The Use of Google Classroom in Writing Activities: A Survey

at SMA Negeri 1 Sungai Lilin

UNDERGRADUATE THESIS

Submited as a fulfillment of requirenments to get A bachelor’s degree of

Sarjana Pendidikan (S.Pd)

by

Kunfuaidah Jayatun Nafisah

(1642500054)

ENGLISH EDUCATION STUDY PROGRAM

TARBIYAH AND TEACHING FACULTY

STATE ISLAMIC UNIVERSITY RADEN FATAH PALEMBANG

2021
The Use of Google Classroom in Writing Activities: A Survey at SMA Negeri

1 Sungai Lilin

By

Kunfuaidah Jayatun Nafisah (1642500054)

CHAPTER I

INTRODUCTION

This is the opening chapter of this study. This chapter presents: (1)

background of the study; (2) problems of the study; (3) objectives of the study;

and (4) Significance of The Study.

1.1 Background

Language is the main component that society needs to communicate with

each other. Language is also the key to two-way communication that allows

two or more people to understand the intent and direction of speech. Morreale,

Spitzberg and Barge’s (2007) mentioned that language is a collection of verbal

symbols that helps people to take messages and utterances and interpret them

into meaning in the set of words. They also stated that language is seen as

important matter because it is a communication tool with the usage more than

that. It is also claimed as important tool for explaining how individuals

describe social circumstances, such as their impressions of what others know,

believe and think. In short, language not only plays an important role as a

communication tool, but also plays an important social role.

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 Nowadays, English is the language used or chosen to communicate

between foreign nationals as many countries use English as their first language

and there are also many countries use English as their second language. It is a

universal language: the language of communication among countries in the

international world of trade, business, communications, air transportation and

technology (Keshta, 2020). Jin and Cortazzi (2002) also stated that English

education has become a very important subject in many countries. English

proficiency has also been widely regarded as a national and personal asset in

the last quarter century. That makes English play an important role in the

educational world in almost all countries in the world.

Cho and Krashen (2019) mentioned that there are four basic skills in

English that are related to each other and must be mastered; reading, speaking,

listening and writing. Beside, some experts claimed that writing is one of the

most important skills to be mastered. Writing is more important because it is a

tool of thinking and helps in language development (Bjork & Raisanen, 1997

as cited in Javid & Umer, 2014). In line with this, Durga and Rao (2018)

claimed that an essential factor of language is writing. They also stated that

good writing skills are required to complete the educational and employment

requirements. In short, mastering writing skills is important for English

learners in this era.

Humans are inseparable from rapidly rising technology in today's modern

era. In all facets of life, such as communication, transportation, and education,

the advancement of information and communications technology (ICT) has led

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to changes and advances. According to Enock et al (2017), the rising of

technology affects every aspect of human life, including education, across the

globe. The education sector utilizes IT development with the aim of

facilitating teaching learning tools that take place both in the classroom and

outside the classroom. ICT can be considered as a new style of teaching and

learning (Çakici, 2016). By using ICT, the teaching learning process can be

more varied and enjoyable. In this case EFL teachers are expected to adopt ICT

in their teachings in a rapidly evolving modern society environment.

Furthermore, Indonesia has also used and implemented ICT in the

teaching learning process, including English lessons. Dede (2008) considers

the use of ICT in learning as a unique innovation that enables learn to take

place in unprecedented ways. As long as there are some obstacles in the use of

ICT and should look for solutions, ICT is very useful for teachers and students

in the learning process because it is considered as a supporting tool for learning

activities both inside and outside the classroom. The views of the teachers

about the use of ICT in English teaching were positive (Al-Munawwaroh,

2014). With the ease gained from its use, ICT is being used and developed in

Indonesia and in other countries.

Likewise, Google Classroom is the part of ICT that is considered

effective for the learning process. Google Classroom is also claimed as a good

writing media which has features that support the writing process. Alim et al

(2019) found that the use of Google Classroom is highly effective in writing

activities. However, the implementation of Google Classroom is not always

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smooth. Teachers will face the challenges that may happen while the learning

process is happening. Alim et al (2019) also found that the use of Google

Classroom is highly effective in writing activities with several limitation: 1)

not all students can access classes created by teachers because they do not have

smartphone. 2) wifi network is not available in the student's residential

environment. 3) students do not have enough mobile data during online

learning, even some of them collect tasks through their friends. In line with

this, based on an informal interview with English teacher from SMA Negeri 1

Sungai Lilin mentioned that Google Classroom is very helpful and makes it

easier for students in writing activities because of the features available.

In short, according to the background above, the researcher is very

interested in doing a survey on the use of Google Classroom in writing

activities that will be conducted at SMAN 1 Sungai Lilin. To be more

systematic, directional and effectual, this study limited to find out how is the

use of Google Classrom in writing activities at SMAN 1 Sungai Lilin.

Therefore, this research is entitled The Use of Google Classroom in Writing

Activities: A Survey at Sma Negeri 1 Sungai Lilin

1.2 Problem of The Study

Based on the background above, the research problem is formulated in

the following question: What are the students’ opinions on the use of Google

Classroom in writing activities at SMA Negeri 1 Sungai Lilin?

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1.3 Objective of The Study

In accordance with the problem above, the objective of this study is: To

know the students’ opinion on the use of Google Classroom in writing

activities at SMAN 1 Sungai Lilin

1.4 Significance of The Study

The results of this study are expected to give some information to the

development of language teaching and learning processes such as English

teachers, English students, and for the other researchers. For the English

teachers, this study is expected to provide knowledge about students’ opinions

of the use Google Classroom in learning English especially writing skill and be

able to help the students to operate the Google Classroom in writing activities.

Second, for the English students, the results of this study are expected to

increase students' knowledge of things that can hinder them in learning English

using Google Classroom, especially writing skills. With that knowledge,

students are expected to learn more vigorously and practice to improve their

writing skills.

The last, for other researchers, this study is expected to give some

information about the use of Google Classroom in learning English especially

in writing skill and to expand the general information knowledge to help other

researchers as guidance in developing their research in the same field.

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 CHAPTER II

LITERATURE REVIEW

This ichapter idiscusses ithe ifollowings: i(1) ilearning; i(2) iconcept iof

ilearning; i(3) ionline ilearning; i(4) ienglish iwriting iactivities; i(5) igoogle

iclassroom; i(6) idefinition iof igoogle iclassroom; i(7) ifeatures iof igoogle

iclassroom iin ilearning; i(8) ithe ibenefits iof igoogle iclassroom iin ilearning;

i(9) ithe iuse iof igoogle iclassroom iin ilearning iwriting; i(10) iprevious

irelated istudy. i

2.1 iLearning

2.1.1 iConcept iof iLearning

There iare isome iexperts iwho istated ithe idefinition iof i ilearning.

iAccording ito iSanaky i(2013) ilearning iis ithe iprocess iof iinteraction

iamong ilearners, ieducators iand ilearning iresources iin ian ieducational

ienvironment. iLearning iis ian iaid iprovided iby ieducators iin iorder ito ibe

iable ito iobtain iknowledge iand iknowledge, imastery iof iskills iand ihabits,

iand ithe iformation iof iattitudes iand ibeliefs iin istudents. iGagne i& iBriggs

i(2005) idefined ilearning ias ia iset iof ilearning iresources iand iprocesses

iused ito ifacilitate ithe ilearning iprocess. iIn iline iwith ithat, iDick iand

iCarey i(2015) ipresented ilearning ias ia iseries iof ievents iand iactivities

idesigned isystematically iand iholistically ito ihelp istudents iachieve ispecific

iobjectives ior icompetencies. iIn iother iwords, ilearning iis ia iprocess ithat

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iaims ito ifacilitate ilearners ito ihave icompetencies isuch ias iknowledge,

iskills iand iattitudes ito ido isomething.

