A THESIS
Submitted to the Faculty of Teacher Training and Education Muhammadiyah University of Makassar in partial Fulfillment for the Degree of Education in
English Depertment
NURUL HIDAYATI 105351115217
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2022
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SURAT PERNYATAAN Saya yang bertanda tangan di bawah ini:
Nama : Nurul Hidayati
Nim : 105351115217
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : An Anaysis of Teacher Assessment on Students in Google Meet Grading System at Second Grade MAN Bantaeng
Dengan ini menyatakan bahwa skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya sendiri dan bukan hasil ciptaan orang lain atau dibuatkan oleh siapapun.
Demikian pernyataan ini saya buat dan saya bersedia menerima sanksi apabila pernyataan ini tidak benar.
Makassar, 21 Mei 2022 Yang Membuat Pernyataan
Nurul Hidayati
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SURAT PERJANJIAN Saya yang bertanda tangan di bawah ini:
Nama : Nurul Hidayati
Nim :105351115217
Jurusan : Pendidikan Bahasa Inggris Fakultas :Keguruan dan Ilmu Pendidikan
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai selesai penyusunan skripsi ini, saya akan menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun).
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan pembimbing yang telah ditetapkan oleh pimpinan fakultas.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan skripsi.
4. Apabila saya melanggar perjanjiansepertipadabutir1, 2, dan 3, saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, 21 Mei 2022 Yang Membuat Perjanjian
Nurul Hidayati
vii MOTTO
Allah does not burden a soul beyond that it can bear
(Al- Baqarah: 286)
DEDICATION
In the name of Allah, with love, honor, and gratitude I dedicate this thesis to my beloved parents, sister and brothers,
Distinguished teachers and lecturers, friends.
My Almamater Muhammadiyah University of Makassar.
Thanks for always praying for me, supporting me
viii ABSTRACT
Nurul Hidayati, 2022 An Analysis of Teacher Assessment on Students in Google Meet Grading System at Second Grade MAN Bantaeng. Under the thesis of English Education Department, The faculty of teacher training and Education University Muhammadiyah of Makassar. Supervisor: Erwin Akib and Muhammad Asrianto Setiadi.
This research aimed to find out the teacher assess students’ English learning achievement using Google Meet Application at Second Grade MAN Bantaeng. This research used a descriptive qualitative method,the instruments used observation and interview. The observation used to observed the English teacher and the interview used to found How does the teacher assess students’
English learning achievement using Google Meet Application.The subject of this research is teacher who teaching English using Google Meeting at second grade MAN Bantaeng.
The results of this study indicate that the teacher assess students English learning achievement in Google Meet application used an oral test. the teacher used an oral test to determine the student's English learning achievement, students join one by one in google meet then teacher asked questions directly during daily tests or final examination. The teacher assessment through Google Meet application to assess students’ achievement, show that students’ English skills can increase after tested through the Google meet Application, students are able to answer the question well asked by the teacher.
Keywords : Teacher Assessment, Online Learning, Google meet
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Nurul Hidayati, 2022 Analisis Penilaian Guru Terhadap Siswa Dalam Sistem Penilaian Google Meet Di Kelas II MAN Bantaeng. Di bawah tesis Jurusan Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Makassar. Pembimbing: Erwin Akib and Muhammad Asrianto Setiadi.
Penelitian ini bertujuan untuk mengetahui bagaimana guru menilai hasil belajar bahasa Inggris siswa menggunakan Aplikasi Google Meet di Kelas II MAN Bantaeng.Penelitian ini menggunakan metode deskriptif kualitatif, instrumen yang digunakan adalah observasi dan wawancara. Observasi digunakan untuk mengamati guru bahasa Inggris dan wawancara digunakan untuk menemukan bagaimana guru menilai hasil belajar bahasa Inggris siswa menggunakan Aplikasi Google Meet. Subjek penelitian ini adalah guru yang mengajar bahasa Inggris menggunakan Google Meet di kelas dua MAN Bantaeng Hasil penelitian ini menunjukkan bahwa guru menilai prestasi belajar bahasa Inggris siswa pada aplikasi Google Meet menggunakan tes lisan. guru menggunakan tes lisan untuk mengetahui prestasi belajar bahasa Inggris siswa, siswa bergabung satu per satu dalam google meet kemudian guru mengajukan pertanyaan secara lisan saat ulangan harian ataupun ujian akhir semester.
Penilaian guru melalui aplikasi Google Meet untuk menilai prestasi siswa, menunjukkan bahwa kemampuan bahasa Inggris siswa dapat meningkat setelah diuji melalui Aplikasi Google Meet, siswa mampu menjawab pertanyaan yang diajukan oleh guru dengan baik.
Kata kunci: Penilaian guru , pembelajaran online, Google Meet.
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ACKNOWLEDGEMENT
Alhamdulillahi Robbil Alamin. This is worthy enough the researcher expresses her gratitude to the Almighty god Allah SWT.Salam and shalawat are adressed to the beloved and chosen prophet Muhammad SAW who has brought us to the Nur of islam,The researcher would like to express her deepest gratitude to those who have helped and supported until undergraduate thesis was finished.they are as follows:
1. Her beloved parents, Muh.Basri (father) and Ariyanti (mother) who always give motivation,sacrfice,moral and financial and pray for her succes.
2. Prof. Dr. H. Ambo Asse, M . A g . the rector of Muhammmadiyah University of Makassar.
3. Erwin akib, M.Pd., Ph.D. as the dean of tacher training and education faculty.
4. Erwin Akib, M.Pd., Ph.D. as the first consultant and the second consultant Muhammad Asrianto Setiadi, S.Pd., M.Pd. who gave researcher guidance ,correction and overall support until the complection this thesis.
5. Dr. Ummi Khaerati Syam, S.pd., M.pd as the head of English Education Department of Muhammadiyah University of Makassar.
