STUDENTS’ PERCEPTIONS ON THE USE OF GOOGLE CLASSROOM IN ENGLISH LANGUAGE TEACHING AT SMP

(1)

STUDENTS’ PERCEPTIONS ON THE USE OF GOOGLE CLASSROOM IN ENGLISH LANGUAGE TEACHING AT SMP

AHMAD DAHLAN

THESIS

SitiKholipah NIM. 205172868

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY

SULTHAN THAHA SAIFUDDIN JAMBI

2021

(2)

i

`KEMENTERIAN AGAMA REPUBLIK INDONESIA UIN SULTHAN THAHA SAIFUDDIN JAMBI

FAKULTAS TARBIYAH DAN KEGURUAN

Jalan Lintas Jambi-Muaro Bulian KM. 16 Simpang Sungai Duren Kab.

Muaro Jambi 36363Telp/Fax : (0741) 583183 - 584118 website : www.iainiambi.ac.id

Case : Official Notes

Dekan of Faculty of Education and Teacher Training The State Islamic University of

Sulthan Thaha Saifuddin Jambi

Assalamu‟alaikum Warohmatullahi Wabarokaatuh

After reading, giving guidance and making some necessary correction, we agree that the thesis by:

Name : Siti Kholipah

NIM : 205172868

Department : English Education Program

Thesis‟s title : “STUDENTS PERCEPTIONS ON THE USE OF GOOGLE CLASSROOM IN ENGLISH LANGUAGE TEACHING AT SMP AHMAD DAHLAN”.

Could be submitted to munaqasah exam (munaqasah) as one of the requirements for the undergraduate degree (S1) in English Education Program Faculty of Education and Teacher Training, The State Islamic University of Sulthan Thaha Saifuddin Jambi. We submit it to the faculty for animmediate process of final examination.

Jambi,15 Juni 2021

Advisor I

Dr.Hj. Dewi Hasanah,S.Pd. M. Ag NIP.19700711199403200

THESIS AGREEMENT / FINAL TASK Document

code

Form code Date Valid Revision Number

Revision date

Page In.08-PP-

05-01

In.08-FM-PP- 05-03

R-0 1-1

(3)

ii

KEMENTERIAN AGAMA REPUBLIK INDONESIA UIN SULTHAN THAHA SAIFUDDIN JAMBI

FAKULTAS TARBIYAH DAN KEGURUAN

Jalan Lintas Jambi-Muaro Bulian KM. 16 Simpang Sungai Duren Kab.

Muaro Jambi 36363Telp/Fax : (0741) 583183 - 584118 website : www.iainiambi.ac.id

Case : Official Notes

Dean of Faculty of Education and Teacher Training The State Islamic University of

Sulthan Thaha Saifuddin Jambi

Assalamu‟alaikum Warohmatullahi Wabarokaatuh

After reading, giving guidance and making some necessary correction, we agree that the thesis by:

NIM : 205172868

Department : English Education Program

Thesis‟s title : “STUDENTS PERCEPTIONS ON THE USE OF GOOGLE CLASSROOM IN ENGLISH LANGUAGE TEACHING AT SMP AHMAD DAHLAN”.

Could be submitted to munaqasah exam (munaqasah) as one of the requirements for the undergraduate degree (S1) in English Education Program Faculty of Education and Teacher Training, The State Islamic University of Sulthan Thaha Saifuddin Jambi. We submit it to the faculty for animmediate process of final examination.

Jambi,15 Juni 2021 Advisor II Edi Rozal M.Pd

NIP.198808032015031003

THESIS AGREEMENT / FINAL TASK Document

code

Form code Date Valid Revision Number

Revision date

Page In.08-PP-

05-01

In.08-FM-PP- 05-03

R-0 1-1

(4)

iii

KEMENTERIAN AGAMA REPUBLIK INDONESIA UNIVERSITAS ISLAM NEGERI SULTHAN THAHA SAIFUDDIN JAMBI FAKULTAS TARBIYAH

DAN KEGURUAN

Jalan Lintas Jambi-Muaro Bulian KM. 16 Simpang Sungai Duren Kab. Muaro Jambi 36363 Telp/Fax : (0741) 583183 - 584118 website :

www.iainiambi.ac.id

THESIS APPROVAL/ FINAL TASK

The thesis entitled ”Students‟ Perceptions On The Use Of Google Classroom In English Language Teaching At Smp Ahmad Dahlan”

Day :Thursday

Date : 15, September 2021

Time :10.00- 11.00

Place :Zoom Meeting (Online) Student‟s Number :205172868

Title : ”Students‟ Perceptions On The Use Of Google Classroom In English Language Teaching At Smp Ahmad Dahlan”

No Name Signature Date

1 Netty Zurnely M.Pd Nip.197107222007012002 (Chair)

3 November 2021

2 Shynta Amalia M.Pd Nip.198906232015032006 (Secretary)

20 Oktober 2021

3 Juliana Mesalina, M.Pd (Examiner 2)

27 Oktober 2021 4 Hilma Suryani, M.Pd

NIP. 198612262015032005

(Examiner 2) 19 Oktober 2021

5 Dr.Hj. Dewi Hasanah, S.Pd M.Ag NIP. 19700711199403200

(Advisor 1) 21 Oktober 2021

6 Edi Rozal, M.Pd

NIP. 198808032015031003

(Advisor 2) 10 Oktober 2021

Dekan Fakultas Tarbiyah dan Keguruan

(5)

iv

(6)

v DEDICATION

In the name of Allah SWT for the His blessing and the meciful,with deep thanks and proud,this thesis is wholeheratdly dedicate to:

My beloved parents,My Mother(Sukinah) and My Father (Suwawi) as my hero who always gave me support.

My big brother ( Eko Prasetyo S.Kom ) thank a lot of your support and praying.My great Advisors (Dr.Hj.dewi Hasanah,S.Pd,M.Ag) and (Edi Rozal M.Pd) thank you for support,advices, and patience on guidingme to finished this thesis.

My family who has supported me to finish this thesis. And all of my beloved friend who always helping me to finish this thesis.

(7)

vi

MOTTO

"If you don’t go after what you want, you’ll never have it. And if you don’t ask, the answer is always no. Also if you don’t step forward, you’re always in

the same place." (Nora Roberts)

(8)

vii

ACKNOWLEDGEMENT

Alhamdulillahirobbil‟alamin. All good praises belong to Allah SWT, the Almighty who guides and gives the researcher strength to finish this thesis as a partial fulfilment of requirements to obtain the Sarjana Pendidikan degree in English Language Education Department.