In iits iapplication, ilearning ihas iindicators ithat iare iused ias ia

ibenchmark ifor ithe isuccess iof ia ilearning iprocess. iSmith iand iRagan

i(2005) isaid ithat ithere iare iat ileast ithree iindicators ithat ican ibe iused ito

idetermine ithe isuccess iof ia ilearning, ithese iare; ieffectiveness, iefficiency,

iand iattractiveness. iHowever, iSmaldino iet ial i(2011) inoted ifive ithings ito

ilook iout ifor iin iorder ito iachieve ia isuccessful ilearning iprocess. iThose

iare:

a. Student's iactive irole

The ilearning iprocess iwill ibe ieffective iif istudents iplay ian iactive

irole iin ithe itasks iand iinteract iintensively iwith ithe imaterials iduring ithe

ilearning iprocess. iActive iinvolvement iof istudents iin ithe ilearning iprocess

ican ibe ia ipossibility iof istudents' idesire iand ienthusiasm ito iunderstand

ithe iteaching imaterials ito iachieve ilearning iobjectives.

b. Giving iexercises

Exercises iconducted iin ia ivariety iof icontexts iwill iincrease ithe ilevel

iof imemory iof istudents. iExercise ican ialso ibe ione iof ithe istudents' iways

ito iapply ithe iknowledge ior iskills ilearned.

c. Individual idifferences

Each iindividual ihas iunique icharacteristics iand iit iis idifferent ifrom

iother iindividuals ithat ineed ito ibe ioptimally ideveloped. iTeacher iserves

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ias ipotential idevelopers ithat iindividuals ihave iin iorder ito idevelop ithe

ipotentian ithey ihave iwell.

d. Feedback

Feedback iis iintended ito ilet istudents iknow itheir iskills iin ilearning

iand iunderstanding ithe imaterials itaught. iFeedback ican ibe iprovided iin

ithe iform iof ilearning ioutcomes iafter igoing ithrough ithe ilearning iprocess.

e. Real icontext

In ithe ilearning iprocess, iteachers ican ipresent ireal isituations irelated

ito ithe imaterial ibeing istudied. iThis ican imake istudents ibetter iin

iunderstanding ithe ifunction iof ithe imaterial iin ithe ireal iproblems ifaced.

f. Social iinteraction

Continuous iinteraction ibetween istudents iaims ito iensure istudents

ican iconfirm ithe iknowledge iunderstood ifrom ia imaterial.

2.2 iOnline Learning

Online ilearning iis ione iof ithe ilearning isystems ithat iare iwidely

iused itoday. iThere iare imany iexperts iwho iexplained ithe idefinition iof

ionline ilearning. iAccording ito iKeis iet ial. i(2017), ionline ilearning

isystems iare iweb-based iapplications ithat idistribute, itrack, iand imanage

icourses iover ithe iInternet. iIn iline iwith ithis, iCojocariu iet ial. i(2013)

istated ithat imost iterms, isuch ias ionline ilearning, iopen ilearning, iweb-

based ilearning, icomputer-mediated ilearning, iblended ilearning, iand im-

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learning, ishare ithe iability ito iuse ia icomputer iconnected ito ia inetwork,

iwhich iallows ithe istudents ito ilearn ifrom ianywhere, iat iany itime, iin iany

irhythm, iand iwith iany imeans. iIt ientails ithe iuse iof itechnological

iadvancements ito idirect, idesign, iand ideliver ilearning icontent, ias iwell ias

ito ifacilitate itwo-way icommunication ibetween istudents iand iteachers.

iThey iinclude ifeatures ilike iwhiteboards, ichat irooms, ipolls, iquizzes,

idiscussion iforums, iand isurveys ithat iallow iinstructors iand istudents ito

icommunicate ionline iwhile ialso isharing icourse icontent i(Mukhtar iet ial,

i2020). iIn ishort, ionline ilearning iis ia inon-face-to-face iclassroom ilearning

isystem ithat iis idone iwith ithe ihelp iof ian iapplication iinstalled ion ia ipc

ior ismartphone iwith ian iinternet iconnection.

2.3 English iWriting iActivities

There iare imany iexperts iwho istated ithe idefinition iof iwriting.

iWriting ican iencourage istudents ito ifocus ion iusing ithe iright ilanguage

ibecause iit imay iimprove ilanguage idevelopment ias ithey iput iwhat ithey

ithink iinto iwriting i(Harmer, i2004). iIn iline iwith ithis, iNor i(2018) istated

ithat iwriting ienables ilearners ito iacquire iEnglish ilanguage ibecause ithe

ipractice imight istimulates ithinking iand iallows ithem ito idevelop icertain

ilanguage iskills isimultaneously. iNunan i(2003) iargued iwriting iis ithe

ithinking iprocess ito ifind iideas, ithinking ihow ito ideliver iinto igood

iwriting, iand iapplying ithe iideas iinto istatement iand iparagraph iproperly.

iAhsan i(2019) ialso istated iwriting iis ia iproductive iability. iIt imeans ithat

iit iinvolves ilanguage iproduction irather ithan iobtaining iit. iIn ishort,

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iwriting iis ian iactivity ito iwrite isomething iby ipouring iideas iinto

isentences iand iputting ithem itogether iinto iparagraphs ibased ion ithe

ipatterns.

According ito iZemach iand iRumisek i(2005), ito icreate ia ipiece iof

iwriting, ia igood iwriter igoes ithrough iseveral isteps:

1. iPre-writing

The ifirst istep iin iwriting iprocess iis ipre-writing. iThis iis ithe istage

iat iwhich ithe iauthors iattempt ito ifigure iout iwhat ithey iwant ito iwrite.

iThe iwriters iselect ia itopic, igather iideas iabout ithe itopic, iand iorganize

ithose iideas ito idiscuss ifirst ito ilast iduring ithe ipre-writing istage.

2. iDrafting

This iis ithe istage iat iwhich ithe iwriters iput itheir iideas iabout ithe

itopic iinto iwords ion ia icomputer ior ion ipaper. iThe iauthors ifocus ion ithe

ifluency iof iwriting iabout ithe iorganization iand ivocabulary ito ibe iused iin

ithis istep iso ithat ireaders ican ieasily iinterpret ithe iconcepts. iThe icontent

icould ibe iwritten iwithout ifirst iconsidering ithe igrammatical iaspect.

3. iReviewing iand iRevising

The ireviewing istage iinvolves ichecking iwhat ihas ibeen iwritten,

ifrom ithe istructure ito ithe icontent. iAuthors imay irequest ithat itheir

iclassmates iexchange itexts iwith ithem. iThe iopinions iof ireaders iare ia

igood iway ito idetermine iwhether ithe iwriting iis iclear iand ieffective.

iRevising iis imore ithan ijust ilooking ifor itypos iin ithe itext. iIt iis idone ito

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iimprove ithe ioverall icontent iand iorganization iof iideas iso ithat ithe

iwriter's ipurpose iis iclearer ito ithe ireader.

4. iRewriting

Editing iis ianother iterm ifor irewriting. iThe igoal iis ito imake iyour

ipaper ilook imore iprofessional. iThe iediting iprocess, iwhich iis ithe iresult

iof ithe iwriting iprocess, iis ia icontinuation iof ithe iwriting iphase. iStudents

imay irequest ithat itheir iteachers iprovide ifeedback ion itheir iwriting. iWhile

ithe istudents irevise i, ithe iteacher iassists ithe ithem iin iforming iand

ireshaping ithe iwriting iinto iits ifinal iform, iwith ia ifocus ion iorganization,

iwriting imaterial, iand isentence istructures. iThe istudents ithen igo iover

itheir ifinal itext ifor iany ierrors ithey imay ihave imade.