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6. All the lectures and staff of English Department for guidance and assistance during the years of the researcher study
7. Her beloved Sister and brothers Nur Fadillah, Muh.Fajri and Muhammad Fathur who always give support and motivation.
8. Her beloved friends, Ayu Purnamasari and Megawati who have given support during the writing the thesis and the past 4 years during study, thank for the togetherness, laughter, stories, and for all moments.
9. The friendly class thanks for all togethernees during this time.
Finally I dedicated this thesis for my beloved parents Muh Basri and Ariyanti who always give love,pray,care and support in my study and also for the person who I could not write on this paper anymore.Thanks for evertyhing.
Makassar May 21st, 2022
Nurul Hidayati
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TABLE OF CONTENTS
COVER
LEMBAR PENGESAHAN ... i
APPROVAL SHEET ... ii
COUNSELLING SHEET ... iii
SURAT PERNYATAAN ... v
SURAT PERJANJIAN ... vi
MOTTO ... vii
ABSTRACT ... viii
ABSTRAK ... ix
ACKNOWLEDGEMENT ... x
TABLE OF CONTENTS ... xii
LIST OF TABLE ... xiv
CHAPTER I INTRODUCTION ... 1
A. Background ... 1
B. Problem Statement ... 4
C. Research Objectives ... 4
D. The Significant of the Research ... 4
E. The Scope of the Research ... 4
CHAPTER II REVIEW OF LITERATURE ... 5
A. Previous Related Findings ... 5
B. Some Partinent Ideas ... 6
1. Assessment of Learning ... 6
2. Online Learning or E-Learning ... 16
3. Google Meet Application ... 21
C. Theoretical or Conceptual Frameworks ... 23
CHAPTER III RESEARCH METHOD 25 A. Research Design ... 25
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B. Research Subject ... 25
C. Instrumen of the Research ... 25
D. Procedure of Collecting Data ... 26
E. Data Analysis ... 27
CHAPTER IV FINDINGS AND DISCUSSION 29 A. Findings ... 29
B. Discussion ... 37
CHAPTER V CONCLUSION AND SUGGESTION 42 A. Conclusion ... 42
B. Suggestion ... 42
REFERENCES ... 44 APPENDICES
CURRICULUM VITAE
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LIST OF TABLE
Table pages
4.1 observation ceklist 30
4.2 Table Extract 1 31
4.3 Table Extract 2 32
4.4 Table Extract 3 33
4.5 Table Extract 4 34
4.6 Table Extract 5 34
4.6 Table Extract 6 36
1 CHAPTER I INTRODUCTION
A. Background
English as a foreign language has always been a compulsory subject in Indonesian schools. Government regulations require secondary schools and higher education institutions to include English as a compulsory subject in their curricula. However, for many people, English is still a challenging subject. A variety of factors are believed to affect the learning process, such as motivation, attitude, anxiety, academic performance, ability, intelligence, age, and personality Hasan et al (2017). Among all these factors, attitude is considered to be the key to language learning. Inal et al (2003) also pointed out that attitude refers to how a person feels and shapes our learning behavior. Attitude is not only related to behavior, but also related to feelings, beliefs, and behavioral tendencies Baron et al (2003).
Online education is defined as a type of distance education because all instructions and evaluations are performed using the internet (picciano & seaman, 2009). Before applying this method, a key factor should be considered, namely how students are prepared to participate in the online environment (Watkins et al 2004). Generally speaking, students’ ability to succeed in traditional education is not enough to ensure success in an online learning environment. Liguori and winkler (2020) pointed out that the success of digital teaching depends on broad- spectrum learning goals that guide our main focus of teaching and education.
Online learning has great value that cannot be ignored, and many of our peer researchers have written articles about its benefits.
Assessment is a natural and continuous important part of the teaching process. It includes the general process of collecting, synthesizing, and interpreting information. Sajobi (1985) pointed out that an education system without evaluation is incomplete. The National Education Policy (2004) defines evaluation as a continuous planning process that collects information about learner performance and measures it against specific learning goals. This means that information about learner performance must be measured according to specific learning goals determined by teachers.
The increase in the Covid-19 virus in Indonesia changing student learning methods. The Indonesian government issued Notice No. 4 (SE) of 2020, one of which may be a change in learning methods. The training process traditionally conducted using face-to-face methods has been changed to online learning. Changes in learning methods are carried out at the lowest level of education, including universities. The changes in learning methods at the higher education stage have had an impact on the evaluation process of college students. The online training process and learning assessment (evaluation) is one of the simplest alternative solutions for wordlf education today. It is also inseparable from the major events and advances in the rapidly changing data technology. The Home Learning Situation (SFH) shows that the education sector in Indonesia has begun to
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use information technology. This information technology is very supportive in the learning process, one of which is in the process of evaluating student learning outcomes.
Online learning is education conducted through the Internet. It is often referred to as "e-learning" and other terms. As for the online learning media is Google Meet, Google is providing video conferences for everyone with a Google account. You can create online learning with up to 100 participants, and each meeting can hold up to one hour. As an attempt to improve the level of education, it is often carried out in various ways.
Among other things, by perfecting the e-learning process that has been completed. Therefore, the educator must evaluate his learning so that he knows what changes must be made. Students and teachers are those who participate in the learning process so that they also understand the methods and results of learning activities. Related to explanation above, the researcher interested the extent of student learning achievement from online learning through Google Meet Application, especially in learning English.
B. Problem Statement
Related to the background above, the researcher formulates a problem statement/ research question as follow. How does the teacher assess students’
English learning achievement using Google Meeting Application?
C. Research Objectives
To know how does the teacher assess students’ English learning achievement using Google Meeting Application.
D. The Significant of The Research
The significances of this research is expected to provide some advantages for English Teaching and learning process. The significances of this research are:
1. For teacher: the researcher expect the result of this research can provide some information for teacher about teacher assessment in google meeting grading system..
2. For the researcher : the researcher hope the result of this research can become one of references for other researchers whom have similar research.
E. The Scope of The Research
Based on the research question above, the researcher focus on English teacher at the second grade MAN Bantaeng. The research focused on teacher’s assessment on students in Google Meeting grading system.