The researcher realizes that the completion of this thesis could not be separated from the supports of many people. Therefore, on this occasion, the researcher would like to thank for guidance, supervisions, advices and any other supports given In this process of completion of this thesis, the researcher received much advices and contribution from many people who can not be enumerated especially from my advisors, Dr.Hj.Dewi Hasanah,S.Pd.,M.Ag as my first advisor and Edi Rozal,M.Pd as second advisor. Whomagically‟ made all my academic wishes real (even the most impossible one) and who made me eager to push my own limit.

This seccess would not be attained without supports, guidance, help, encourage from individual and State Islamic University of Sulthan Taha Saifuddin Jambi. The research would like to say :

1. Prof. Dr. H. Su‟aidi Asy‟ari, MA., pH.D. The Rector of the State Islamic University of Sulthan Thaha Saifuddin Jambi.

2. Dr.Hj.Fadhlilah,M,Pd as Dean of the Faculty of Education and Teacher Training.

3. Wahyuni Fitria,M.Pd as the Head of English Education Program.

4. The headmaster of SMP Ahmad Dahlan Kota Jambi Sri Novita Handayani, S.Pwho has permitted to observed there.

The researcher know that this thesis not perfect. Consequently the researcher needed suggestion and recomendation from the readers. The researcher hope that this thesis can be helpful for the readers.

(9)

viii

Jambi,15 Juni 2021

Siti Kholipah 205172868

(10)

ix

ABSTRACT

Name : Siti Kholipah

Departement : English Education Departement

Title : Students’ Perceptions On The Use Of Google Classroom In English Language Teaching At Smp Ahmad Dahlan

This thesis disscuses about the students perceptions on the use of Google Classroom in English languange teaching at SMP Ahmad Dahlan,Jambi city. This thesis use quantitative research. The Researcher use questionnaire for collect the data. The questionnaire adapted from Shaharanee (2016). The questionnaire contained 23 item. The data analysis technique use Microsoft Excel.

Keywords: Google Classroom, Students Perception, Online Learning, Learning English

(11)

x

ABSTRAK

Nama : Siti Kholipah

Jurusan : Pendidikan Bahasa Inggris

Judul : Students’ Perceptions On The Use Of Google Classroom In English Language Teaching At Smp Ahmad Dahlan

Skripsi ini membahas persepsi siswa tentang penggunaan Google Classroom dalam pembelajaran bahasa Inggris di SMP Ahmad Dahlan kota Jambi. Skripsi ni menggunakan penelitian kuantitatif. Peneliti menggunakan kuesioner untuk mengumpulkan data. Kuesioner diadaptasi dari Shaharanee (2016). Kuesioner berisi 23 item. Teknik analisis data dalam penilitian ini menggunakan Microsoft Excel.

Kata kunci: Google Classroom, Students Perception, Online Learning, Learning English

(12)

xi

LIST OF TABLE

Table 4.1. Chart About The Result Of Students Personal Information ... 15

Table 4.2. Chart About Finding Of Ease Of Access ... 15

Table 4.3. Chart Of The Averages Ease Of Access ... 17

Table 4.4. Chart Finding Of Perceived Of Usefulness... 18

Table 4.5. Chart About The Averages Of Perceived Of Usefullness... 20

Table 4.6. Chart Finding Of Communications And Interactions ... 21

Table 4.7. Chart About The Averages Of Communication And Interaction ... 23

Table 4.8 Chart Finding Of Students Satisfaction ... 24

Table 4.9 Chart About The Averages Of Students Satisfaction... 25

(16)

xv

LIST OF APPENDICES

Appendix 1 ... 28

Appendix2 ... 31

Appendix 3 ... 34

Appendix 4 ... 37

(17)

1

CHAPTER I INTRODUCTION

A. Background of the Study

Nowadays,integrating technology or ICT can make students control their learning and also more engaged in class. ICT has important role in learning. Many people believe that ICT will make learning process more fun and interesting, but learning activities with technology is one of new challenges in higher education because many teachers should struggle to integrate it for several reasons. For instance, they do not have time to implement it, they do not have enough experience with technology, or they have no idea on using technology in classroom.

Perez (2015) moreover expressed that it is since they are not fulfilled with the viability of computerized apparatuses and have challenges to execute it.

Agreeing to Cox (2009) executing classroom innovation in school is required since it can offer assistance understudies to get ready for long term and as we are within the advanced time which makes us ought to know how to utilize it properly. Based on Beal and Melinda Gates Foundation, 93% of instructors as of now utilize computerized apparatuses in classroom which suggests there are still instructors who don't utilize computerized devices. In this way, we get the conclusion that innovation is valuable for learning prepare.

There are a lot of online social learning environment and educational tools which are accessible for both students and teachers, such as, Google Docs, Google Scholar, and Google+. Google launched an e-learning tool named Google Classroom. Google Classroom is a blended learning platform with interesting and simple features for schools. Only institution‟s database can invite students to classrooms.

(18)

2

Google classroom can offer assistance to oversee paperless framework.

Agreeing to Perez (2015) through Google Classroom, task is made and G-mail is utilized to supply classroom communication which makes instructors simpler to report and inquire questions to understudies in classes. Be that as it may, Pappas (2015) states that not all learning courses are reasonable utilizing Google Classroom. It has troublesome account administration, restricted integration alternatives, troublesome learner sharing, altering issues, and numerous more.

Educational systems worldwide has been affected since COVID‐19 has been declared a pandemic by the World Health Organisation (WHO), leading to the near-total closures of schools, and colleges. Most governments around the world have temporarily closed educational institutions in order to restrain the spread of Covid-19. This requires all elements of education to adapt and to continue the teaching learning process. As the result school and college change their learning process to online learning. The Indonesian Government assigns the learning process using online learning. This is effective solution to activate classroom eventhough school and college have been closed to reduce the spread of covid-19. Many platforms of digital sources have been implemented by school, one of them is using Google Classroom. This research aims to get review of using Google Classroom during this pandemic.

Students were taken as participants since all of the classes already use Google Classroom in learning process. Based on an informal interview with some students and teachers at SMP Ahmad Dahlanall of them use Google Classroom the researcher know that all of the population in SMP Ahmad Dahlan use Google Classroom. Therefore, the researcher is interested to identifystudents‟s responses within an online learning environment, especially on the use of Google Classroom. The researcher will analyze about students‟s perceptions when they use Google Classroom on English language teaching

.

