THE RESULT

OF INTERVIEW

“Teacher's Creativity in Using Google Classroom as E-Learning Media:

Case Study Madrasah Ibtidaiyah Muhammadiyah 1 Al-Furqan.”
1. Q: How long have you been teaching the English language?
A: I have been teaching for twenty-one years.
B : For fifteen years
C : I’ve been teaching for about twenty years

2. Q: in what class do you teach?

A: I teach in grades one and two
B : I teach in grades five and six
C : I teach in fourth grade

3. Q: How did you implement English learning utilising Google Classroom

and your creativity?
A: To begin learning English using Google Classroom, you must first locate
appropriate educational resources to share with children, such as
instructional videos. Thus, while covering colour identification material, I
will give an instructional video accompanied by attractive images. For
instance, when an image of a blue automobile appears in the movie, it is
mentioned that the car is blue. This manner, students will be more motivated
to study English, even if they are learning it online. After the children have
gained vocabulary from the shared videos, I often provide practise questions
for them to complete and then collect them using Google Classroom in order
to assess the children's comprehension.
B: In the learning stage using Google Classroom, it must be made as engaging
as possible and as simple as possible for the kid to grasp, such as the word
included, since youngsters often struggle with vocabulary in English. As a
result, I provide the content in the form of a pdf or a video, however movies
are often more successful. As stated in the content, "it's time for lunch," I
 share an animated film with 3rd grade kids in Google Classroom. With
animated learning films, kids become more engaged and thrilled to listen to
the stuff we need to transmit, even if it is simply through Google Classroom.
The remainder often contain homework from LKS or links that they must
complete
C : Thus, for the phases of learning using Google Classroom, the instructor must
first offer or deliver the content. Because they cannot meet face to face, the
teacher must consider how to transfer the material effectively without
meeting face to face. Apart from digital books or ebooks, you may also
study via learning videos, which are ideal for internet usage. All I have to do
is create or locate a learning video that is relevant to the content and
engaging for students, and then share it with students through Google
Classroom. After seeing the movie, I requested my pupils to create a video
with a personal introduction that included their name, class, and address.
Yes, it is a straightforward movie; what matters is that youngsters practise
speaking and expand their vocabulary
4. Q: How do you teach using Google Classroom at Madrasah Ibtidaiyah
Muhammadiyah 1 Al-Furqan?

A: In light of the pandemic and the nature of online learning, the method of
instruction will be synchronous online courses, and the medium of
instruction will be E-learning applications such as Google Classroom, which
will be integrated with Telegram, YouTube, and WhatsApp to ensure the
English learning process runs smoothly." For instance, the instructor may
provide an English movie related to the subject being discussed; for
instance, if the subject is the introduction of colours, the teacher may
provide an animated film depicting the introduction of colours for students
to view.
B: LKS, a student book, a link to further resources on the internet, and
YouTube videos were all employed in order to aid students in better
comprehending the topic
C: Asynchronous online classrooms are used as the teaching technique, while
 e-learning systems such as Google Classroom are used as the teaching
medium, which are coupled with other supporting apps to guarantee that the
learning process takes place. "Everything seems to be in functioning order

5. Q: Do you have a personal notion or definition of creativities?

A: As I said before, the material will certainly change the curriculum according
to the syllabus and lesson plans that are made. while there is a clear
difference between RPP and face-to-face learning in the RPP section. The
difference is that when using Google Classroom, the content provided online
must be presented in an easy-to-understand way. For example, when there is
a "read and circle" task, I try to explain how students should work on an
assignment using Google Classroom by giving examples like I like fishing (I
like fishing) then explain to them to circle the picture that fits the sentence.
B: The materials utilised must adhere to the curriculum, namely the K13
curriculum. Still, since the environment is different than normal, and face-
to-face learning is often conducted through Google Classroom, there may be
a variation in the media used; however, the remainder of the content is
consistent with the syllabus. If face-to-face learning is used, the instructor
presents content to students using a chalkboard and markers, or by reading
discussions from books to them, or by practising English conversations
amongst classmates, however this cannot be done using Google Classroom.
As a result, the instructor must be inventive in terms of how the curriculum
might be distributed via various mediums.
C : The content is aligned with the curriculum. The k13 curriculum is used in
Madrasah Ibtidaiyah Muhammadiyah 1 Al Furqon. Because the learning
occurs through Google Classroom, I usually assign a necessary goal of
remembering a minimum of five new vocabulary words in each course for
assessing student vocabulary. While I can see immediately when students
recall vocabulary during face-to-face instruction, I always require them to
submit a vocabulary deposit video through Google Classroom. because, in
my view, the more vocabulary you have, the better. and, of course, all
 English learning materials, the primary factor is the language that children
comprehend.
6. Q: Is there a difficulty with using Google Classroom in learning
activities?