In iconclusion, ithere iare ifour isteps iin iwriting, ithose iare; ipre-

writing i(selecting ia itopic), idrafting i(composing ikeywords), ireviewing iand

irevising i(examining ithe icomposition), iand irewriting i(revising ithe

icomposition ito ibecome iwell)

2.4 iGoogle iClassroom

2.4.1 Definition iof iGoogle iClassroom

Google iClassroom iis ione iof ithe imedia iused ifor ionline ilearning.

iGoogle iClassroom iis ia iGoogle iApps ifor iEducation i(GAFE) ieducational

ifeature iproduct ithat iwas ireleased ion iAugust i12, i2014 i(Septiyana i&

iWidiyaningsih, i2020). iAccording ito iSukmawati iand iNensia i(2019),

iGoogle iClassroom iis ia ilearning iplatform ithat ican ibe iused iin iany

ieducational isetting ito iassist iin iovercoming ithe idifficulties iin icreating

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ipaperless iassignments. iIt iis iessentially ian ionline iteaching iand ilearning

itool ithat iaids iin ithe ipaperless iadministration iand imarking iof iexams iand

iassignments i(Islam, i2018). iWhile iEnock iet ial. i(2017) istated ithat

iGoogle iClassroom ienables iteachers ito icommunicate iwith itheir istudents

iand ieasily ishare iassignments iand imessages. iStudents imay ialso irespond

ito iquestions ior ifeedback ifrom iteachers, ias iwell ias irequest iclarification

ion imaterials iand imessages iposted iby iteachers ior ifriends.

There iare iseveral ireasons iwhy iGoogle iClassrom iis ifamiliar iand

ichosen ias ia ilearning imedia. iAlbashtawi iand iBataineh i(2020) iclaimed

ithat iGoogle iClassroom iis ifamiliar iand iwidely ichosen ifor ithree ithings;

iuseful, iease iof iuse iand iaccessible. iNorthey iet ial. i(2015) iargued ithat

iGoogle iClassroom iis ihighly iuseful iand iadequate. iIt ihas ifeatures ithat

isupport iand ihelp ithe ilearning iprocess iwell. iJanzen i(2014) ialso istated

ibecause iof iits iease, iGoogle iClassroom iis ifamiliar. iAll isubjects,

iincluding iEnglish, ican ibe iaccommodated. iIn iline iwith ithis, iSyakur iet

ial. i(2020) istated iGoogle iClassrooms iare iless icomplicated iand imore

iadaptable ito iuse. iIt iis itherefore iideal ifor ilecturers iwith ivarying ilevels

iof ie-learning iexperience. iIt iis isimple ito iorganize iyour iwork iand isave

itime. iIt ican iaccommodate iall iof ithe imaterials iand itasks iin ieach

isubject, imaking iit ieasier ifor ithe iteacher ito imanage, icollect, iand

iprovide ifeedback ibecause ithey iare inot imixed ibetween isubjects. iAstuti

iand iIndriani i(2020) isaid ithat iGoogle iClassroom iis ieasily iaccessible

ifrom ilaptops, iPCs, iand imobile idevices. iTeachers iand istudents ican

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iaccess iGoogle iClassroom iat ihttps://classroom.google.com ior idownload

ithe iapp ivia ithe iPlaystore ion iAndroid ior ithe iApp iStore ion iiOS iby

isearching ifor iGoogle iClassroom. iGoogle iClassroom iis iadaptable, iwhich

imeans ithat iaccess ican ibe igained ifrom ianywhere iand iat iany itime. iFrom

ithe idefinition iabove, iit ican ibe iconcluded ithat iGoogle iClassroom iis ia

ivirtual iclassroom ithat iis icurrently iwidely iused iand iselected ibecause iit

iis ivery iuseful, ieasy ito iuse iand ieasily iaccessible ito iboth iteachers iand

istudents. iit ican ibe ia ivery ihelpful imedia iin ionline ilearning.

2.4.2 Features iof iGoogle iClassroom iin iLearning

Because iof iits ifeatures, iGoogle iClassroom ican ibe ibeneficial ito

iboth iteachers iand istudents. iAccording ito iSeptiyana iand iWidyaningsih

i(2020), ithere iare isome ifeatures iin iGoogle iClassroom ithat ieffective ito

iused iin iteaching iand ilearning iEnglish, ithese iare:

1. iCreating iassignment

Teachers ican iprovide iassignments iand iattach iassignments iin iin ithe

iform iof ifiles iin icreating iassignment ifeature. iWith ithe iuse iof

itechnology iin ithe iGoogle iClassroom iprogram, iteachers ican iupload

iassignments ito ibe igiven ito itheir istudents imore ieasily. iFurthermore, ithe

iteachers iare imuch imore iopen ito itechnological iadvancements iand ido inot

irely isolely ion itraditional imethods iof iEnglish ilearning, iin iwhich ithe

iteacher iis ithe ionly iactive iobject iin ithe ilearning iprocess.

Students ican iaccess iGoogle iClassroom iand idirectly idownload ithe

iassignment igiven iwithout ihaving ito iwrite iquestions igiven iby iteachers.

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iThe ionly ithing ithe istudents ihave ito ido iis iedit iand itype ithe ianswers.

iTeachers ican iset ithe idue idates iin ithis ifeature iso ithat ithe istudents ihave

ia isense iof iduty iand ido inot iwaste itime idoing itasks, ithereby iindirectly

ideveloping idiscipline ivalues iin itheir ipersonalities.

2. iAsking iquestion

This ifeature iis iused ito igive istudents iquestions ithat ithey ican

ianswer iand irespond. iTeachers iand istudents ican icreate ia idiscussion

iroom iabout ithe ilearning imaterial. iTeachers iask iquestions ito iintroduce

ithe imaterial ito ibe istudied iso ithat istudents ihave isome ibackground

iknowledge ito ihelp ithem iunderstand ithe imaterial ito ibe itaught. iThis

ifeature iis ialso ivery ieffective ibecause iit ican istreamline ithe isustainability

iof ithe ilearning iprocess, iwhich iis inot ilimited ito iface-to-face ilearning.

iTeachers ican iprovide iquestions iat ithe iend iof ithe ilearning iprocess ito

ievaluate ithe ilearning iprocess ithat ihas itaken iplace. iStudents ican isubmit

itheir ianswers iby ithe idue idate ispecified iby ithe iteachers.

3. iProviding ilearning imaterials

This ifeature ican ibe iused iin iproviding ilearning imaterials irelated ito

iEnglish ilanguage iteaching, iparticularly iwriting. iThis ifeature iis ivery

iefficient iand ieffective ibecause istudents ido inot ihave ito irepeat ithe

iteachers' ilearning imaterial; iinstead, istudents ican isimply idownload ithe

imaterials, iit iis isaving imoney iand ipaper.

4. iReposting

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 This ifeature iis iused ito irepost ithe iexisting iposts, ithe iteachers ican

iadd iand iedit ithe iquestions, iand ithey ican ialso ibe ishared idirectly iwith

ithe iclass igroup ito ibe iaddressed. iUsing iGoogle iClassroom iin ilearning

iEnglish iis ivery ieffective iif iit iis iused ito ilearn ihow ito icatch istudents'

iinterest iso ithat iit ican ibe iapplied iin idaily ilife.

5. iCreating iannouncement

This ifeature iis iused ito isend iout iannouncements ito istudents.

iBecause iof ithe idigital iworld ienabled iby isophisticated itechnology,

iteachers ican iprovide iinformation ior iannouncements iposted ithrough

iGoogle iClassroom iand iuploaded ito ieach iclass idepending ion ithe

iannouncements iwhich iwill ibe idelivered ito ithe istudents.