5 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter consists of some previous related findings, some pertinent ideas and conceptual framework.
A. Previous Related Findings
Many researchers have been conducting research related to this research, as follows: Aswir et al (2021) conducted a project entitled "Google Meet Application as an Online Learning Media for Descriptive The "Text Material"
study shows that Google Meet is one of the alternatives that can be chosen as an online learning medium during the pandemic, although video conferencing alone is sufficient to replace the physical face-to-face learning process. Maulana (2021) show that Online learning is a solution during the COVID-19 pandemic. It can be applied not only in higher education, but also in vocational education where skills are prioritized through practical lectures. This can be seen from the students' views on using Zoom Meeting and Google Classroom for online learning.
According to Mazda & Fikria (2021). Using Google Classroom, Zoom Meeting and Google Meet as interactive multimedia in online learning can be said to be effective, especially during the Covid-19 pandemic. This is supported by the condition that the use of media has several advantages, and its nature can be controlled by the instructor as a teacher. Interactive learning media.
According to Febriyanti & Sundari (2020). Get ideas or ideas about the use of the media platforms Zoom, Google Hangouts, and Google Meet from the
community services of the activities carried out by teachers, as they can help adapt the KBM process of the partner’s situation and location. From the activities, the community services developed by teachers can be taught through more advanced procedures. Systematized and diversified use of Zoom, Google Hangouts and Google platform Meet, no longer traditional or monotonous.
The similarity of this research is to find out, that google meet is one of the learning applications that are widly used by teachers, during a pandemic the teacher uses this application as a substitute for previous face to face learning. the online learning proccess is solution in the midst of the during a pandemic. in using google meeting application is very effective, the differences of this research, researchers will focus more on teacher assessments when teaching using google meeting.
B. Some Pertinent Ideas 1. Assessment Of Learning
a. Definition of Teacher Assessment
Assessment is a systematic process of recording and using empirical data to reflect knowledge, skills, attitudes and beliefs. Through assessment, teachers try to improve the learning path of students. Akib dan Arief (2019) pointed out that assessment is a data collection process in teaching, focusing on making decisions about students' abilities in a certain subject.
Assess teaching that is arranged to join government teaching in the event of a pandemic. Assessmet is a learning assessment tool that keeps pace
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with the times. The criteria that must be included in the evaluation are the cognitive domain and indicators of critical thinking Akib and Arief (2020)
A good assessment is an assessment that emphasizes logic and reasoning skills. Sibbald (2011). A good assessment must meet the cognitive elements of Putri and Istiyono (2017) that are synchronized with critical thinking. Evaluation is a tool used to measure the cognitive abilities that students have developed with the progress of the times. Assessments developed to meet the needs of educational institutions, including courses. This research aims to determine the implementation of critical thinking-based learning assessment. Evaluation is the process of gathering information about students and classes for instructional decision-making purposes. Evaluation refers to the process of collecting information. For teachers, assessment is conducted as a goal for determining teaching skills. Oakleaf (2009).
Assessment is the process of collecting information using appropriate tools and techniques in order to make informed decisions about the placement and education of certain students (Nieto, 2000). Evaluation or evaluation is interpreted as the activity of interpreting measurement data according to specific standards or rules Sadler (2005). Evaluation is the process of collecting information about the subject (student) using appropriate tools and techniques to make judgments or decisions about the subject. Need to have tools or instruments and methods to collect information and evaluate reports about objects for evaluation.
The Assessment tool is called a test. The test used is the measuring instrument and information about the object. The test is an indirect method of
estimating a person's ability, that is, through a person's response to a stimulus or problem. von Borell et al. (2007). A test is a tool or procedure used to discover or measure certain things in the atmosphere through the means and rules determined by Sadler (2009). Testing is a measurement tool, a tool used by Casler et al. to collect object characteristic information. (2013) Chawla and Orso (2004). The conclusion is that an exam is a method or tool (instrument) and technology used to obtain target information (students) in the form of assignments with specific rules.
The function of the exam is to serve as a measurement and information collector for assessment and evaluation.
b. Aspect of Assessment 1. Attitude Assessment
Attitude assessment aims to evaluate students' behaviors in the learning process, including mental and social attitudes. Attitude assessment and knowledge and skill assessment have different characteristics, so the assessment techniques used are also different. In this case, attitude assessment is more to cultivate behavior in the context of forming the student's character.
In the implementation of attitude assessment, educators can plan the attitude indicators to be observed according to the characteristics of the learning process to be carried out, such as cooperative behavior in group discussions and cleanliness in internships. In addition, attitude assessment can be carried out without planning, such as unexpected behavior during and outside the learning process. The results of these behavior observations are recorded in the diary.
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2. Knowledge Assessment
Knowledge assessment is carried out by measuring the degree of mastery of students, including the dimensions of facts, concepts, procedures and metacognitive knowledge in different levels of thinking processes. The knowledge evaluation process starts with planning, development of evaluation tools, implementation of evaluation, processing and reporting, and utilization of evaluation results. The results of the knowledge achievement evaluation are reported in the form of numbers, predicates and descriptions. The number uses a value range from 0 to 100. Predicates are represented by the letters A, B, C, and D. The predicate range (interval) is determined by the education department in consideration of KKM.
3. Skills Assessment
Skills Assessment is conducted using performance evaluation, project evaluation, and portfolio evaluation techniques. Skills assessment uses numbers, predicates, and descriptions ranging from 0 to 100.
1) Performance appraisal
Performance evaluation is an evaluation that requires students to demonstrate and apply their knowledge in various environments according to required standards. In performance evaluation, the focus can be on the process or the product. The performance appraisal that emphasizes products is called product appraisal, such as posters, poems, handicrafts, etc. Performance evaluations that emphasize the process are called practical evaluations, such as playing football,
playing musical instruments, singing, observing with a microscope, dancing, role- playing, and reading poetry.