(19)

3

B. Identification of the Problem

The researcher conduct the research at SMP Ahmad Dahlan. SMP Ahmad Dahlan has located at Jalan. Enggano, Perumnas, Handil Jaya, Kecamatan. Jelutung, Kota Jambi, Jambi. Where the focus of the research is students‟s perception on the use of Google Classroom as their E-learning media.

There are several reasons for bringing up this issue.First, there are students that feel shy to ask or comment to teacher about the lesson or their difficulties. Second all of the students and the teachers in SMP Ahmad Dahlan use Google Classroom on English language teaching. Third, No one has research about Students‟s perceptions about Google Classroom at SMP Ahmad Dahlan.

C. Limitationof theProblem

The researcher focused on the perceptions of students‟s on the use Google Classroom on English language teaching at SMP Ahmad Dahlan.

D. Formulationof the Problem

Based on the identification and limitation of the problem, the problem of this research is formulated as “Students‟s perceptions on the use of Google Classroom on English language teaching at SMP Ahmad Dahlan?”

E. Objectives of the Study

The objective of the study is to identify of the students‟s perception on the use Google Classroom on English language teaching at SMP Ahmad Dahlan.

(20)

4

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Technology Integration

Technology is the set of knowledge, skills, experience and strategiesfor changes the human life. Nowadays, almost aspect of life are caused of technology,one of aspect that is affected by technology is education. ICT will make learning process more fun and interesting. Today amounts of information (books, audio, images, videos) are available in the Internet.

Information and Communications Technologies (ICTs) have become the most basic building block of modern industrial society in a very short time.

Mastering information technology and understanding basic skills and concepts of ICT are now highly regarded by many countries (Daniels, 2002;Rampersad, 2011).

B. English Language Teaching

Another theme which emerges in many of these accounts is the notion that EnglishLanguage Teaching is a profession subject to, and perhaps afflicted by, waves ofrapid and continuous change often originating in external disciplines.

H.Douglas Brown, evaluating the five decades that preceded the 1960s, suggests that this tendency already adhered to the profession: „[a] glance through the previousfive decades‟ language teaching shows that as disciplinary schools of thought namely psychology, linguistics, and education waxed and waned, so went language teaching trends‟(p. 1).

Based on Brown (2000) The tearm teaching can be defined generally as a process of knowledge transferring from one to another.Teaching is defined as showing of helping someone to learn how to do something,providing with knowledge,causing to to know or understand.In the case of English,the English language teaching has been running for a very long time. Started at the end of middle ages up to present day.Different time and place are the main factors that causes English plays a different role all around the world.Indeed,people who live

(21)

5

in particular time and place use English for for particular need which may be different with those people who live in the other time and place.

C. Instructional Media

Based on Reiser & Gagne (1983),The term instructional media has been defined as the physical means via which instruction is presented to learners.

Beside this definition, every physical means of instructional delivery,from the live instructor to the textbook to the computeran so on, would be classified as an instructional medium. It may be wise for pracitioners in the field to adopt this viewpoint: however, in most discussions of the history of instructional media, the three primary means of instruction prior to the 20th century, the teacher, the chalkboard and the textbook. (cf.Commission on Instructional Techology,1970)

In the computer based instructional media, Davidson (1996) stated that the use of such media in geography lessons is imperative as it makes a valuable contribution to the quality of student learning. Such media can be used in several ways in geography lessons. PowerPoint, for instance, can be used to present geographical issues and data loggers for collecting weather data electronically.

Recece & Walker (2001) also pointed out that it is important to use learning aids to enhance student learning experience and they stress the link between poor learning with the failure to use visual aids and similarly effective learning to the professional use of visual aids.

Bailey & Fox (1996) also find that computer graphics maps are the effective way of presenting spatial information and for geography courses, such maps are considered the most important tool for illustrations. Teachers need to use them effectively in the classrooms and give opportunity to pupils to learn about different types of maps starting from simple sketch maps to complex geographical information system (GIS) maps.

Such research may help in providing further evidence on the use of technology as effective learning tools and also encourage other educators to incorporate relevant technology into their instruction. At the same time, research findings would also facilitate the sharing of these endeavours with the rest of the

(22)

6

social studies professional community. The importance of instructional technology in social studies is supported by the findings of Bennett & Pye (2003).

D. Types of Instuctional Media

Based on Sudjana, Nana dan Ahmad Rivai, Media Pengajaran (Bandung:

Sinar Baru Algensindo, 2011). There is several types of instructional media which canused by teachers for teaching and learning process.

1.See from thefunction, media is divided into:

a. Auditive media, the media that can only be heard.

b. Visual media, the media that can only be seen.

c. Audiovisual media, the types of media other than

contains elements of sound also contains elements of images which can be seen.

2) See from the ability to reach the media can be divided to a. Media that has broad and simultaneous coverage

such as radio and television.

b. Media that has limited coverage by:

space and time such as slide films, videos.

3. See from the way or technique of using it, the media is divided into two groups a. Projected media such as films, slides, film strips, transparency.

b. Media that is not projected such as pictures, photos, painting, radio.22

E. Google Classroom

Since its launch in May of 2014, Google Classroom has been predominantly used by teachers and students situated within schools. However, a growing number of higher education institutions are taking to the platform.

Google Classroom is part of the G Suite (Google Apps for Education) platform of cloud based computing apps, acting as a single dashboard to unify educator‟s use of other Google apps. Google‟s main aim for the virtual classroom app is “...to connect the class easily, track student progress and achieve more together”

(Google for Education, 2018).

(23)

7

1. The definition of Google Classroom

Google Classroom is considered as one of the leading stages out there for improving teachers's workflow. "It gives a set of powerful highlights that make it an perfect instrument to understudies. „Classroom makes a difference instructors spare time, keep classes organized, and move forward communication with understudies. It is accessible to anybody with Google Apps for Instruction, a free suite of productivity tools counting Gmail, Drive and Docs.‟(2015).

Google Classroom is an interface portal created by Google companies that can be used to compile and create online classes. The use of Google Classroom in learning does not need to be complicated in installation [22], [23]. Besides that, Google Classroom can be used free of charge by anyone, with an easy access and design either through a computer or smartphone with an internet network.

Google Classroom is a learning management system (LMS) that aims to simplify creating, distributing, and grading assignments and engaging students in learning online or remotely. Google Classroom is a free application designed to help students and teachers communicate, collaborate, organize and manage assignments, go paperless, and much more. It was introduced as a feature of Google Apps for Education following its public release on August 12, 2014.