6. Word ichecking iand iprocessing

This ifeature iis iused ito icorrect ithe iword ithat iwritten iby ithe

istudents. iIt imay icheck ithe ispelling iof ithe iwords iand ithe igrammar iof

ithe isentences. iStudents ican iturn ithis ifeature ion ior ioff.

2.4.3 iThe iBenefits iof iGoogle iClassroom iin iLearning

Google iClassroom ihas ibenefits iin ilearning. iHarjanto iand iSumarni

i(2019) istated ithat ithere iare iseveral iadvantages iin iusing iGoogle

iClassroom ito isupport ithe ilearning iprocess, ithose iare:

1. iManagement iof iclassroom

Google iClassroom iincludes ia icomment iboard iwhere istudents ican

ieasily icommunicate iand iinteract iwith ione ianother. iOther ifeatures, isuch

ias iannouncements, iupcoming iassignments, ischedules, iand ifeedback, iare

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ialso ienabled, iallowing istudents ito imanage itheir iown iindependent

ilearning.

2. iFlexibility

Students iand iteachers ican iuse iall iGoogle iClassroom ifeatures ion

iany idevice, iincluding ipersonal icomputers iand ismartphones. iGoogle

iClassroom iis isimple ito iuse. iIt ihas ievolved iinto ia iGmail iaccount ithat

iis ilinked ito ieverything.

3. iSafety iand isecurity

Students ican ienroll iin ithe iclass iby ientering ithe iclass icode ior iby

iresponding ito ithe iteacher's ie-mail iinvitation. iThis iindicates ithat iit iis

irestricted ito ia ismall igroup iof ipeople iand ithat ino ioutsiders, iunapproved

igroups, ior iclasses iare ipermitted ito iuse iit.

4. iPromote iCollaboration

On ithe idiscussion iboard istudents ican icommunicate iwith ione

ianother, iwhich iencourages ithem ito iwork itogether imore ieffectively.

iThey ican icommunicate iabout ithe itask ior iproject ivia ionline.

iFurthermore, iteachers ican iinvite istudents' iparents ior iguardians ito

iengage iin iclass. iIt imeans ithey ican imonitor itheir ichildren's iprogress iat

iany itime. iThey iwill ibe ikept iup ito idate ion iany iannouncements iand

iother ipertinent iquestions iin ithe iclass.

2.4.4 i The iUse iof iGoogle iClassroom iin iLearning iWriting

Google iClassroom iwill ihelp istudents iimprove itheir iwriting iskills.

iAccording ito iFallon i(2015), ifor istudents iwho iare iworking ion

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iimproving itheir iwriting iskills, iusing iGoogle iClassroom's iword

iprocessing iapplication iwould ibe ibeneficial, iespecially ifor istruggling

iwriters iwho iare istill iworking ion ibasic iskills ilike ipunctuation, ispelling,

iand igrammar. iDaud i(2019) istated ithat iusing iGoogle iClassroom inot

ionly iallows iteachers ito icommunicate iwith istudents iat iany itime, ibut

ialso iallows ieach istudent iand iteacher ito iprovide ifeedback ion ia istudent's

iwriting iat iany itime. iThan, iFallon i(2016) isaid ithat iGoogle iClassroom

ialso iallows ifor ibetter iediting ibecause ithere iis ino ineed ifor irecopying,

imaking iit ieasier iand ifaster. iIn iconclusion, iusing iGoogle iClassroom iwill

isimplify ithe iwriting ilearning iprocess.

2.5 iPrevious iRelated iStudies

In ithis ipart ithe iprevious irelated istudies iare idescribed. iThe ifirst

iprevious irelated istudy iwas iwritten iby iNor i(2018) ientitled i“Providing

iWeb iBased iLearning iMaterials i(Google iClassroom) iFor iTeaching iEssay

iWriting iCourse”. iThis istudy iaimed ito iincorporate iadvancements iin

itechnology ithat ican ibe iused iin ithe iteaching iand ilearning iprocess ifor

iconveying iEssay iwriting imaterials ito istudents ibased ion ithe isyllabi iof

iEssay iWriting icourse ito imake ilearners icapable iof iwriting idifferent

itypes iof iessays icorrectly. iThe ifindings iof ithis istudy irevealed ithat

istudents' iwriting iactivity iin ithe iEnglish iEducation iDepartment's iessay

iwriting icourse iat iUIN iAntasari iBanjarmasin iis ivery iactive, iand ithey

iare ivery ienthusiastic iabout iwriting ithe iessays. iThe istudents ialso idid

inot ihesitate ito ishare itheir iideas, iopinions, iand ithoughts iwith itheir

17
ifriends, iand ithey iprovided itheir ibest iresponses ito itheir iwriting

iassignments. iThe isimilarity iwith ithe ipresent istudy iis ithe iuse iof iGoogle

iClassroom, imeanwhile ithe idifferences iare ithis istudy iis ia iquantitative

istudy iand ithe idata iwill ibe iconducted iin isenior ihigh ischool ilevel.

Secondly, ia istudy iconducted iby iAhsan i(2019) ientitled i“The

iEffectiveness iof iUsing iGoogle iClassroom iApplication ito iTeach iWriting

iSkill” iwhich iaimed ito iassess ithe iefficacy iof iteaching iwriting iskills ion

ianalytical iexposition itexts iin iMAN i1 iSukoharjo iusing ithe iGoogle

iClassroom iapplication. iThe ifindings iof ithis istudy irevealed ithat ithere iis

ia isignificant idifference iin ilearning iwriting iAnalytical iExposition iTexts

ibetween istudents iwho iare itaught iusing iGoogle iClassroom iand istudents

iwho iare itaught iusing itextbooks. iTherefore, iGoogle iClassroom iteaching

itechniques iare ieffective iin iimproving iwriting iskills. iThe isimilarity iwith

ithe ipresent istudy iis ithe iuse iof iGoogle iClassroom, imeanwhile ithe

idifference iis ithis istudy iwill ibe iconducted iat iSMA iNegeri i1 iSungai

iLilin.

The ithird, ia istudy iconducted iby iAlbashtawi iand iBataineh i(2020)

ientitled i“The iEffectiveness iof iGoogle iClassroom iAmong iEFL iStudents

iin iJordan: iAn iInnovative iTeaching iand iLearning iOnline iPlatform”

iwhich iinvestigated ithe ieffect iof iusing iGoogle iClassroom ion ithe ireading

iand iwriting iperformance iof idiploma istudents iwith iEnglish ias ia iForeign

iLanguage i(EFL) iin iJordan. iThe iresults ishowed ithat iGoogle iClassroom

ihad ia ipositive ieffect ion iEFL istudents' ireading iand iwriting iperformance.

18
iThe istudents ialso iexpressed ipossitive iattitudes itoward iGoogle iClassroom

iin iterms iof iits iease iof iuse, iusefulness, iand iaccessibility. iGoogle

iClassroom's iusefulness iwas iranked ifirst, iease iof iuse iwas iranked

isecond, iand iaccessibility iwas iranked ithird iby istudents. iThe isimilarity

iwith ithis istudy iis ithe iuse iof iGoogle iClassroom iamong iEFL istudents,

imeanwhile ithe idifferences iare ithe ipresent istudy iwill ionly ifocus ion ithe

ieffect iof iusing iGoogle iClassroom ion ithe iwriting iskill, iand ithan ithis

istudy iwill ibe iconducted iat iSMA iNegeri i1 iSungai iLilin iwhich ilocated

iin iIndonesia, iwhile ithe iprevious istudy iis ilocated iin iJordan.