2) Project evaluation
Project evaluation is an activity that evaluates tasks that must be completed within a certain period/time. This task takes the form of a series of activities, including planning, data collection, data processing, and reporting.
c. Benefits of Assessment
The benefits of teacher and educational unit evaluation include:
A sort of.
a. Provide feedback to students so that they understand their strengths and weaknesses in the process of acquiring abilities.
b. Bay monitors the progress of learning and diagnoses the learning difficulties encountered by students in order to enrich and remedy.
c. Provide feedback for teachers to improve the methods, methods, activities and learning resources used.
d. Provide input for teachers to design learning activities.
e. Provide parents and school committees with information about the effectiveness of education.
f. Provide feedback to decision makers (Ministry of Education) when considering the concept of good classroom assessment to use (Muhson, 2007:2)
d. Rating Function
Muhson (2007:4) believes that the evaluation of teachers and educational units has the following functions:
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a. Provide information about the degree to which the student has mastered a certain ability.
b. Evaluate students’ learning outcomes to help students understand themselves and make decisions about course selection, personality development, and professional (as a guide) next step.
c. Discover students’ learning difficulties and possible achievements that students can develop, and serve as a diagnostic tool to help teachers determine whether someone needs to participate in remedial or intensive courses.
d. Find out the “weaknesses” and “shortcomings” of the ongoing learning process to improve the next learning process.
e. As a teacher and school to control the progress of student development.
e. Types of Assessment Activities by Teachers and Education Units
According to the Assessment Standards, there are four types of test activities in the assessment by teachers and education units.
a. Daily test, which is a regular activity to measure the ability achievement of students after completing one or more basic abilities (KD).
b. The Bay mid-term test is an activity carried out by educators to measure the ability and achievement of students after 8-9 weeks of study activity. The test scope includes all indicators representing all KD during the period.
c. The end of semester test is an activity carried out by educators to measure the ability and achievement of students at the end of the semester. The test scope includes all indicators representing all KD of the semester.
d. The performance improvement test is an activity carried out by educators at the end of the even math semester, which aims to measure the ability and achievement of students in the educational unit that uses the package system at the end of the even math semester. The scope of the examination includes all indicators representing the KD of the semester. (Permendiknas No. 19, 2007).
f. Criteria for Assessment by Teachers and Education Units
a. Effectiveness
Effectiveness means using appropriate tools to evaluate what should be evaluated to measure capacity. When preparing questions as an assessment tool, you must pay attention to the ability to be measured and use language that does not contain dual meanings. For example, in the Indonesian language course, the teacher wants to assess speaking ability. If an oral test is used, the assessment form is valid. If a written test is used, the evaluation is invalid.
b. Reliability
Reliability is related to the consistency of the evaluation results. Reliable (consistent) evaluation allows reliable comparisons and Ensure consistency. For example, if a teacher evaluates an item, if the item is carried out again under relatively the same conditions, if the results obtained tend to be the same, the
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evaluation will be reliable. To ensure reliable evaluation, project implementation guidelines and scoring should be clear..
c. Focus on ability
When implementing competency-based courses at the educational unit level, assessment must focus on the realization of competence (a series of competencies), not just the mastery of materials (knowledge).
d. Overall/comprehensive
The assessment must be comprehensive, by using a variety of methods and tools to assess the various abilities or abilities of students, so as to describe a profile of students’ abilities.
e. Objective
It must be assessed objectively. Therefore, evaluation must be fair, planned, sustainable, and apply clear criteria when scoring.
f. Educate
The assessment is to improve the teacher’s learning process and improve the student’s learning quality
g. Types of Assessment
a. sort of. Formative assessment is an informal and formal test conducted during the learning process. These tests will update later learning activities to maximize student performance. They consider strengths and limitations,
and encourage specific goals that require work. The purpose of formative evaluation is to measure student learning, and provide teachers can use to improve teaching and students to improve the growth of learning.
b. Summative evaluation, evaluating performance, the purpose is to evaluate whether students have absorbed knowledge or skills to an appropriate level.
At the end of a teaching unit, the summative assessment may include a few days of training, in the case of our final exam, the entire semester of work. Even a few years in retrospect.
c. Normative reference tests measure student performance according to countries or other normative categories, and can only get better and worst results from a certain number of test takers.
d. Standard reference tests are usually used to assess the success of scholars based on a set of strict and rapid requirements or learning expectations.
For all candidates, it is possible to pass, even if all candidates are likely to fail.
F. Criteria of Assessment
a. Cognitive
English here is measured in the form of students' ability to understand, memorize, and analyze skills. Overall, the evaluation of the cognitive aspect has the following objectives:
a. To determine the ability of students.
b. To determine the level of mastery of English subject matter.
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c. Knowing the process of student development during the learning process.
The instruments used to measure the ability of students in the cognitive aspects of English subjects include:
a. Multiple choice questions b. Essay questions
c. Essay Questions b Effective
Effective evaluation in English subjects there are several components assessment instruments that must be carried out by students, including:
a. Responsibility, whether during the learning process at school students have carried out their responsibilities properly. Both in doing school work, and doing other things.
b. Confidence, students are expected to always be confident, one of which is self- confidence, by having one of these attitudes students are able to compete healthily.
c. Competitive (be honest, and sportsmanship), the attitude that is always instilled in students must have that attitude.
c . Psychomotor
As for the implementation for the psychomotor aspects of students in English subjects, it can be measured through:
a. Direct observation and assessment of students' skills during the learning process in a predetermined practice. In the form of oral test components, such as students in memorizing English vocabulary, reading, and action tests, how students express themselves.
b. After direct observation, students are then given a kind of test to measure student knowledge, student attitudes, and student skills.
For components of psychomotor aspects in student assessment refer to of several achievement indicators including:
a. Indicator 1: students can pronounce vocabulary with good sentences and right.
b. Indicator 2: students can carry out conversations in the form of dialogue
c. Indicator 3: students can respond by taking appropriate actions instructions gratefully.