Google Classroom is considered as one of the best platforms out there for enhancing teachers's workflow. "It provides a set of powerful features that make it an ideal tool to use with students. „Classroom helps teachers save time, keep classes organized, and improve communication with students. It is available to anyone with Google Apps for Education, a free suite of productivity tools including Gmail, Drive and Docs.‟(2015).

Google Classroom is meant to help teachers manage the creation and collection of student assignments in a paperless environment, basically leveraging the framework of Google Docs, Drive and other

(24)

8

Apps. Google classroom allows teachers to spend more time with their students and less time on the paperwork, and it is now even better.

Google's latest announcement brings new functionality to Google Classroom. Included in the new functionality is the ability to add more than one teacher, as well as to preparing for classes in advance as well.

2. How it Works

Google classroom may still be unfamiliar for some people.

Therefor, here is a guide line how to use google classroom properly for better understanding based on (Google, 2018). First, login using classroom. google.Comand log in using Google apps for education account with institution e-mail address.To create the very first class, click on the “+” button next to the e-mail address. “Create class” will appear and then press on it. After that, add a class name. Teacher can add the details about the class, such as, description and instructions for students in the “about” tab, and also Google Drive folder for classroom materials and can attach outline course and lesson plan. Finally, the class is ready and students can freely join if they have institutional Google accounts and they should find class code in the “stream” tab.

3. Features of Google Classroom

Lots of activities we will do with Google Classroom once the category is operated. First, can produce announcement. Teacher can offer announcement. Concerning the update of the class during this section. They will attach files and sophistication materials as well.

Secondly, create assignment. This can be the foremost substantial feature in Google Classroom. Teacher can transfer assignments for students inside due time to submit. Students can also transfer materials that are uploaded by teacher to end their task. Third, create question. During this section, student can create question to be mentioned with teacher or different students ifallowed by teacher.

Fourth, re-use post. Vital post may be use by teacher during this section,

(25)

9

such as, announcement, assignment, and question (Journal of Education and Social Sciences,2016)

F. The Benefits of Instructional Media

Based on iwayanardiasa(2010), In general, the benefits of instructional media is to facilitate interaction between teachers and students so that learning activities more affective and efficient. Meanwhile, more specifically, the benefits of instructional media is The delivery of learning materials can be standarized.

The learning process becomes more clear and interesting. The learning process becomes more interactive. Efficiency in time and labor. Improving the quality of students learning outcomes. Media enables the learning process can be done anywhere and anytime. Media can foster positive attitudes toward students and learning materials. Changing role of teachers towards a more positive and productive.

G. Relevant Study

There is some relevant researches with this research. First research fromstudent of English Language Education Department, Rossytawati (2013). The research is about the challenges in using Google Classroom. The researcher identify the challenges of using 16 Google Classroom as a learning tool for students of English Language Department Islamic University of Indonesia. The researcher use quantitative method in her research. The research take 126 students of English Language Department in Islamic University of Indonesia, from 3 batches there are 2014, 2015 and 2016.

Second, from Ade Krisna Mulya & Siti Aminah (2020) the research about The Student Perceptions on the use of Google Classroom (GCr) in Learning English. The purpose of this research is to identify Google Classroom can help students and the teachers in online learning or not. The researcher use descriptif qualitative as their method. They use questionnaire and observation as their instrument.

(26)

10

The third is from the thesis Anita Muslimah (2018)A survey on the use of google classroom in english language education department of islamic university of indonesia. The researcher use quantative as the method. She use questionnaire as the instrument. This research aims to identify students‟ responses on using Google Classroom. The participants were students of English Language Education Department batch 2014-2017 because students in English Language Education Department already used Google Classroom.

Fourth is from Nur Alim1 , Wa Linda2 , Fahmi Gunawan3*, Mohd Shamsuri Md Saad4 (2019) they are found in their research that Google Classroom learning communication is effectively used by the faculty of Teacher Training and Education.

The differences beetwen these research is variable, subject of the study and the method. In this research the researcher identify students perceptions on the use Google Classroom in English language teaching. The participants in this research is students of Junior high school because students in SMP Ahmad Dahlan only use Google Classroom as their online learning media, to collect the data the researcher use Google Formulir

(27)

11

CHAPTER III RESEARCH METHOD

A. Research Method

In this research, the researcher examines students‟s perceptions about Google Clasroom in the English language teaching at SMP Ahmad Dahlan. She choose to use quantitative method. According to Creswell (2009), “quantitative research is an approach for testing objective theories by examining the relationship among variables”. These variables can be measured, usually on instruments thus, numbers of data can be analyzed using statistical procedures.

Instruments are used to collect data and the information.

In quantitative analysis name several are needed to use numbers, starting from information collection, interpretation of the data, and look of the results.

Quantitative research is extremely strictly applying the principles of objectiveness. The objectivity is obtained, among others, through the utilization of instruments that are tested for validity and responsibleness (Arikuntoro,2006).

This research specifically used survey research. Survey research provides a quantitative or numeric description of trends, attitudes, or opinions of a population by studying a sample of that population (Creswell, 2009). The purpose of the survey is to explain the characteristics of a population. In essence, what the researcher wants to discover was how members of a population were distributed themselves on a variable or more (for example: age, ethnicity, religion, attitude toward school).

B. Population and Sample 1. Population

This research was all the conducted at SMP Ahmad Dahlan.The total number of the students in SMP Ahmad Dahlan is 357 students divided into 12 classes. 5 classes for first year students. 4 classes for second year students and 3

(28)

12

classes for last year students.The total number of the first year students is 140 students. Second year students is 127 students and the total number of the last year students is 90 students.

2. Sample

According to Arikunto (2002), sample is a representative or a part from the population that is going to be researched. If the number of respondence is less than 100, it is a must to take all of it in order to make it as a research population. Meanwhile, if the number of respondence is more than 100, it is allowed to take 10% - 15 %, 20%-25% or even more as the sample.

In this research used proportionate simple random sampling. The researcher use Google Formulir it should calculate the strata from first year students, second year students, and last year students. The calculation is as followed.

No Class Total

1. 7 140 Students

2. 8 127 Students

3. 9 90 Students

Total 357 Students

Table 3.1. Total students of SMP Ahmad Dahlan

The calculation of the students who respons this research is followed.