The ilast, ia istudy iconducted iby iHasanah i(2020) ientitled i“Utilising

iGoogle iClassroom ias ian iOnline iPlatform iin iBlended iLearning: iA

iSurvey iin iUIN iRaden iFatah iPalembang” ithat iaimed ito iinvestigate ihow

istudents iat iSyariah iFaculty iof iUIN iRaden iFatah iperceived iabout ithe

iuse iof iGoogle iClassroom ias ian ionline iplatform ito isupport iblended

ilearning. iAccording ito ithe isurvey iresults, ithe imajority iof istudents

ithought iGoogle iClassroom iwas isimple ito iuse iand iconvenient. iAs ia

iresult, ithey iconsidered iGoogle iClassroom ito ibe ia iuseful iplatform ifor

isupporting iblended ilearning. iHowever, idue ito ithe iunfortunate

icircumstance iof ia ipoor iinternet iconnection, ia ifew istudents iperceived

iGoogle iClassroom ito ibe iquite iburdensome. iThe isimilarity iwith ithis

istudy iis ito ianalyze istudents’ iperceptions iin iusing iGoogle iClassroom,

imeanwhile ithe idifferences iare ithe ipresent istudy iwill ionly ifocus ion ithe

ieffect iof iusing iGoogle iClassroom ion ithe iwriting iskill, iand ithan ithe

19
idata iwill ibe iconducted iin isenior ihigh ischool ilevel, iwhile ithe iprevious

istudy iconducted iin iuniversity.

20
 CHAPTER III

METHOD AND PROCEDURES

This ichapter idiscusses ithe ifollowing isub itopics: i(1) iresearch

idesign; i(2) ioperational idefinitions; i(4) isubject iof ithe istudy; i(5) idata

icollection; i(6) idata ianalysis; i(7) ivalidity iand ireliability.

3.1 iResearch iDesign i

This istudy iis ia iquantitative istudy iby iemploying isurvey ito icollect

ithe idata. iCresswell i(2012) isaid ithat isurvey idesigns iare iquantitative

iresearch iprocedures iin iwhich ia iwriter iadministers ia isurvey ior

iquestionnaire ito ia ismall igroup iof ipeople i(sample) iin iorder ito iidentify

itrends iin iopinions, iattitudes, icharacteristics, ior ibehaviors iof ia ilarge

igroup iof ipeople i(population). iThe ipurpose iof ithis istudy iis ito ifind iout

ithe istudents’ iperceptions ion ithe iuse iof iGoogle iClassroom iin iwriting

iactivities, istudents iof iSMAN i1 iSungai iLilin iare ichosen ias iparticipants

ithat irefers ito ithe isurvey istudy. i

To iachieve ithe ipurpose iof ithis istudy, ithe iresearcher idoes isome

iprocedures, ifirst; ithe iresearcher isearches ifor isome istudies irelated ito ithis

istudy. iSecond; ithe iresearcher imakes ia iquestionnaire iin iGoogle iForm iby

iadapting ifrom ithe iprevious iresearchers. iThird; ithe iresearcher ishares ithe

iquestionnaire ito icollect ithe idata. iFourth; ithe iresearcher irecapitulates

idata ifrom iquestionnaire iresults iusing idiagram. iAnd ilast; ithe iresearcher

ipresents ithe istudents’ iperceptions ion ithe iuse iGoogle iof i iClassroom iin

iwriting iactivities iresult iusing ipercentage ionly. i

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3.2 iOperational iDefinitions

In ithis iresearch, ithe iresearcher iprovides isome iterms iin iorder ito

iavoid imisunderstanding iand imisinterpretation iof ithe ireaders.

Google iClassroom irefers ito ian iapplication iused ifor isupporting

ionline iteaching iand ilearning iactivies iin iSMAN i1 iSungai iLilin. i

Writing iActivity irefers ito ia iway iof icreating iconcepts iand iconsolidating

icommunication iand iinteraction iin ilinguistic isystem. iIt icovers iseveral

isteps, ithose iare ipre-writing, idrafting, ireviewing iand irevising, iand

irewriting. iWriting iis ione iof ithe imost iimportant ifactor iin ilearning

iEnglish iand iit iis ialso itaught iat iSMAN i1 iSungai iLilin.

3.3 iSubject iof ithe iStudy i

3.3.1. iPopulation i

Population iis ithe ilarger igroup ito iwhich ione ihopes ito iapply ithe

iresults. i(Fraenkel, iWallen i& iHyun, i2012). iThe ipopulation iof ithis istudy iis

iall ithe isecond i iyear istudents irof iSMAN i1 iSungai iLilin iin ithe iacademic

iyear i2021-2022. iThe idistribution iof ipopulation iof ithe istudy ican ibe iseen

ibelow.

No Class Number of Students

1 XI MIPA 1 34

2 XI MIPA 2 36

3 XI MIPA 3 36

4 XI MIPA 4 36

5 XI IPS 1 32

25
 6 XI IPS 2 32

7 XI IPS 3 32

8 XI IPS 4 32

Total 270

3.3.2 Sample

A isample iis ia ismall isubset iof ia ilarger ipopulation iwhose

icharacteristics iare istudied ito ilearn imore iabout ithe iwhole. iFraenkel,

iWallen, iand iHyun i(2012) istated ithat iin ia iresearch istudy, ia isample iis ia

igroup ifrom iwhich iinformation iis iobtained. iFuthermore, iCreswell i(2012)

iadded ithat isample iis ia isubset iof ithe itarget ipopulation ithat ithe

iresearcher iintends ito istudy iin iorder ito igeneralize iabout ithe itarget

ipopulation.

In ithis istudy, ithe iresearcher iwill iuse iconvenience isampling ito

ichoose ithe iparticipants iof ithe istudy isample. iIt iis ibecause inot iall ithe

istudents ihas ian iinternet iconnection iin itheir ihouse ito ifill ithe ionline

iquestionnaire. iAccording ito iCresswell i(2012), iin iconvenience isampling,

ithe iparticipants iare iselected iby ithe iresearcher ibecause ithey iare iwilling

iand iable ito ibe istudied. iArikunto i(2006) iexplained ithat iif ithe isubjects

iare iless ithan ia ihundred, iit iis ibetter ito itake iall iof ithem iso ithat ithe

iresearch iis ia ipopulation istudy. iBut iif ithe inumber iof isubjects iis ilarge

i(more ithan ia ihundred ipeople) iit ican ibe itaken ibetween i10-15% ior i20-

25% ior imore. iTherefore, ithe iresercher iwill itake iat ileast i10% ifrom ithe

26
ipopulation. iHowever, iif ithe istudents iwho ifill ithe iquestionnare imore

ithan i10% ithe iresearcher iwill itake iall iof ithem.

3.4 iData iCollection i

In idata icollection, ithe iresearher iwill ifind iout ithe isurvey idata i

ithrough iquestionnaire. iThe iquestionnaire iis iused ito iobtain idata

iregarding istudents’ iopinion itoward ithe iGoogle iClassroom iApp. iIt

icontists iof i30 iquestions iwhich i14 iquestions iare iadapted ifrom

iAlbashtawi iand iBataineh i(2020) iand ithe i16 iquestions iare iadded iby ithe

iresearcher. iEach istudent iwill ibe iasked ito irespond ibased ion ia i5-point

ilikert iscale, inamely i'5' irepresents i'strongly iagree', i4 ipoints irepresents

i'agree', i3 ipoints irepresents i‘neutral', i2 ipoints irepresent i'disagree' iand i1

ipoint imeans i‘strongly idisagree’. i

This istudy iwill iuse iweb-based isurveys ito ishare ithe iquestionnaire.

iCreswell i(2012) iexplained ithat ia iweb-based iquestionnaire iis ia isurvey

itool ithat icollects idata ifrom ia icomputer. iIn ithis istudy ithe iresearcher

iwill iuse iGoogle iForm ito ishare ithe iquestionnaires. iThis iis iso ithat ithe

isample ican ieasily ifill iout iquestionnaires ifrom ianywhere.