A: The issue with online education in general is the internet network that
connects professors and students. However, the challenge that I often have
as an English instructor is in correcting pupils when the book includes
content about reading, for example. I invited the pupils to read the material
on Google Classroom and then uploaded it as a video to Google Classroom.
There must be a significant number of kids who make mistakes in their
pronunciation or reading. Here, I'm having difficulty explaining to them one
by one that if this word is interpreted incorrectly, it's not like this. Therefore,
if there is a request to read again at the next meeting, I will share my own
video first to demonstrate proper reading and then ask students to create a
similar video. However, there are still a significant number of students that
have incorrect pronunciation; this is an impediment that, in my view, is
extremely tough to overcome when studying English using Google
Classroom. because in face-to-face instruction, I can correct the child's
pronunciation immediately, but with Google Classroom, this is quite
difficult
B : The most common issue I faced when teaching English using Google
Classroom was a network issue; to provide my content, I often utilised a
link to YouTube that featured a relevant learning video. The issue is that
parents often object, claiming that their home network is inadequate, and
that even viewing a video takes too long to load, at which point the
youngster becomes bored and flees, unable to learn. It's a prevalent issue
online these days, as far as I can tell. If we are studying English for the sake
of elementary school students, whether they like it or not, we must be
patient even if we have explained one by one. For instance, if there is an
assignment to complete LKS or questions from a single link, our role is to
explain what it means one by one. Occasionally, even after the writing that I
 provided to Google Classroom has been explained, there are still those who
do not comprehend. Until the kids' parents objected, they said, sir, I am
unable to communicate in English. I'm at a loss on how to explain it to my
youngster. I'm also perplexed as a teacher. Therefore, as a result of this
online learning, we are forced to share responsibilities with parents in order
to educate their children at home, which is often left entirely to the
instructor
C : What I believe is that there are undoubtedly some challenges to overcome
while teaching English online using Google Classroom. As we all know,
English courses are regarded very challenging due to the fact that it is a
foreign language that demands a high level of comprehension and
vocabulary. Additionally, the pupils I teach are primary school students who
are often negligent in school, particularly with Google Classroom. I often
run into each other when I offer writing projects to my parents. When there
is reading or speaking content, the situation is no less challenging. For
instance, during the self-introduction material, when students were required
to create a self-introduction video and subsequently transmitted to Google
Classroom, there were several inaccurate pronunciations, (That's the wrong
reading, open the name but I don't know how to read it. So my neim is
Fitroh, not my name is Fitroh) If face-to-face learning is like that, definitely;
but, using Google Classroom makes it tough for me.

7. Q: How do you approach problem solving in online learning using

Google Classroom?"
A: My effort was probably similar to that of other teachers, particularly English
instructors here, in that I attempted to reach the kids' parents first via more
extensive engagement through the WhatsApp group. Listen to their
comments about not being able to follow their children while they learn
English, and then inquire about their wishes. Finally, there were several
learning films that I purposefully produced myself with explanations that I
attempted to be as informative as possible when I couldn't locate an
acceptable and detailed video on YouTube. Thus, in the case of colour, I
 bring folded paper in a variety of hues and demonstrate it (this is green,
green is hijau, read griin not gren) in a manner similar to that
B : what I try is to try to explain in as much detail as possible about the tasks
that must be done and explain that children must write their own
assignments. trying to foster understanding to parents of students that
circumstances that make online learning inevitably have to be done. Then to
overcome students' pronunciation errors as much as possible I made a video
to show the correct way of reading and the wrong way of reading, for
example (the correct reading is I like playing hook, not I like playing kite)
also by including appropriate and interesting pictures
C : to solve network problems there is nothing that can be done but be patient
because it involves technical problems that cannot be conditioned. the rest is
about the problems experienced by students in understanding the material or
in pronunciation or vocabulary literacy as much as possible, I try to
maximize learning videos. by making videos that are easy to understand and
include images or animations as attractive as possible