No Class Total

1. 7 30 Students

2. 8 20 Students

3. 9 19 Students

Total 69 Students

Table 3.2. The Data Calculation of Total Respondents

(29)

13

C. Data Collection Technique

In this research the researcher would use questionnaire. The questionnaire would be adapted and modyfiedfrom thesis Annita Muslimah (2018) A survey on the use of google classroom in english language education department of Islamic University of Indonesia. The researcher would be focused on perceptions of students‟s on the use Google Classroom on English language teaching at SMP Ahmad Dahlan.

The total items of the questionnaire are 23. Several items of the questionnaire in this instrument were adapted from some reliable sources. In this research, the items were translated into Indonesian language in order to ease the respondents in answering the questions. The questionnaire use in this study is closed questionnaire.

D. Data Analysis Technique

This research method has the design of quantitative method. The researcher use statistic to analize the data. The steps in analyzing the data in this study were as followed.

X¯=X₁₊X₂₊X_3+....+X_n n

explanation:

x¯ :Symbol of the average X : Symbol of the data n :Shows a lot of data

The students gave their answer to questionnaires as factual and real information. They choses the answers that close to the five alternative answers for each questionnaire. In this research, the researcher used the percentage formula of Sugiyono (2008).

(30)

14

The answer guided the researcher in summarized the research questions of the study, the students‟s responses toward teacher‟s hand-written commentary and the reasons students read the comments given by the teacher.

(31)

15

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSIONS

1. Research Findings Figure 4.1.

Figure 4.1.Chart about the Result of Students Personal Information.

From the data shown above, total respondents was 69 from 357 students who completed the questionnaire and dominated by male with 35 respondents and then followed by female about 34 respondents.

a. Main Findings

This chapter to describe the students perceptions the use Google Classroom an English language teaching. There are 23 questions related to students‟ perceptions on the use of Google Classroom in English language teaching.The researcher take the sample randomly from the students of SMP Ahmad Dahlan.The researcher collect the data with Google formulir.

The researcher devide the questions for this research in to 4 part. First part of Easy of Access this part consist of 6 questions. Second part of Perceived of Usefulness consist with 7 questions. Part of Comunication and Interaction consist of 6 question.

49% 51% Male

Female

(32)

16

The last part is Students Satisfaction consist of 4 question.Here, students‟ responses would be measured by questionnaire as the research instrument which was adopted from thesis anita muslimah (2018) a survey on the use of google classroom in english language education department of islamic university of indonesia. Based on the research the total number of the sample is 69 students.

2. Finding of Each Part of the Questionnaire.

a. Easy For Access

Students answere ease of access of Google Classroom.From the question number 1 (singing on to the Google Classroom)13 students answere strongly dissagree (19%), 17 students answeredissagree (25%) 12 students answere netral (17%) 23 students answere agree (33%) 4 students strongly agree(8%).

From the question number 2 (Accessing course materials) 9 students answere strongly dissagree (13%) 17 students answere dissagree (25%) 17 students answere netral (25%) 21 students answere agree (30%) 5 students answere strongly agree (7%).

From the question number 3 (Sending and receiving assignment) 10 students answere strongly dissagree (15%) 16 students answere disagree (23%) 12 students answere netral (17%) 27 students answere agree (39%) 4 students answere strongly agree (6%).

From the question number 4 (Submitting assignment) 5 students answere strongly dissagree (7%) 24 students answere dissagree (35%) 13 students answere netral (19%) 24 students answere agree (35%) 3 students answere strongly agree (4%).

From the question number 5 (Navigating the system) 6 students answere strongly dissagree (9%) 20 students answere dissagree (29%) 20 students answere netral (29%) 20 students answere agree (29%) 3 students answere strongly agree (4%).

(33)

17

From the question number 6 (Easy to understand the system) 5 students answere strongly dissagree (7%) 26 students answere dissagree (38%) 19 students answere netral (28%) 14 students answere agree (20%) 5 students answere strongly agree (7%).

Tthe averages of access of Google Classroom. The highest average is from question number 3 (sending and receiving assigment) with the average 2,99. The lowest average is question number 1 (Singing in Google Classroom) and question number 6 (Easy to understand the system) with the average 2,83.

b. Perceived Usefulness.

Based on the result of the questionnaire answered by the students, the averages of the answere Perceived Usefulness is shown in the chart below.

Perceived usefulness of Google Classroom. From the question number 1 (The quality of learning activity was excellent) 7 students answere strongly dissagree (10%) 20 students answere dissagree (29%) 21 students answere netral (30%) 17 students answere agree (25%) 4 students answere strongly agree (6%).

From the question number 2 (Google classroom is an excellent medium for social interaction (teacher vs students and student vs student) 8 students answere strongly dissagree ( 12%) 18 students answere dissagree (26%) 18 students answere netral (26%) 20 students answere agree (29%) 5 students answere strongly agree (7%).

From the question number 3 (Google classroom help me to submit assignment on time) 8 students answere strongly dissagree (12%) 16 students answere dissagree (23%) 19 students answere netral (28%) 20 students answere agree (29%) 6 students answere strongly agree (9%).

From the question number 4 (The course activities helped me to examine issues, to evaluate new ideas, and to apply what I have learned) 7 students answere strongly dissagree (10%) 21 students answere dissagree

(34)

18

(30%) 19 students answere netral (28%) 16 students answere agree (23%) 6 students answere strongly agree (9%).

From the question number 5 (The feedback provided by the teacher is useful) 5 students answere strongly dissagree (7%) 22 students answere dissagree (32%) 13 students answere netral (19%) 24 students answere agree (35%) 5 students answere strongly agree (7%).

From the question number 6 (The grading system in Google classroom help in monitoring my performance and understanding the current topic discussed) 4 students answere strongly dissagree (6%) 24 students answere dissagree (35%) 13 students answere netral (19%) 20 students answere agree (29%) 8 students answere strongly agree (12%).

From the question number 7 (The subject objective, assessment and content were consistent with the aid of Google Classroom) 4 students answere strongly agree (6%) 24 students answere dissagree (39%) 12 students answere netral (17%) 21 students answere agree (30%) 8 students answere strongly agree (12%).

Based on the result of the questionnaire of this research the researcher find the averages of Perceived Usefulnessshown in the chart below.

Averages of a Perceived of Usefulness. The highest average is from question number 7 (The subject objective, assesement and content were consistent with the aid of Google Classroom) with the average 3,07. The lowest average is from question number 1 (The quality of learning was excellent) with the average 2,87.

c. Communication and Interaction

Communication and interaction on using Google Classroom.From the question number 1(I felt comfortable conversing through this medium for this activity) 2 students answere strongly dissagree (3%) 22 students answere dissagree (32%) 18 students answere netral (26%) 21 students answere agree (30%) 6 students answere strongly agree (9%).