3.5 iData iAnalysis

In ianalyzing ithe idata, ithe iresearcher iwill ifollow ithe ifour isteps

ifrom iCresswell i(2012). iFirst, ithe iresearcher iwill iprepare ithe idata ifor

istatistical ianalysis. iThis iprocedure ientails iassigning inumerical iscores ito

ieach iresponse ioption ion ithe iinstrument, ideciding iwhether ito iuse isingle-

item, inet, ior idifference iscores iin ithe ianalysis iand ichoosing ia icomputer

27
isoftware iprogram, ithen ientering ithe idata iinto ia icomputer ifile iby

iconstructing ia idata igrid icomprised iof ivariables iand ivalues. iThe isecond,

ithe iresearcher iwill ianalyze ithe idata. iIn ithis istep, ithe idata iwill ithen ibe

ianalyzed iby iusing istatistical itests ito ianswer ithe iresearch iquestion ior

ihypothesis. iThe ithird istep iis ireporting ithe iresult. iIn ithis istep, ithe

iresearcher ipresents ithe iresult iin ia ipercentage itable iand ia idetailed

idiscussion iof ithe iresults. iThis idetailed idiscussion ientails ipresenting

iinformation iabout ithe iresults iof ieach istatistical itest iin ilanguage

iunderstandable ito iquantitative iresearchers. iThe ilast iis iinterpreting ithe

iresult. iThe iresearcher iwill iwrap iup ithe istudy iby isummarizing ithe

idetailed ifindings iin ia igeneral istatement. iIn iaddition, ithe iresearcher

iprovides iexplanations ifor ithe ifindings ibased ion iprior ipredictions imade

iin ithe iliterature, iand ithe iresult iis icompared ito iprevious iresearch.

3.6 iValidity iand iReliability

Before iadministering ithe iquestionnaire, ithe iresearcher iconsiders ithe

iinstruments ivalidity iand ireliability. iAccording ito iJohnson iand

iChristensen i(2012), ithe itwo imost iimportant ipsychometric iproperties ito

iconsider iwhen iusing ia itest ior iassessment iprocedure iare ivalidity iand

ireliability. iThe iaccuracy iof ithe iinferences ior iinterpretations imade ifrom

ithe itest iscores iis ireferred ito ias ivalidity, iwhereas ithe iconsistency ior

istability iof ithe itest iscores iis ireferred ito ias ireliability. i

In ithis istudy, ithe iresearcher iuses iquestionnaire iadapted ifrom

iAlbashtawi iand iBataineh i(2020). iThe ivalidity iand ireliability iof ithe

28
iquestionnaire iwill ibe itested ito iXI igrade istudents ifrom iother ischool

iwho ido iuse iGoogle iClassroom ias imedia iin ilearning iwriting. iThe

ivalidity iand ireliability iwill ibe imeasured iby iusing i i iSPSS i20.

29
 CHAPTER IV

FINDINGS AND DISCUSSION

This chapter talks about (1) research findings and (2) discussions.

4.1. Research Findings

The result of survey checklist about students’ perception in using Google

Classroom in writing activities.

Total iactive istudents iof ithe iXI igrade iof iSMAN i1 iSungai iLilin

iin iacademic iyear iof i2021/2022 iare i270 istudents iand i107 iof ithem

iparticipate iin ithis istudy. iThe iresults iof ithis istudy iare ibased ion ithe

ianswers iof ithe istudents iin ifilling iout iquestionnaires. iThe iquestionnaire

iis ia iclose iended iquestion iconsisting iof ithirty iquestions ifrom i6

iindicators iwhich iused ithe i5-point iLikert iscale. i

The iresearcher iquantified iEFL istudents' iattitudes iregarding iGoogle

iClassroom iby iexamining itheir ireplies ito i30 iquestions iin i6 iindicators

i(usefulness, iease iof iuse, iaccessibility, iusability iitems, idifficulty iof iuse

ithings, iand idifficulty iof iaccess iitems) iduring iGoogle iClassroom iuse.

iThe ipercentage iof ithe istudents' iresponses ion ithe iattitudes itoward

iutilizing iGoogle iClassroom iquestionnaire idomains iare igenerated ito

iparticularly iaddress ithis.

24
 Table 1.
Percentage analysis of the use of Google Classroom on writing activities
No Statement SA A N D SD
Usefulness Items
35 39 30 2 1
1 I find Google Classroom helpful.
33% 36% 28% 2% 1%
32 42 28 4 1
2 I find Google Classroom useful.
30% 39% 26% 4% 1%
Google Classroom help me in 13 16 49 18 11
3
improving my writing skills. 12% 15% 46% 17% 10%
The features of Google 14 15 63 13 2
4 Classroom useful for writing 13% 14% 59% 12% 2%
activities.
Google Classroom activities are 23 37 39 7 1
5
helpful. 21% 35% 36% 7% 1%
I like doing activities through 20 28 53 5 1
6
Google Classroom. 19% 26% 50% 5% 1%
Google Classroom should be 17 14 43 21 12
7
used in higher education. 16% 13% 40% 20% 11%
There is value in using Google 14 19 58 14 2
8
Classroom for learning process 13% 18% 54% 13% 2%
Ease of Use Items
Using Google Classroom 30 29 45 2 1
9
application is easy 28% 27% 42% 2% 1%
I feel instructions of the 30 33 37 3 4
10 activities are clear in Google 28% 31% 35% 3% 4%
Classroom
I find it easy when submitting 28 28 32 12 7
11 my assignments through Google 26% 26% 30% 11% 7%
Classroom.
Access Items
I respond as quickly as possible 16 20 51 17 3
12 to each assignment or question 15% 19% 48% 16% 3%
in Google Classroom.
Google Classroom application is 35 42 25 3 2
13 easy to be downloaded on my 33% 39% 23% 3% 2%
smartphone.
I can login into Google 38 24 36 5 4
14
Classroom anytime anywhere. 36% 22% 34% 5% 4%
Using Google Classroom in 17 19 36 25 10
15 writing activities is better than 16% 18% 34% 23% 9%
paper-based assignment.
(possitive indicators).

25
 Table 2.
Percentage analysis of the use of Google Classroom on writing activities.
(negative indicators).

No Statement SA A N D SD
Uselessness Items
Google Classroom is ineffective 4 4 16 40 43
16
for me. 4% 4% 15% 37% 40%
Google Classroom is useless to 3 4 44 30 26
17
me. 3% 4% 43% 25% 24%
Google Classroom does not 14 15 43 25 10
18 assist me in improving my 13% 14% 40% 23% 9%
writing abilities.
The features of Google 4 8 52 25 18
19 Classroom unuseful for writing 4% 7% 49% 23% 17%
activities.
Google Classroom activities are 5 6 35 44 17
20
not helpful. 5% 6% 33% 41% 16%
I don’t like doing activities 6 11 40 32 18
21
through Google Classroom. 6% 10% 37% 30% 17%
Google Classroom should not be 8 4 29 32 34
22
used in higher education. 7% 4% 27% 30% 32%
There is no value in using 11 13 60 16 7
23 Google Classroom for learning 10% 12% 56% 15% 7%
process
Difficulty of Use Items
Using Google Classroom 2 2 37 44 22
24
application is difficult 2% 2% 35% 41% 21%
I feel instructions of the 5 7 27 41 27
25 activities are not clear in Google 5% 7% 25% 38% 25%
Classrom
I find it difficult when 10 18 50 19 10
26 submitting my assignments 9% 17% 47% 18% 9%
through Google Classroom.
Difficulty of Access Items
I can not respond as quickly as 12 17 51 22 5
27 possible to each assignment or 11% 16% 48% 21% 5%
question in Google Classroom.
Google Classroom application is 2 8 28 35 34
28 difficult to be downloaded on 2% 7% 26% 33% 32%
my smartphone.
29 I can not login into Google 3 6 17 42 39

26
 Classroom anytime anywhere. 3% 6% 16% 39% 36%
Using Google Classroom in
writing activities is more 7 11 48 27 14
30
difficult than paper-based 7% 10% 45% 25% 13%
assignment.