2. Online Learning or E-Learning
The development of technology has made distance education easy (McBrienet al., 2009). "Most terms (online learning, open learning, web-based learning, computer-mediated learning, blended learning, mobile learning, For example sharing the ability to use computers connected to the network provides the possibility of learning at any pace and in any way anytime, anywhere”
(Cojocariu et al., 2014). Online learning can be referred to as a tool that enables The teaching process is more student-centered, more innovative, and even more flexible. Online learning is defined as "the learning experience of using different devices (for example, mobile phones, laptops, etc.) to access the Internet in a
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synchronous or asynchronous environment. In these environments, students can learn and interact with teachers and other students anywhere (independently)”
(Singh & Thurman, 2019). The structure of the synchronized learning environment is that students attend live lectures, There is real-time interaction between educators and learners, and it is possible to obtain instant feedback, but the structure of the asynchronous learning environment is unreasonable. In such a learning environment, learning content cannot be provided in the form of on-site lectures or classrooms; it can be used in different learning systems and forums. In such an environment, immediate feedback and immediate response are impossible (Littlefield, 2018). Synchronous learning can provide many opportunities for social interaction (McBrien et al., 2009). In the spread of this deadly virus, an online platform is needed where (a) can have video conferences with at least 40 to 50 students, (b) can have discussions with students to keep the classroom organic, and (c) have a good internet connection , (D) Lectures can also be accessed on mobile phones, not just laptops, (e) Lectures that have been recorded can be watched, and (f) Instant feedback and assignments from students can be obtained can be taken (Basilaia et al., 2020).
2. Benefits of Online Learning During the Covid-19 Pandemic
Implementing online learning during a pandemic will definitely bring benefits and impacts that will help the learning process. The following describes the positive impact of implementing online learning during the pandemic from the perspective of teachers and learners.
1. Avoid Coronavirus
The main benefit of online learning during the pandemic is to avoid contracting the coronavirus. Online learning is implemented as an alternative to face-to-face learning to avoid physical contact between students and teachers.
Health is a precious asset, and knowledge is the key to success. Online learning is the safest way to stay healthy and actively acquire knowledge during a pandemic.
2. Flexible Time and Place.
Basically every learner has different characteristics, needs and preferences (Suryani et al., 2014). The implementation of online learning provides teachers and students with the opportunity to choose the time and place they want. Arkoful and Abaidoo say that every student has their own convenient choice of time and place that suits them (Holmes & Gardner, 2006). This can be adjusted according to the wishes of teachers and students. Ummi and Mulyaningsiih also stated that the unlimited learning time and location allows students to freely choose the appropriate learning time and location according to their interests, so that their ability to absorb learning materials is higher than classroom learning (Ummi &
Mulyaningsih, 2017). Despite working from home, staying active during the pandemic allowed teachers more free time to evaluate student work. The time usually spent preparing for and on the way to and from get off work can be used to maximize the process of evaluating homework and evaluating learning activities. The purpose of evaluating learning activities is to improve the quality of
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learning, obtain the greatest learning outcomes, and achieve the initial learning goals.
3. Learning is diverse, active, creative and independent.
Regardless of whether we realize it or not, the implementation of online learning enables teachers to actively create and provide more diverse learning content, hoping that learning will not be tedious. Movement restrictions during this pandemic undoubtedly allowed learners and teachers to complete tasks independently and play an active and creative role. The learning materials obtained from the results of self-study will actually be recorded longer and deeper in memory than the materials obtained by just listening to the teacher's explanation.
4. Get more information.
Face-to-face learning has a predetermined duration, so the amount of material presented will of course follow that time. Unlike online learning, online learning takes longer, so the materials provided by teachers tend to be more complex.
When students look for information from other reference materials, they are sure to get additional information about the material.
5. Better operation technology.
The implementation of online learning is inseparable from the use of technology. In other words, without the role of technology, online learning will not work. For those who do not understand technology, this is of course an opportunity to increase technical knowledge, because we immediately practice
using technology. You can get used to it, this is an old proverb, similar to the use of technology in online learning. The more you use the technology, the more proficient your users will be.
6. Respect time more.
For some people, the implementation of home learning has become busier than ever. The positive side is that we can cherish time more.In the process of implementing this online learning, time management has also been honed.
7. The material can be read again.
The advantage of this kind of online learning is that the materials we convey are well stored in the network and can be opened and studied at any time. This is certainly a good thing for students, especially for those who need more time to understand the material than others. Learners can also choose the materials they want to pay more attention to to learn and understand.
8. Go paperless.
The use of paper in online learning has been replaced by the Internet. This is positive in terms of paper use. Online learning no longer uses paper, because everything has been stored on the Internet.
9. Record all activities.
Through online learning, all activities that occur during the learning process will occur and are well recorded on the Internet. There is no need to be afraid of forgetting what was done, what was done, when it was done and who was present
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in class.All it takes is the use of technology, everything related to recording can be done.
10. The materials are evenly distributed.
As one of online learning, video learning can provide materials fairly to all learners. The delivery of materials in face-to-face learning is directly adjusted according to the learning situation and conditions, so it is usually not evenly distributed between one class and another.
3. Google Meet Application a. Definition of Google Meet
Google Meet is a video communication tool updated by Google. Hospitals and manufacturing facilities, warehouses and banks. Dave also stated, “Due to the coronavirus-related community restrictions, millions of organizations now rely on Google Meet. The company said, “In addition to these organizations, all primary and secondary schools also use online media convey information to the teaching and learning process. The same is true for universities across Indonesia. The Ministry of Education and Culture requires all universities to implement an online lecture system during the COVID-19 pandemic.
4. The benefits of Google meeting
Farid (2021) said that the benefit of this Google Meet application is that Google Meet has complete tools. The Google Meet application does not consume quotas. The Google Meet application does not require a strong network. The Google Meet application is convenient for future online learning. Popularity.
5. How to use Google Meeting
Google Meet is a video service that can be easily used by users who already have a Google account. In addition to being used on smartphones, Google Meet can also be used on laptops.
Here’s how to use Google Meet on Android and iOS smartphones or smartphones:
1. Download the Google Meet app.
2. Open the application, for those who already have a Gmail account, it will automatically register. For those who do not have a Gmail account, a Gmail account is required.