(35)

19

From the question number 2 (Teacher helped to keep course participants engaged and participating in productive discussion) 2 students answere strongly dissagree (3%) 20 students answere dissagree (29%) 18 students answere netral (26%) 22 students answere agree (32%) 7 students answere strongly agree (10%).

From the question number 3 (I felt comfortable interacting with other participants in this activity) 3 students answere strongly dissagree (4%) 19 students answere dissagree (28%) 25 students answere netral (36%) 17 students answere agree (25%) 5 students answere strongly agree (7%).

From the question number 4 (My point of view was acknowledged by other participants during this activity) 3 students answere strongly dissagree (4%) 22 students answere dissagree (32%) 19 students answere netral (28%) 18 students answere agree (26%) 7 students answere strongly agree (10%).

From the question number 5 (Teacher are enthusiastic in teaching and explaining via the Google Classroom) 5 students answere strongly dissagree (7%) 15 students answere dissagree (22%) 22 students answere netral (32%) 21 students answere agree (30%) 6 students answere strongly agree (9%).

From the question number 6 (Teacher are friendly, approachable and could be easily contacted) 2 students answere srtongly dissagree (3%) 17 students answere dissagree (25%) 22 students answere netral (32%) 23 students answere agree (33%) 5 students answere strongly agree (7%).

The averages of communication and interaction. The highest average from question number 6 (Teacher are friendly, approacable and could be easily contacted) with the average 3,19. The lowest average is from question number 3 (I felt comfortable interacting with other participants in this activity) with the average 3,03.

d. Students‟ Satisfaction

Students‟ satisfaction on use Google Classroom as their learning media. From the question number 1 (The subject met my personal goal through

(36)

20

the medium introduced) 3 students answere strongly dissagree (4%) 13 students answere dissagree (19%) 23 students answere netral (33%) 23 students answere agree (33%) 7 students answere strongly agree (10%).

From the question number 2 (I would recommend this method of learning to be applied to other appropriate subject) 4 students answere strongly dissagree (6%) 20 students answere dissagree (29%) 13 students answere netral (19%) 27 students answere agree (39%) 5 students answere strongly dissagree (7%).

From the question number 3 (Google classroom is my first choice in active learning compare to other method) 3 students answere strongly dissagree (4%) 22 students answere dissagree (32 %) 10 students answere netral (15%) 26 students answere agree (38%) 8 students answere strongly agree (12%).

From the question number 4 (I like the Google Classroom as a learning initiative and motivation booster). 3 students answere strongly dissagree (4%) 20 students answere dissagree (29%). 17 students answere netral (25%) 23 students answere agree (33%). 6 students answere strongly agree (9%).

The averages of Students Satisfaction. The highestaverage is from question number 3 (Google Classroom is my first choice in active learning compare to other method) with the average 3,2. The lowest average from question number 1 (The subject met my personal goal through the medium introduced) with the average 3,12.

3. Discussion.

Part of Ease of Access consists of 6 questions. The highest average from question number 3 (Sending and receiving assignment) with score 2,99.

The lowest score is number 1 and number 6 (Singing on the Google Classrom and easy to understand the system) with average 2,83 which means that the students strongly agree that the assignment receiving and sending with Google Classroom. Google Classroom is their first choice in online learning method.

(37)

21

This datasimilar to the results of research fromthe thesisIftakhar (2016), the study is about what and how Google Classroom works. The purpose of this study is to report the overall view of Google Classroom from different class.Among students' participants, 18 agree that Google Classroom is effective and easy to use. They can get so many uploaded files at a time. As they have been given Gmail id from the DIU, they can join the class by using class code from anywhere and anytime.

Perceived od Usefullness consists of 7 questions. The highest average from this part is question number 7(The subject objective, assessment and content were consistent with the aid of Google Classroom) with the average 3,07. The lowest average is question number 1 (The quality of learning activity was excellent) with average 2,87. Which means that the students strongly agree with this statement.The teacher has give the best for the students start from the materi, assesement and content. The students feel the quality of learning activity is neutral. Teachers always caring with the students.

Communication and Interaction consist of 6 questions. The highest average from this part is number 2 and 6 (Teacher helped to keep course participants engaged and participating in productive discussion and Teacher are friendly, approachable and could be easily contacted.) with the average3,17.

The lowest score is question number 3 (I felt comfortable interacting with other participants in this activity.) with score 3,03. Which means the teacher always take care with the students keep the class have productive discussion. The teachers always helping and involve students in learning English. The teacher is very friendly and easy to contact.

This data similar from the research from Shaharanee et.al (2016) did a research about the effectiveness of Google Classroom‟s active learning activities for data mining subject under the decision sciences program. She found in her research that the respondents strongly agreed that lecturers are friendly, approachable and could be easily contacted in Google classroom with the average 4,61.

(38)

22

This data similar from the research Nur Alim1 , Wa Linda2 , Fahmi Gunawan3*, Mohd Shamsuri Md Saad4 (2019) they are found in their research that Google Classroom learning communication is effectively used by the faculty of Teacher Training and Education. However, there are some technical constraints caused due to several issues like some students of the study group do not access the account provided by their concerned lecturers. In addition, there are also students who do not have a Smartphone. Wi-Fi availability on campus is still limited. There are also students do not have an ideal data plan for attending online discussions and even some students submit their assignments using friends‟ account.

Students‟ Satisfaction consists of 4 questions. The highest averageis question number 3 (Google classroom is my first choice in active learning compare to other method.) with average 3,2. The lowest score is question number 1(The subject met my personal goal through the medium introduced.) with the average 3,12. Which means Google Classroom is their first active learning media in this pandemi era. They are never use other method for their online learning process. The students feel dificult to understand the subject and the materi given by the teacher with Google Classroom.

This data different from the thesis Annita Muslimah (2018) she found that the respondents feel Google Classroom is usefulnes in learning process and they feel satisfied with Google Classroom.

(39)

23

CHAPTER V

CONCLUSION AND RECOMMENDATION

A. Conclusion.

The purpose of this research is to identify the students‟ perceptions on the use of Google Classroom in English language teaching for students at SMP Ahmad Dahlan. There were 69 students who answer the questionnaire about Google Classroom. By seeing the demography of the questionnaire, the sample of this research consisted of 35 male and 34 female students participated to answer the question in the questionnaire.