The ifirst ieight istatements iare ithe iusefulness iitems iindicator. iThe

ifirst istatement iis: iI ifind iGoogle iClassroom ihelpful. iFrom ithis

istatement, i33% ior i35 istudents ianswered istrongly iagree iand i36% ior

i39 istudents ianswered iagree, iit imeans ithat imost iof ithe istudents iagreed

ithat iGoogle iClassroom iwas ihelpful. iThis iis iin iline iwith ithe inegative

istatement inumber i16: iGoogle iClassroom iis iineffective ifor ime. i40% ior

i43 istudents ianswered istrongly idisagree. iIn iconclusion, iGoogle

iClassroom ireally ihelped ithe istudents iin iwriting iactivity.

The isecond istatement iis: iI ifind iGoogle iClassroom iuseful. iIn ithis

istatement, i30% ior i32 istudents ianswered istrongly iagree iand i42% ior

i42 istudents ianswered iagree. iBeside, iin ithe inegative istatement inumber

i17: iGoogle iClassroom iis iuseless ito ime. iIt ishowed ithat i43% ior i44

istudents ianswered ineutral. iIn ithe iother ihand, icomparing ithe ianswers,

imost iof istudents ianswered idisagree. iThat imeant imost iof ithe istudents

istill iagree ithat iGoogle iClassroom iwas iuseful.

The ithird istatement iis: iGoogle iClassroom ihelp ime iin iimproving

imy iwriting iskills. iIt ishowed ithat i49% ior i46 istudents ianswered

ineutral. iThis iis ialso iin iline iwith ithe inegative istatement inumber i18:

iGoogle iClassroom idoes inot iassist ime iin iimproving imy iwriting

iabilities. i40% ior i43 istudents ianswered ineutral. iIt ican ibe iconcluded

27
ithat iwith ior iwithout iGoogle iClassroom, istudents’ iwriting iskill icould

istill iimprove. i

The ifourth istatement iis: iThe ifeatures iof iGoogle iClassroom iare

iuseful ifor iwriting iactivities. iThe idata ishowed ithat i59% ior i63 istudents

ianswered ineutral. iHowever, iin ithe inegative istatement inumber i19: iThe

ifeatures iof iGoogle iClassroom iare iunuseful ifor iwriting iactivities. i49%

ior i52 istudents ianswered ineutral. iBeside, icomparing ithe iresult, imost iof

ithe istudents ianswered idisagree. iIn ishort, ithe ifeatures iof iGoogle

iClassroom iwere iuseful ifor istudents iwriting iactivity.

The ififth istatement iis: iGoogle iClassroom iactivities iare ihelpful.

iEven ithough ithe ihighest ipercentage iis ineutral, iit iis ionly i1%

idifference iwith ithe ianswer iagree ithat i35% ior i37 istudents ithat iagreed

iwith ithis istatement. i iIn iline iwith ithis, ithe inegative istatement inumber

i20: iGoogle iClassroom iactivities iare inot ihelpful. iIt ishowed ithat i41%

ior i44 istudents ianswered idisagree. iIn iother iwords, ithe iactivity iof

iGoogle iClassroom iwas ihelpful ifor ithe istudents.

The isixth istatement iis: iI ilike idoing iactivities ithrough iGoogle

iClassroom. iFrom ithis istatement, iwe ican isee ithat i50% ior i53 istudents

ianswered ineutral. iHowever, iseeing ithe inumber iof ithe istudents, imore

istudents ianswered istrongly iagree iand iagree ithan ithe istudents iwho

ianswered idisagree iand istrongly idisagree. iThis iis ialso iin iline iwith ithe

inegative istatement inumber i21: iI idon’t ilike idoing iactivities ithrough

iGoogle iClassroom. iWhile ithe ihighest ipercentage iis ishown iby ineutral,

28
inevertheless, itotal istudents iwho ianswered idisagree iand istrongly

idisagree iwere imore ithan ithe istudents iwho ianswered iagree iand

istrongly iagree. iIt imeant ithat imost iof ithe istudents iliked idoing iactivity

iin ithe iGoogle iClassroom ithan ipaper-based iactivity, ibut iit iwas inever

imind iif ithere iwas ino iGoogle iClassroom iin ithe istudents’ iactivity.

The iseventh istatement iis: iGoogle iClassroom ishould ibe iused iin

ihigher ilevel. i40% ior i43 istudents ianswered ineutral. iThis iis ialso iin

iline iwith ithe inegative istatement inumber i22: iGoogle iClassroom ishould

inot ibe iused iin ihigher ieducation. iIt ishowed ithat i27% ior i29 istudents

ianswered ineutral. iIn iother iwords, iGoogle iClassroom ican ibe iused ior

inot iin ihigher ilevel.

The ieighth istatement iis: iThere iis ivalue iin iusing iGoogle iClassroom

ifor ilearning iprocess. i54% ior i58 istudents ianswered ineutral. iBeside,

ithe inegative istatement inumber i23: iThere iis ino ivalue iin iusing iGoogle

iClassroom ifor ilearning iprocess. i56% ior i60 istudents ianswered ineutral.

iIt imeant ithat ithe istudents iassumed ithat iit iwas ithe isame iwith ior

iwithout iGoogle iClassroom.

The isecond i3 istatements iare iease iof iuse iitems iones. iThe ifirst

iquestion iis: iUsing iGoogle iClassroom iapplication iis ieasy. iEven ithough

ithe ihighest ipercentage iis ineutral, imore istudents ianswered istrongly

iagree iand iagree ithan ithe ianswer idisagree iand istrongly idisagree. iThis

iwas isupported iby ithe inegative istatement inumber i24: iUsing iGoogle

iClassroom iapplication iis idifficult. iMost iof ithe istudents ianwered

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idisagree iwith i44 itotal ior iabout i i41%. iIn ibrief, iGoogle iClassroom

iwas ieasy ito ibe iused.

The isecond istatement iis: iI ifeel iinstructions iof ithe iactivities iare

iclear iin iGoogle iClassroom. iIt ishowed ithat ithe ihighest ipercentage iis

ineutral, iin ithe iother ihand, imore istudents ianswered istrongly iagree iand

iagree ithan ithe ianswer idisagree iand istrongly idisagree. iFrom itotal i107

istudents, i63 istudents ior iabout i59% iwho ianswered istrongly iagree iand

iagree. iIn iline iwith ithis, ithe inegative istatement inumber i25: iI ifeel

iinstructions iof ithe iactivities iare inot iclear iin iGoogle iClassrom. i38%

ior i41 istudents ianswered idisagree iand i25% ior i27 istudents ianswered

istrongly idisagree. iIt ican ibe iconcluded ithat ithe iintructions iof ithe

iactivity iin iGoogle iClassroom iwere iclear.

The ithird istatement iis: iI ifind iit ieasy iwhen isubmitting imy

iassignments ithrough iGoogle iClassroom. iEven ithough ithe ihighest

ipercentage iis ineutral, imore istudents ianswered istrongly iagree iand iagree

ithan ithe ianswer idisagree iand istrongly idisagree. iFrom itotal i107

istudents, i56 istudents ior iabout i52% iwho ianswered istrongly iagree iand

iagree. iBeside, ithe inegative istatement inumber i26: iI ifind iit idifficult

iwhen isubmitting imy iassignments ithrough iGoogle iClassroom. i47% ior

i50 istudents ianswered ineutral. iIn isummary, iit iwas ieasy ito isubmit ithe

iassignments iin iGoogle iClassroom.