3. Click New Conference to start the call, and then share the code with others for invited participants.
4. Click the conference code and enter the code to join the call with others.
Unlike smartphones, PC or computer users do not need to install an application to enjoy Meet services. The user only needs to visit the meet.google.com website from the browser (browser). Then, log in to the Meet service with the corresponding Google account.
How to use Google Meet on a laptop:
1. Visit the website meet.google.com 2. Open the Gmail account in the browser.
3. Select "Start Meeting" to initiate a call or select "Join Meeting" (code required).
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4. After entering the video, you can click "Join Now", you can copy the code to invite other participants.
5. Set up microphone and camera to grant access
In the main view of the meeting room, users can invite others through their Google account, send messages to participants present, share the screen or presentation slides they have made, share the link to the meeting room, etc. If you don’t want to create a room but just want to be a participant, the user can return to the meet.google.com site and enter the meeting code that the host has shared in the column provided. Remember, you must allow Google Meet to access your smartphone or computer and smartphone’s microphone camera during setup, otherwise the program will not work properly.
4. Theoretical or Conceptual Frameworks
The conceptual framework of this research consist of some points which are interrelated one another. It can be seen bellow:
Assessment of Teaching
Aspect of Assesment
Attitude Cognitive skill
Google Meeting
Based on the conceptual framework above, Google meeting is a way of teaching that is carried out using media such us laptop or handphone. Assessment of teaching is carried out by teacher, teacher was assess students learning achievement using google meeting application. This assessment have several aspects, namely attitude, knowledge and skills.
The method of this research is descriptive qualitative research. The main focuses of this research is teacher assess students’ English learning achievement using Google Meeting Application which focuses on the English teacher as a subject of research, the research aims to find out how does the teacher assess students’ English learning achievement using Google Meeting Application.
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CHAPTER III RESEARCH METHOD
In this chapter the researcher explain about research design, research focus, research subject, instrument of the research, procedure of collecting data and analysis data.
A. Research Design
In this research, the researcher used descriptive qualitative. The reason researcher used this method, because in this research, the researcher was describe and interpret object according to the obtained data. The purpouse of this research want to know how does the teacher assess students’ English learning achievement using Google Meet Application.
B. Research Subject
In this research, the research subject was an English teacher in the second grade MAN Bantaeng. The researcher have find out the teacher assessment students’ English learning achievement using Google Meet Application.
C. Instrument of the research
The researcher was use observation and interview as the main instrument.
1. Observation
In this research, researcher used observation checklist. According to Jamshed, S. (2014), observation is a qualitative research method that includes not only the observation of participants, but also ethnography and
research in the field. In the observational research design, multiple research sites are involved. Observation data can be integrated as auxiliary or confirmatory research. Researcher used observation checklist to know how the teacher assess students’ English learning achievement using Google Meet Application.
2. Interview
In this research, researcher used structured interview. According to Sugiyono interview is a data collection technique that is carried out in a structured or unstructured manner and can be done face-to-face or directly or by using the telephone network. According to Griffe (2012), interview are one-to-one conversations whose purpose is to identify and create important data that must be collected and analyzed. Structured, semi-structured and unstructured interview are the three main types of interviews (stukey, 2013). Researcher used structured interview because , conclusions can be drawn easily.
D. Procedure Of Collecting Data
Data collection technology is a technology or method used by researcher to collect data or information for research purposes and to support facts in the field.
To collect data the researcher was have several steps :
1. The researcher was contact the teacher and students in the second grade of MAN Bantaeng to provide information about the things to be researched
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2. The researcher was provide a Google Meet link for teacher and students.
3. The researcher was observation in room Google Meet.
4. The reseracher was interview the teacher in second grade MAN Bantaeng.
5. The researcher was analysis of the result interview.
6. The researcher was transcript of the result interview.
E. Data Analysis
In this research, the researcher was analysis the data by the interactive analysis model according to Miles and Huberman (1992) in qualitative research, it is possible to analyze data when the researcher is in the field or after returning from a new field of analysis, in this model there are three analysis components, namely data reduction, data display, conclusion drawing.
1. Data reduction
In this process the data obtained is reduced, summarized, selected the main points and focused on things that are important to make it easier for researcher to find data back in addition to the previous data obtained if needed ,so researcher reduced the data after interview or observation the teacher and take the important data related to research question.
2. Data display
In this stage, the researcher develope a structured description of the information to draw conclusion and take action. The presentation of data
commonly use in this research is narrative text form. The purpose of narrative text is that the researcher describe previously classified information about how does the teacher assess students’ English learning achievement using Google Meeting Application then conclusion will present in narrative text form.
3. Conclusion drawing
The researcher was draw a conclusion from the data and data that has been previously concluded, then matches the notes observation and interview made by researcher at the time of doing analyzing.
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CHAPTER IV
FINDINGS AND DISCUSSION
This chapter presents the results after finding the data. This chapter was divided into two, the finding of the research and discussion of the research. The finding present the data descriptions, followed by the research finding how does the teacher assess students’ English learning achievement using Google Meeting Application based on the observation and interview.
A. Findings
The finding of how does the teacher assess students’ English learning achievement using Google Meet Application at second grade MAN Bantaeng is the teacher used Google Meet Application as one of the learning media in the second grade. The teachers assess students' English achievement using Google Meet used an oral test. Oral tests are carried out by asking students direct questions and students must also answer directly the questions asked.
Determination of the use of oral tests must be adjusted to the needs of the material being taught. The assessment instumens used by the teacher are students’s attitude, cognitive and psychomotor skills. The subject of the research is one teacher in the second grade.
1. The teacher assessment on students’ English learning achievement using Google Meet Application
Table 4.1 The teacher assessment on students’ English learning achievement using Google Meet Application based on Observation checklist
No Questions Yes No
1 Does the teacher know the google meeting application? √ 2 Does teacher use Google meet application in the teaching
process?