The conclusion for this research is based on the research findings and discussion on students‟ answer on the use of Google Classroom in English language teaching at SMP Ahmad Dahlan. The average ofstudentsfeel satisfy with Google Classroom (𝑋 =3,14). The average of Google Classroom makes their communication and interaction(𝑋 =3,14). Google Classroom Perceives Usefulness they are consistent with the aid of Google Classroom(𝑋 =2,98) feel accessing Google Classroom is easy (𝑋 =2,91)

The result of this research shows that students feel satisfy with Google Classroom. Google Classroom is the first and the only one media for students and the teachers learning activity at SMP Ahmad Dahlan. The students feel neutral when they must use Google Classroom for their learning process. They feel neutral to understand the system of Google Classrom. The students feel dificult to understand the subject and the materi from Google Classroom.

The students feel uncomfortable to interacting with other participants in this activity. The teacher always take care with the students keep the class have productive discussion. The teacher always helping and involve students in learning English. The teacher is very friendly and easy to contact.

(40)

24

B. Recomendation.

In general, based on the result of this research, the researcher give three part of recomendation, as followed.

1. For the Students

The researcher give 2 suggested for the students at SMP Ahmad Dahlan. First, to learn about Google Classroom system, so the students can easy to access Google Classroom for their learning process. Second, Students of SMP Ahmad Dahlan to pay more attention with Google Classroom feel comfortable interacting with other people in Google Classroom.

2. For the Teacher

For the teachers at SMP Ahmad Dahlan to improve they learning media, such as add new method for their online learning class.

3. For the next researcher

The researcher suggest for the next researcher who are interested to research about students perceptions in SMP Ahmad Dahlan to use other method for collecting the data.

(41)

25

REFERENCES

Arikunto, S. (2006). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta:

Rineka Cipta.

Bailey, P. and Fox, P. (1996). Teaching and learning with maps. In Bailey, P. &

Fox, P. (Eds.). Geography Teachers‟

Beal, V. (2017). Google Classroom. Retrieved April 25, 2017, from Webopedia:http://www.webopedia.com/TERM/G/googleclassroom.html

Bennett, L. & Pye, J. (2003). Usage of instructional technology in teaching middle school social studies. Meridian: A

Middle School Computer Technologies Journal, 6(1).

[http://www.ncsu.edu/meridian/jan99/vfieldtrip/index.html

Cox, J. (2009). teachhub. Retrieved from teachhub:

http://www.teachhub.com/benefits-technology-classroom

Davidson, J. (1996) Information technology and the geography department. In Bailey, P. & Fox, P. (Eds.).Geography Teachers’ Handbook. The Geographical Association, Sheffield, United Kingdom, pp 249 – 260.

Erickson, C.W.H. & Curl, D.H. (1972). Fundamentals of teaching with audio visual technology (Second ed.) New York: Macmillan Publishing Company Inc.

Google Classroom.(2015). Everything Teachers need to Know about Google Classroom. Retrieved fromwww.educatorstechnology.com/.../everything- teachers-need-to-know-ab...

(42)

26

Edelweis Lararenjana. 2020. Macam macam media pembelajaran beserta karakteristik dan manfaatnya.

https://www.merdeka.com/jatim/macam-macam-media-pembelajaran- beserta-karakteristik-dan-manfaatnya-kln.html?page=5

Google for Education. (2018). Google Classroom.

https://edu.google.com/intl/en_uk/products/productivity-tools/classroom/

Iftakhar (2016) The Study Is About What And How Google Classroom Works.

https://www.google.com/search?q=Iftakhar+(2016)%2C+the+study+is+a bout+what+and+how+Google+Classroom+works&oq=Iftakhar+(2016)%

2C+the+study+is+about+what+and+how+Google+Classroom+works&a qs=chrome..69i57.1576j0j7&sourceid=chrome&ie=UTF-8

Instructional Media. (2010). Benefits of Instructional Media.

http://iwayanardiasa2010.blogspot.com/2010/06/manfaat-media- pembelajaran.html

Maylin Yohana, - (2020) Students’ Learning Performance In Using Google Classroom As Learning Management System In English Education Department Uin Suska Riau. Skripsi Thesis, UNIVERSITAS ISLAM NEGERI SULTAN SYARIF KASIM RIAU. http://repository.uin- suska.ac.id/view/creators/Maylin_Yohana=3A-=3A=3A.html

Nur Alim,Wa Linda,dkk (2019)The Effectiveness Of Google Classroom As An Instructional Media: A Case Of State Islamic Institute Of Kendari, Indonesiahttps://www.academia.edu/39649573/THE_EFFECTIVENESS _OF_GOOGLE_CLASSROOM_AS_AN_INSTRUCTIONAL_MEDIA_A_

CASE_OF_STATE_ISLAMIC_INSTITUTE_OF_KENDARI_INDONESIA

(43)

27

Pappas, C. (2015, August 20). Google Classroom Review Using Google Classroom In eLearning.

https://elearningindustry.com/google-classroom-review-pros-and-cons- of-using-google-classroom-in-elearning

Perez, P. (2015, 9 28). Securedgenetworks. How Google Classroom is making.

https://www.securedgenetworks.com/blog/how-google-classroom- ismaking-interactive-learning-more-productive

Recece, I. & Walker, S. (2001) Teaching Training and Learning a Practical Guide.: Business Education Publishers Limited, Great Britain

Shaharanee, I. N., Jamil , J. M., & Rod, S. S. (2016). Google Classroom As a Tool For Active Learning. AIP Conference Proceedings.

https://www.researchgate.net/publication/338106379_STUDENTS'_SATI SFACTION_WITH_GOOGLE_CLASSROOM_IN_BLENDED-

LEARNING_ENVIRONMENT

Sugiyono. (2012). Metode Penelitian Kuantitatif Kualitatif dan R&D. Bandung:

Alfabeta.

Vero Nanda (2020) Students’ Perceptions Toward The Use Of Google Classroom

In Teaching And Learning

Processhttp://lib.unnes.ac.id/43030/1/2201416143%20-

%20Vero%20Nanda%20Dwi%20Saputri.pdf

Widiyoko, E. P. (2012). Teknik Penyusunan Instrumen Penelitian.Yogyakarta:

Pustaka Pelajar.