The ithird i4 istatements iare iaccess iitems iones. iThe ifirst iquestion iis:

iI irespond ias iquickly ias ipossible ito ieach iassignment ior iquestion iin

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iGoogle iClassroom. iIt ishowed ithat ithe ihighest ipercentage iis ineutral, iin

ithe iother ihand, imore istudents ianswered istrongly iagree iand iagree ithan

ithe ianswer idisagree iand istrongly idisagree. iAbout i34% ior i36 istudents

ianswered istrongly iagree iand iagree. iMeanwhile, ithe inegative istatement

inumber i27: iI ican inot irespond ias iquickly ias ipossible ito ieach

iassignment ior iquestion iin iGoogle iClassroom. iIt ishowed ithat i48% ior

i51 istudents ianswered ineutral. iIn ishort, ithe istudents icould irespond ithe

iassignment ias iquick ias ipossible iin iGoogle iClassroom. iHowever, isome

iof istudents ididn’t irespond ithe iassignment iquickly.

The isecond istatement iis: iGoogle iClassroom iapplication iis ieasy ito

ibe idownloaded ion imy ismartphone. iFrom ithis istatement, i33% ior i35

istudents ianswered istrongly iagree iand i39% ior i42 istudents ianswered

iagree. iIt iwas ithe isame ithing iwith ithe inegative istatement inumber i28:

iGoogle iClassroom iapplication iis idifficult ito ibe idownloaded ion imy

ismartphone. iIt ishowed ithat i33% ior i35 istudents ianswered idisagree iand

i32% ior i34 istudents ianswered istrongly idisagree. iIn ishort, iGoogle

iClassroom iapplication iwas isimple ito iinstall ion ismartphone.

The ithird istatement iis: iI ican ilogin iinto iGoogle iClassroom ianytime

ianywhere. iIn ithis istatement, i36% ior i38 istudents ianswered istrongly

iagree. iThis iis ialso iin iline iwith ithe inegative istatement inumber i29: iI

ican inot ilogin iinto iGoogle iClassroom ianytime ianywhere. i39% ior i42

istudents iwho ianswered idisagree. iIn iconclusion, iGoogle iClassroom

icould ibe iaccessed iin ieverywhere iand iaverytime.

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 The ilast istatement iis: iUsing iGoogle iClassroom iin iwriting iactivities

iis ibetter ithan ipaper-based iassignment. iThere iare i36% ior i36 istudents

ianswered ineutral. iBeside, inegative istatement inumber i30: iUsing iGoogle

iClassroom iin iwriting iactivities iis imore idifficult ithan ipaper-based

iassignment. i45% ior i48 istudents ianswered ineutral. iHowever, icomparing

ithe iresult, imore istudents ianswered idisagree. iIn ithe iother iword, idoing

iwriting iactivity iin iGoogle iClassroom iwas ibetter ithan ipaper-based.

4.3 iDiscussions

The iresults iof ithe ionline isurvey ion ithe iuse iof iGoogle iClassroom

ishowed ithat istudents’ iattitudes itoward iGoogle iClassroom iin iterms iof

iits iusefulness, iease iof iuse, iand iaccessibility iwere ipositive. iAccording

ito ithe iresults, ithe iusefulness iof iGoogle iClassroom iwas iranked ifirst,

iease iof iuse iwas iranked isecond, iand iaccessibility iwas iranked ias ithird

iby ithe istudents. iThese iresults iwere iin iline iwith iNor i(2018), iAhsan

i(2019), iAlbashtawi iand iBataineh i(2020), iand iHasanah i(2020) iwho

iaffirmed ithe ioverall ipositive iattitudes iof istudents itoward iGoogle

iClassroom. iThus, ithe ifeatures iof iGoogle iClassroom ihad iencouraged

istudents ito iuse iGoogle iClassroom ifor iwriting iactivities.

Based ion ithe iresults iof iprevious istudies, ithe irespondents iassert

ithat iGoogle iClassroom iare iuseful. iAccordingly, ithe istudy iposite ithat

ithe ie-learning iplatform ifor iPangasinan iState iUniversity, iLingayen

iCampus iis ifruitful. iAl-Emran iand iMalik i(2016) iconducted ia isimilar

isurvey iin ithe iOmani iEFL icontext iand icollected idata iregarding ithe

32
iusage iof iGoogle iClassroom. iAccording ito itheir iresults, iGoogle

iApplications iare ipositively iperceived iby iboth iadministrative iand

iacademic ipersonnel. iIn iaddition, iGoogle iApplications iare isignificantly

iwelcomed iby ithe iinstitutions iof ihigher ieducation. i

Furthermore, iShaharanee, iJamil, iand iRodzi i(2016) istudied ithe

ieffectiveness iof iactive ilearning iactivities ifor idata imining isubjects iby

iapplying iGoogle iClassroom iapplication. iTheir iresults iaffirmed ithat

imost iof ithe istudents iwere isatisfied iwith ithe itools iof iGoogle

iClassroom. iIn isummary, ithe ifeatures iof iGoogle iClassroom, ithe iclear

iand igood iimplementation iof ithe iprogram, iand ithe ipositive iattitudes iof

istudents iand iinstructors itoward iGoogle iClassroom iassisted iin ithe

iimprovement iof ithe istudents’ iwriting iperformance. iThus, iit iis iessential

ito iunderstand ithe iobjectives iof iemploying itechnology iin ithe

iclassroom. iFurthermore, iunderstanding ithe imethod iof iusing itechnology

iin ian iappropriate iway iwould ihelp iin iimproving ithe iteaching iand

ilearning iprocess.

In iconclusion, ithe istudents iof iSMAN i1 iSungai iLilin isee iGoogle

iClassroom ias ia igood ionline ilearning iplatform ifor i3 ireasons, ithose iare

iits iusefulness, iease iof iuse iand iease iof iaccess. iSeeing ithe iresults iof

ithe iquestionnaire, iit iis ilogical ito isay ithat ithe iuse iof iGoogle

iClassroom iis inecessary iin ithe iteaching iand ilearning iprocess, iespecially

iin iwriting iactivities. iThus, iit ican ibe isuggested ias ione iof ithe

iapplications ithat ican ibe iused ito isupport istudent iwriting iactivities.

33
34
 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter draws the conclusion and suggestion which is laid from all of

the finding and discussion from all of the previous chapters.

5.1 Conclusions

According to the results of the study, the students of SMAN 1 Sungai Lilin

confirmed that Google Classroom is an innovative and effective online platform

for improving their writing activities. Furthermore, students perceived Google

Classroom positively in terms of its usefulness, ease of use, and accessibility. The

results of this study demonstrated an example of using Google Classroom as an

emergent online platform in the EFL classroom. Employing technology entails

understanding it to make a real advantage. Google Classroom can be used in the

teaching and learning process, particularly when it comes to writing exercises. As

a result, it can be recommended as one of the applications that can be utilized to

assist students in their writing.

5.1 Suggestions

The results of this study showed that Google Classroom was very useful

for the students in doing writing activities. Beside, this study has some limitations.

First, the results of the study cannot be generalized because the sample was small

and data collection was restricted to the students of SMA Negeri 1 Sungai Lilin.

Therefore, future studies should be performed with a larger sample size and in

different contexts. Furthermore, future research should consider teachers’

24
perceptions on utilizing Google Classroom. Different quantitative and qualitative

methods of data collection should be included.

Experimental studies should be focused on for several reasons. First, they

could provide a clear framework for applying Google Classroom in classrooms.

Second, experimental studies could help in understanding the way teachers can

utilize this new tool. Finally, experimental studies could provide teachers,

educators, and policymakers withconstructive feedback regarding the

effectiveness of this new online platform.

25
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