bogor area improve their skills in taking the A2 level German writing exam (Goethe-Zertifikat A2). This activity is also part of the preparation for the National German Language Olympics. The problem arises due to students' lack of understanding of the question and digital exam formats. Therefore, providing tools and training that can help overcome technical challenges and improve German writing skills is essential. This research aims to develop a training program and exam simulation based on the Moodle LMS (simujerman.com) specifically for writing skills. The method applied in this training program is a blended learning approach. The materials covered include an introduction, exam format, targeted practice questions, and simulations to improve students' readiness for the actual exam at the Olympiad. The evaluation results showed a significant improvement in students' writing skills. Thus, using the Moodle LMS has proven to facilitate self-directed learning while enhancing the effectiveness of preparation for the German language writing skills exam at the A2 level. The findings of this paper are expected to serve as a model for the development of technology-based learning, particularly in foreign language instruction.
Abstrak
Penelitian ini merupakan bagian dari Program Pengabdian kepada Masyarakat (PkM) yang dirancang untuk membantu siswa SMA/SMK di wilayah Bogor meningkatkan kemampuan mereka dalam menghadapi ujian menulis bahasa Jerman tingkat A2 (Goethe-Zertifikat A2). Kegiatan ini juga menjadi bagian dari persiapan untuk Olimpiade Bahasa Jerman tingkat Nasional. Permasalahan muncul karena kurangnya pemahaman siswa terhadap bentuk soal dan format ujian digital. Oleh karena itu, pentingnya untuk menyediakan alat dan pelatihan yang dapat membantu mengatasi kendala teknis serta meningkatkan kemampuan menulis bahasa Jerman. Tujuan penelitian ini berfokus dalam mengembangkan program pelatihan dan simulasi ujian berbasis LMS Moodle (simujerman.com) khusus untuk keterampilan menulis. Metode yang diterapkan dalam program pelatihan ini adalah dengan pendekatan blended learning. Materi yang disampaikan mencakup pengenalan, format ujian, latihan soal terarah, serta simulasi yang bertujuan untuk meningkatkan kesiapan siswa dalam menghadapi ujian sesungguhnya di olimpiade. Hasil evaluasi kegiatan menunjukkan adanya peningkatan kemampuan menulis siswa secara signifikan. Dengan demikian, pemanfaatan LMS Moodle ini terbukti memberikan kemudahan dalam pembelajaran mandiri sekaligus meningkatkan efektivitas dalam persiapan ujian keterampilan menulis bahasa jerman tingkat A2. Hasil dari penulisan karya ilmiah ini diharapkan dapat menjadi model untuk pengembangan pembelajaran berbasis teknologi, terutama dalam pengajaran bahasa asing.
Kata Kunci: blended learning; LMS moodle; ujian menulis bahasa Jerman; olimpiade bahasa Jerman
Keywords
Full Text:
Download PDF (English)References
Akay, E., & Koral Gumusoglu, E. (2020). The impact of learning management systems on students’ achievement in language exams. Turkish Online Journal of Distance Education, 21(4), 206-222.
Aljaraideh, Y. (2019). Massive Open Online Learning (MOOC) benefits and challenges: A case study in the Jordanian context. International Journal of Instruction, 12(4), 65-78.
Alonso, R. K., Velez, A., Diego Mantecón, M. Á., & Heredia Oliva, E. (2025). Blended learning in higher education for the development of intrinsic motivation: A systematic review. Cogent Education, 12(1), 1-17.
Bai, Y. (2020). The relationship of test takers’ learning motivation, attitudes towards the actual test use and test performance of the college English Test in China. Language Testing in Asia, 10(1), 1-18.
Bećirović, S., Brdarević-Čeljo, A., & Delić, H. (2021). The use of digital technology in foreign language learning. SN Social Sciences, 1(10), 246-258.
Belando-Montoro, M. R., Naranjo-Crespo, M., & Carrasco-Temiño, M. A. (2022). Barriers and facilitators to the retention and participation of socially, economically, and culturally disadvantaged university students: An international systematic review. International Journal of Educational Research, 113(1), 1-10.
Bennett, D., Knight, E., & Rowley, J. (2020). The role of hybrid learning spaces in enhancing higher education students’ employability. British Journal of Educational Technology, 51(4), 1188-1202.
Cahyani, N. M. W. S., Suwastini, N. K. A., Dantes, G. R., Jayantini, I. G. A. S. R., & Susanthi, G. A. A. D. (2021). Blended online learning: Combining the strengths of synchronous and asynchronous online learning in EFL context. Jurnal Pendidikan Teknologi dan Kejuruan, 18(2), 174-184.
Dawson, P., Henderson, M., Mahoney, P., Phillips, M., Ryan, T., Boud, D., & Molloy, E. (2019). What makes for effective feedback: Staff and student perspectives. Assessment and Evaluation in Higher Education, 44(1), 25-36.
Djuhari, A. R., & Faridah, D. (2024). The impact of repetitive methods to enhance students’ pronunciation in the post-pandemic. Journal of English Education Program (JEEP), 11(2), 115-122.