√
3 Are students active when learning using Google Meeting?
√
4 Does students cheat when doing tests during Google Meeting learning?
√
5 Is google meeting effectively used in the teaching and learning process?
√
6 Is teacher able to teach through google meeting well? √ 7 Does teacher assess students well in the teaching and
learning process using google meeting?
√
8 Does Teacher have Assessment Instruments when teaching through Google Meeting?
√
Based on the observation the teacher knows about the Google Meet Application. Teacher also used google meeting as a learning media procces, the used of Google Meet is very effective, students actively ask questions during learning, as well as teacher give quizzes at the end of learning, namely oral quizzes so students not cheat each other. The teacher’s assessment of learning in the Google Meet Application is very good, the teacher gives an assessment to
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students by reflecting on the lessons that have been explained, the teacher find out which students understand do or not the material explained. The teacher’s assessment instruments are attendance, honestly and students ability to answer question.
To start collecting the data on how does the teacher assess students’
English learning achievement using Google Meet Application at the second grade MAN Bantaeng, the researcher conducted an interview with Mrs.
Nursyamsi Hamuddin, S.Pd. as a English teacher in the second grade, she explained about Google Meet Application.
Extract 1
R : What do you think about teaching through Google Meeting?
T : jadi kalau google meeting itu hmm,, pembelajaran langsung tapi tanpa tatap muka kita bisa menjelaskan kepada siswa secara direct secara langsung meskipun tidak berada pada tempat yang sama hmm,, banyak banyak positifnya, banyak keuntungannya kita bisa tahu kemampuan siswa kita bisa langsung bertanya kepada guru, guru juga bisa menjawab pertanyaannya siswa, disituasi pandemic kita bisa ketemu, silaturahmi secara virtual, tapi kendalanya biasanya pada jaringan baik guru maupun siswa.
Based on the extract above, the used of Google Meet as a learning media in covid-19 is one effective way. as we know, during the spread of the covid-19
virus, all kinds of activities are carried out and held online, one of which is in learning at school, students receive material from teachers without face to face and learn anywhere and anytime.
Extract 2
A: What aspects do you value when teaching using Google Meeting? B: mmm onestly, kejujurannya kita bisa nilai, terus kedisiplinan mereka mengikuti goole meeting mmm apa mempersiapkan dirinya mengikuti via goole meeting jadi mereka mmm kerajianan kedisiplinan dan kejujurnnya itu kita nilai disitu, mm kalau penilaiannya secara teks saja itu kita bisa mencurigai dia kerja sama dengan temannya kah, atau mama nya yang kerja tapi kalau via google meeting secara langsung,
Based on the extract 2 above, The first aspect that the teacher assess is the attitude. Attitude assessment is an activity carried out to find out how the character or behavior of students in learning. Attitude assessment is also useful as part of reflection learning or a reflection of the understanding and progress of individual students' attitudes. Attitude assessment is no less important than knowledge and skills assessment. Although the assessment of knowledge and skills is good, if the attitude assessment is empty or does not have a good attitude, then the learning objectives have not been achieved. The use of google meetings in assessing student attitudes is very accurate because teacher can assess students
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directly without hesitation whether the student is working with friends or cheating.
Extract 3
What steps do you use in teaching using Google Meeting Application? : harus punya gmail dulu yah kalau google meeting tapi bisa juga langsung di google crome, yang penting kita punya gmail, bisa juga mmm…. download aplikasinya, yah jadi tadi salah satu keuntungannya google meeting ini meskipun kita tidak download aplikasinya di HP kan, anak anak bisa langsung, yang penting dia punya google crome bisa masuk melalui itu, dengan klik linya dia langsung bergabung. Biasanya juga salah satu bagusnya si goole meeting ini mengapa biasanya guru memakai ini karena tidak seperti zoom yah, google meeting ini, siswa kan kalau mau downdload aplikasinya via playstore itu di HP memorinya full jadi meskipun tanpa download tdk menghabiskan memori, tdk terlalu banyak juga menghabiskan kuota seperti zoom. Google meeting masih bisa ikuti pembelajaran secara virtual.
Based on the extract 3. The use of the Google Meet application is easy to use for both students and teachers, the Google Meet application can be used without downloading the application, google meet also saves quota. How to use Google Meet,: First search for google meet in google search. Directly will be
delivered to the site. There are several menus that can be used before starting the meeting.Once inside the homepage, try to log in using the account you already have on Google Meet. If you haven't created one yet, use an account that can connect to Google. Before holding a meeting, click join or start meeting on the menu, here we can get a meeting ID or identity to conduct a meeting. You can directly get the password and then the link.
Extract 4
What test do you use when teaching through Google Meeting?
: biasanya essai , biasanya juga pilihan ganda , benar salah benar salah. True or valse tapi yang paling sering itu Tes lisan.
Based on the Extract 4, The tests used by teacher are essay, multiple choice, true or false, but the one that is more often used in learning through the Google Meet application is the oral test. Students can be assessed directly, and for students whose thinking abilities are slow so they often have difficulty understanding questions, oral form tests can help because they can directly ask the clarity of the question in question.
Extract 5
What benchmarks or references do you use to find out that the student has understood the material presented through Google
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Meeting? : mmm biasanya lewat tanda ini yah kalau kita sudah evaluasi di akhir pembelajaran kita Tanya siswa apakah materinya susah atau tidak mm isttialhnya refleksi yah kita Tanya siswa apakah materi hari ini susah atau tidak dan mereka biasanya mengrimkan emotikon smile, ada juga yang masih bingung buu jadi kita lewat situ bgtu, atau biasanya saya tandai dengan itu tadi diberikan quis dari hasil kuisnya dinilai apakah mereka paham atau tidak.
Based on the extract 5, The benchmark used by the teacher to find out whether students have understood the material that has been explained is to reflect on students at the end of the lesson. Reflection is done to review the learning process that has been carried out in more detail orally. The purpose of reflecting back on students so that teachers can understand what are the weaknesses and shortcomings of a lesson that has been presented. Reflection activities will certainly provide benefits, not only for teachers but also for students, the benefits of reflection for teachers can be useful as a review of a group or class. This will later be useful for describing the situation and conditions of a class, so that the potential of each individual and a group can be seen. This can also be done to improve evaluation activities that are continuous and tiered. The benefits of reflection for students reflection can be useful for channeling expressions from the
learning process that has taken place and has been carried out. Students can reveal whether the learning process is going well or not.