(44)

28

Once a Week

Several Times a Week Once a Day

Many Times a Day

LIST OF APPENDICES

Appendix 1Questionnaire

The Survey of Students’ perseptions on the use of Google Classroom

GENERAL DEMOGRAPHIC

Put a mark ( ) to the answer for each question below, and fill the blank

Name :

Gender :

Age :

Class :

PhoneNumber :

How often the internetisaccessed? : Never IX VIII

VII

Female Male

(45)

29

Information

POSITIVE STATEMENTS

Put a mark ( ) on each statement below

SD : Strongly Disagree = 1 point D : Disagree = 2 points N : Neutral = 3 points A : Agree = 4 points SA : Strongly Agree = 5 points

Ease of Acces

No Statements SD D N A SA

1 Signing on to the Google Classroom 2 Accessing course materials

3 Sending and receiving assignment 4 Submitting assignment

5 Navigating the system

6 Easy to understand the system

Perceived Usefulness

1 The quality of learning activity was excellent

2

Google classroom is an excellent medium for social interaction (Teacher vs students and students vs student) as demonstrated by this Activity

3 Google classroom help me to submit assignment on time

4

The course activities helped me to examine issues, to evaluate new ideas, and to apply what I have learned

(46)

30

C o

Communication and Interaction

S t u d e n t s

’ S

Students’ Satisfaction

1 The subject met my personal goal through the medium introduced.

2 I would recommend this method of learning to be applied to other appropriate subject.

3 Google classroom is my first choice in active learning compare to other method.

4 I like the Google Classroom as a learning initiative and motivation booster.

5 The feedback provided by the lecturer is useful 6

The grading system in Google classroom help in monitoring my performance and understanding the current topic discussed.

7

The subject objective, assessment and content were consistent with the aid of Google

Classroom.

1 I felt comfortable conversing through this medium for this activity.

2

Teacher helped to keep course participants engaged and participating in productive discussion.

3 I felt comfortable interacting with other participants in this activity.

4 My point of view was acknowledged by other participants during this activity.

5 Teacher are enthusiastic in teaching and explaining via the Google Classroom.

6 Teacher are friendly, approachable and could be easily contacted.

(47)

31

Seminggu sekali

Beberapa kali seminggu Sehari sekali

Beberapa kali sehari Appendix2

THE INDONESIAN VERSION OF THEQUESTIONNAIRE KUISIONER

Survei tanggapan Siswa tentang penggunaan Google Kelas

DEMOGRAFI UMUM

Beri tanda ( ) ke jawaban untuk setiap pertanyaan di bawah ini, dan isi yang kosong

Nama :

JenisKelamin :

Umur :

Kelas :

NomorTelepon :

Seberapa sering internetdiakses? Tidak pernah : IX VIII

VII

Perempuan Laki-Laki

(48)

32

PERNYATAAN POSITIF

Beri tanda ( ) pada setiap pernyataan di bawah ini

Informasi:

STS : Sangat TidakSetuju = 1 poin TS : TidakSetuju = 2 poin

N : Netral = 3 poin

S : Setuju = 4 poin

SS : Sangat Setuju = 5 poin

Kemudahan dalam mengakses

No Pernyataan STS TS N S SS

1 Masuk ke Google Kelas 2 Mengakses materi khusus 3 Mengirim dan menerima tugas 4 Mengirim tugas

5 Menavigasi system

6 Mudah dimengerti sistemnya

Merasakan Kegunaan

7 Kualitas kegiatan belajar sangat bagus

8 Ruang Kelas Google adalah media yang sangat baik untuk berinteraksi sosial (guru dengan siswa ) seperti yang di tunjukkan oleh kegiatan ini

9 Google kelas membantu saya untuk menyerahkan tugas tepat waktu

10 Kegiatan kursus membantu saya untuk memeriksa masalah, mengevaluasi ide-ide baru, dan menerapkan apa yang telah saya pelajari

(49)

33

11 Umpan balik yang diberikan oleh dosen berguna 12 Sistem penilaian di kelas Google membantu dalam

memantau kinerja saya dan memahami topik yang sedang dibahas saat ini

13 Tujuan subjek, penilaian, dan konten konsisten dengan bantuan Google Kelas

Komunikasi dan Interaksi

K e p u a s a n S i

Kepuasan Siswa

14 Saya merasa nyaman berbicara melalui media ini untuk kegiatan ini

15 Guru membantu untuk membuat peserta kursus terlibat dan berpartisipasi dalam diskusi

16 Saya merasa nyaman berinteraksi dengan peserta lain dalam kegiatan

17 Sudut pandang saya diakui oleh peserta lain selama kegiatan ini

18 Guru sangat antusias dalam mengajar dan menjelaskan melalui Google Kelas

19 Guru ramah, mudah didekati dan mudah Dihubungi

20 Subjek tersebut memenuhi tujuan pribadi saya melalui media yang diperkenalkan

21

Saya akan merekomendasikan metode

pembelajaran ini untuk diterapkan pada subjek lain yang sesuai

22

Google kelas adalah pilihan pertama saya dalam pembelajaran aktif dibandingkan dengan metode Lain

23 Saya suka Google Kelas sebagai model belajar dan pendorong motivasi

(50)

34

Appendix 3

Students Personal informations.

STUDENTS CLASS GENDER

1 7 Male

2 7 Female

3 7 Female

4 7 Female

5 7 Female

6 9 Male

7 7 Female

8 7 Male

9 7 Female

10 7 Male

11 7 Male

12 7 Male

13 7 Male

14 7 Female

15 7 Female

16 7 Male

17 9 Male

18 7 Male

19 7 Female

20 7 Male

21 9 Male

22 7 Male

23 7 Male

24 7 Male

25 7 Male

26 9 Male

27 7 Female

28 7 Female

29 7 Male

(51)

35

30 9 Male

31 8 Male

32 9 Male

33 8 Female

34 8 Female

35 8 Female

36 8 Female

37 7 Male

38 7 Male

39 7 Male

40 7 Female

41 7 Male

42 9 Female

43 9 Male

44 9 Male

45 9 Female

46 9 Male

47 9 Female

48 9 Female

49 9 Female

50 9 Female

51 9 Female

52 9 Female

53 9 Female

54 9 Female

55 8 Female

56 8 Male

57 8 Female

58 8 Female

59 8 Male

60 8 Male

61 8 Male

62 8 Male

63 8 Female

64 8 Female

65 8 Female

(52)

36

66 8 Female

67 8 Male

68 8 Female

69 8 Male

Male 35

Female 34

Total 69

STUDENTS’ PERCEPTIONS ON THE USE OF GOOGLE CLASSROOM IN ENGLISH LANGUAGE TEACHING AT SMP