Haryadi, R. N., Utarinda, D., Poetri, M. S., & Sunarsi, D. (2023). Peran teknologi informasi dalam meningkatkan pembelajaran bahasa Inggris. Jurnal Informatika Utama, 1(1), 28-35.
Holiver, N., Kurbatova, T., & Bondar, I. (2020). Blended learning for sustainable education: Moodle-based English for specific purposes teaching at Kryvyi Rih National University. E3S Web of Conferences, 166(1), 1-6.
Johler, M. (2022). Collaboration and communication in blended learning environments.
Frontiers in Education, 7(1), 1-14.
Kandrashkina, O., & Revina, E. (2021). Application of LMS moodle for distance learning foreign languages at university. SHS Web of Conferences, 109(1), 1-6.
Liu, X., & Yin, J. (2021). A review on the effects of instructional time and teacher quality on language learning performance. OALib, 8(9), 1-14.
Noursi, A., & Hussein, O. (2020). The impact of blended learning on the twelfth grade students' English language proficiency. Arab World English Journal, 11(4), 508-518.
Nur, S. A. A., Noni, N., & Korompot, C. A. (2024). Student engagement dynamics in hybrid English speaking classes: A study on synchronous and asynchronous learning in Indonesia. Seltics Journal: Scope of English Language Teaching Literature and Linguistics, 7(2), 144-158.
Permana, P., Permatawati, I., & Baginda, P. (2022). Pelatihan uji kompetensi bahasa Jerman tingkat A2 secara online bagi siswa SMA di Bandung. Dimasatra, 2(2), 99-110.
Permana, P., Permatawati, I., Baginda, P., Muthmainah, N., Oktapiani, W., & Dewi, N. A. (2023). Pemanfaatan Moodle untuk pelatihan ujian kompetensi bahasa Jerman tingkat A2-CEFR bagi siswa SMA. International Journal of Community Service Learning, 7(4), 449-461.
Permana, P., Permatawati, I., Khoerudin, E., Muthmainah, N., & Oktapiani, W. (2025). Unveiling the user acceptance of Moodle in German language education. Journal of Education and Learning, 19(3), 1687-1697.
Permatawati, I., Permana, P., & Hendra, D. (2020). The development of LMS-Moodle based virtual classroom for Hör-Sehverstehen learning. Proceedings of the 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020), 1(1), 348-353.
Qaddumi, H. A., & Smith, M. (2024). Implementation of learning management systems (Moodle): Effects on students’ language acquisition and attitudes towards learning English as a foreign language. Trends in Higher Education, 3(2), 260-272.
Riwayatiningsih, R. (2020). The implementation of synchronous and asynchronous e-language learning in EFL setting: A case study. Basis: Jurnal Bahasa dan Sastra Inggris, 7(2), 309-318.
Samsudin, D., & Hardini, T. I. (2019). The influence of learning styles and metacognitive skills on students’ critical thinking in the context of student creativity program. International Journal of Education, 11(2), 117-124.
Sari, I. N., Wahyudin, D., & Rusman. (2023). Effectiveness of implementing synchronous and asynchronous blended e-learning in stunting prevention and treatment training programs. Jurnal Teknologi Pendidikan, 25(1), 101-106.
Shard, K., D., & Koul, S. (2023). Investigating students’ perception about LMS-based online examination practices. The International Journal of Information and Learning Technology, 41(1), 36-60.
Shukor, E. A., & Sulaiman, N. A. (2022). ESL teachers’ attitude and motivation towards CEFR implementation. International Journal of Academic Research in Business & Social Sciences, 12(6), 62-72.
Simanullang, N. H. S., & Rajagukguk, J. (2020). Learning Management System (LMS) based on Moodle to improve students learning activity. Journal of Physics: Conference Series, 2(1), 1-8.
Sotska, H., & Trynus, O. (2024). Typologies of blended learning models: Foreign experience. UNESCO Chair Journal “Lifelong Professional Education in the XXI Century,” 2(10), 73-90.
Tabibian, B., Upadhyay, U., De, A., Zarezade, A., Schölkopf, B., & Gomez-Rodriguez, M. (2019). Enhancing human learning via spaced repetition optimization. Proceedings of the National Academy of Sciences of the United States of America, 116(10), 3988-3993.
Wang, H., Xu, L., & Li, J. (2023). Connecting foreign language enjoyment and English proficiency levels: The mediating role of L2 motivation. Frontiers in Psychology, 14(1), 1-13.
DOI: https://doi.org/10.17509/curricula.v4i1.85731
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 Novia Anjani Dewi, Ending Khoerudin, Lucky Herliawan Y. A., Tri Indri Hardini
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Curricula: Journal of Curriculum Development
Published by Curriculum Development Study Program
Faculty of Education - Universitas Pendidikan Indonesia
in collaboration with
Himpunan Pengembang Kurikulum Indonesia (HIPKIN)
Gedung FIP UPI Lt. 9 Jl. Dr. Setiabudhi Bandung 40154
Indexed By:
Curriula: Journal of Curriculum Development on Google Scholar