Extract 6
How do you assess student learning outcomes in the learning process using Google Meeting?
:dinilai dari mmm kehadiran pasti , kerajinan terus dari tugasnya masuk atau tidak ulangan hariannya mereka paham atau tidak , apalagi ini ulangan hariannya ujiannya saya ambil secara lisan jadi kita bisa mengukur yah, sejauh mana siswa kalau dia lisan kan dia bisa langsung belajar dan betul betul menjawab karena malu-malu sama gurunya masa saya tidak bisa menjawab jadi dia betul-betul jadi ada juga pemacu dia untuk membuka bukunya kalau diberikan ujian lisan biasanya kalau google meeting itu ujian lisan, bisa juga ujian tulisan tapi dia juga tidak bisa kerjasama dengan temannya, jadi samaji dari itu tadi dari hasil tugas ulangan kita bisa mengetahui sejauh mana hasil belajarnya siswa.
Based on the extract 6, Teacher assessment through Google Meet is by means of an oral test. Oral tests are carried out by asking students direct questions and students must also answer directly the questions asked. Determination of the use of oral tests must be adjusted to the needs of the material being taught. Time allocation is also very important in the use of oral tests for evaluation.
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B. Discussion
In this part, the research discusses about finding how the teacher assess students’ English learning achievement using Google Meet Application obtained from the results of teacher interview and observation ceklis.
Assessment in google meet is effectively used in the learning process.
seen from the checklist observation table in 4.1, shows that the teacher knows what is the Google Meet Application and used it as a media in the learning process. students are active when learning used the Google Meet application and students do not cheat or cooperate with other friends, in the assessment of learning used the google meeting application used an oral test, students are asked directly by the teacher and students answer the question.
Learning in the Google Meet application is effectively used because the Google Meet application can record the learning and assessment process, learning can also be carried out anywhere and anytime flexibly. Google Meet also provides a virtual whiteboard, teachers can display power point material via share screens so that teachers can teach through Google Meet in a good and fun way.
Based on the observation checklist 4.1, there is only one question that is not appropriate namely students cannot cheat with other students. In google meeting learning, student assessments and tests are carried out with oral tests, students are invited one by one and then asked questions directly from the teacher.
Based on the observation checklist number 1, the teacher knows google Meet and used as a learning media at school, the Google Meeting is direct
learning without face to face. During this pandemic, the Google Meet application as a media in learning, really helps teachers to control students directly without meeting. Teachers can also explain the material directly to students by displaying Power Point material on the share screen, but usually the problem is the network, both teachers and students.
Based on the observation checklist number 2, in the learning process the teacher used Google Meet application. the reason the teacher prefers to used the Google Meet application as a learning media because google meet is not wasteful.
Google Meet can also be used without having to download the application, it is enough to have a gmail account, students can join the google meeting, it is supported by niken septantiningtyas et al 2021 "learning using the google meet application has a very easy to implement, flexible time and can be implemented at the place where each student is located”.
Based on the observation checklist number 3, in the teaching and learning process used the Google Meet application students are active, actively asking questions and actively answering because basically learning in Google Meet with learning in class is almost the same, because learning is done live directly. Based on the observation checklist number 4, the test that is often used in learning google meetings is an oral test. students cannot copy each other so that the teacher can know firsthand the extent of the student's ability.
Based on the observation checklist number 5, Google Meet are effectively used in the learning process during a pandemic because Google Meet are a
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substitute for face-to-face in class, teachers can explain and assess students directly.
Based on the observation checklist number 6, the teacher teaches well at google meet. the teacher prepares the power point material then the teacher explains through the share screen menu, with this share screen menu students can see the learning material explained by the teacher then the chat column is for students to take attendance or convey ideas, thoughts and questions related to material that has not been understood.
Based on the observation checklist number 7, the teacher assesses students in the Google Meet well, the teacher assesses attendance, assignments and daily tests, the teacher's assessment in the google meet is very clear and accurate because the teacher assesses students directly during the google meet. It is supported by Vivin Nur Wahyuni 2021 "Google Meet can also be used for the process of evaluating student attitudes, such as when students submit ideas, thoughts, opinions or questions related to the material presented by the teacher. "
Based on the observation checklist number 8, the teacher has an assessment instrument when teaching, namely knowledge, skills and attitudes. In the assessment of teacher knowledge using an oral test, the teacher gives direct questions to students while learning through the Google Meet application as well as by assessing the skills of teachers, they can assess students directly. Then the attitude assessment instrument, the teacher assesses the presence of craft students and student behavior when learning takes place in the google meet application.
Based on the extract 1, the use of google meet is very effective in online learning today. Teachers can take advantage of various features available on Google Meet, such as share screens to share screen material, chat columns for students to take attendance or convey ideas, thoughts, and questions regarding material that has not been understood. In addition, the use of google meet can also be equipped with audio-visual so that it can make it easier for teachers and students to interact during the current covid-19 pandemic. Teachers can evaluate directly by observing students during learning.
Based on the extract 2, the aspect of teacher value when teaching using google meeting application are attitudes, knowledge and skills. on the assessment of the teacher's attitude assessing students from the honesty and discipline of students in participating in learning through the google meet application while in assessing the knowledge and skills of teachers using oral assessments, teachers use verbal assessments so that students do not have the opportunity to cheat on each other.
Based on the extract 3, before starting learning through the Google Meet application, students must have Gmail to access Google Meet. The steps are the teacher prepares the power point material for learning, then the teacher prepares a room in google meet and send a link to the whatsapp group, students can join the google meet by the link that has been prepared, then the teacher accepts students one by one to join the group. One of the advantages of using this application, Google Meet can also be used without having to download the application via Google Chrome.
