CHAPTER III RESEARCH METHODOLOGY
E. Data Collection Method
a. Giving instruction about information how exact to answer the questionnaire to get easiness.
b. Researcher provides the questionnaire for students then they are answering the questionnaire.
c. Collecting data by questionnaire based on the data analysis are found.
2. Interview
a. First, the researcher started by explaining the purpose of the interview to the students.
b. Second, students were interviewed by researcher through an offline system (face-to-face).
F. Technique of Data Analysis
Researchers conducted a questionnaire assessment process using the Likert Scale (Sugiyono, 2012). The definition of the Likert Scale was a scale in the type of research data that is always used to measure attitudes, opinions, and perceptions of individuals or groups related to social phenomena that are being researched. A Likert scale is used to get yes-or- no answers from respondents. After getting the data, the data was analyzed relatively.
The Likert Scale has been used with the following scoring:
SA : (Strongly Agree) A : (Agree)
U : (Undecided) D : (Disagree)
SD : (Strongly Disagree)
The researcher took 30 respondents, they has been scored as a follows:
1. The Likert Scale and Scoring
NO Statements SA A U D SD
1 Positive 5 4 3 2 1
2 Negative 1 2 3 4 5
(Sugiono, 2018) Table. 2.1 Likert Scale
2. The researcher counted the total answers for each answer category on the questionnaire.
3. The score will be summed was entered into the Likert scale.
0 30 60 90 120 150
SD D U A SA
3.1 Figure of Rating Likert Scale
4. Then, the data obtain from questionnaire analyzed by used percentage
%
Where : P : percentage
F : Frequncy of items N: Total of responden 100 : fixed number
5. In addition, when the researcher has completed the percentage distribution calculations. Each statement on the data was described by the researcher.
The researcher used the following approaches to assess the data from the interview:
1. Data Reduction
The data obtained from the research results is summarized and focused on the important things. Thus, the data that has been obtained provides clear results, making it easier for researchers to process data collection.
2. Data Display
In this step, the researcher got the clear data in short explanation from the data reduction. The short explanation was easy to understand. After the data was reduced, the next step was to display the data. The most often used method to present data in qualitative research was narrative text. (Sugiyono: 2013:249)
28 CHAPTER IV
FINDINGS AND DISCUSSION
The outcome of the data search is presented in this chapter. This chapter was split into two sections: the research findings and the research discussion.
Based on quessionaire and interview, the finding of the research covered of the results of the questionnaire and interview data about the students perception on using Google Classroom in distance learning.
A. Findings
In this chapter, the researcher describes the result of the data analysis based on the problem statement mentioned in chapter one. Based on the problem statement, the objectives of this research were to know the students' perceptions of using Google Classroom in distance learning, especially the students of SMA Negeri 9 Makassar on using the Google Classroom application as a learning platform in distance learning. The findings of this research dealed with scoring of the questionnaire and interview. A Questionnaire and interview used the formula that was mentioned in chapter three. The formula is used to know the percentages of the student's perceptions of using Google Classroom in distance learning. The result of questionnaire and interview was used to answer the problem statement and the result of interview was used to strengthen the data of this research. The answers of the research questions this study to know the Students Perception on Using Google Classroom in Distance Learning can be seen below:
1. The Result of Questionnaire
This point described findings of the student's perceptions on Using Google Classroom in distance learning as a learning platform at SMA Negeri 9 Makassar. The researcher was used questionnaire, the questionnaire statements were subcategorized into two groups, that is 10 items impact of using Google Classroom and 10 items motivation of using Google Classroom.
In the answered options, the researcher used Likert Scale which divided into five scale namely strongly agree, agree, undecided, disagree and strongly disagree.
The percentages of the student’s perceptions on using Google Classroom in distance learning at SMA Negeri 9 Makassar as follow:
Table 3.1 Student’s Perception on Impact of Using Google Classroom No Statements Percentages of options (%)
Strongly Agree
Agree Undecided Disagree Strongly Disagree
1 Statement 1 6.7 13.3 23.3 30 26.7
2 Statement 2 16.7 50 20 10 3.3
3 Statement 3 13.3 13.3 16.7 46.7 10
4 Statement 4 10 13.3 23.3 50 3.3
5 Statement 5 6.7 10 30 50 3.3
6 Statement 6 6.7 6.7 23.3 43.3 20
7 Statement 7 3.3 10 33.3 40 13.3
8 Statement 8 6.7 13.3 13.3 36.7 30
9 Statement 9 10 36.7 30 10 13.3
10 Statement 10 6.7 60 16.7 10 6.7
Table 3.1. Showed that on the statement 1, (2 or 6.7%) students chose strongly agree, (4 or 13.3%) students chose agree, (7 or 23.3%) students chose undecided, (9 or 30%) students chose disagree, (8 or 26.7%) students chose strongly disagree. On the statement 2 showed that (5 or 16.7%) students chose strongly agree, (15 or 50%) students chose agree, (6 or 20%) students chose undecided, (3 or 10%) students chose disagree, (1 or 3.3%) students chose strongly disagree.
On the statement 3, (4 or 13.3%) students chose strongly agree and agree, (5 or 16.7%) students chose undecided, (14 or 46.7%) students chose disagree, (3 or 10%) students chose strongly disagree. On the statement 4, there are (3 or 10%) students chose strongly agree, (4 or 13.3%) students chose agree, (7 or 23.3%) students chose undecided, (15 or 50%) students chose disagree, (1 or 3.3%) students chose strongly disagree.
On the statement 5, (2 or 6.7%) students chose strongly agree, (3 or 10%) students chose agree, (9 or 30%) students chose undecided, (15 or 50%) students chose disagree, (1 or 3.3%) students chose strongly disagree. On the statement 6 showed that, (2 or 6.7%) students chose strongly agree and agree, (7 or 23.3%) students chose undecided, (13 or 43.3%) students chose disagree, (6 or 20%) students chose strongly disagree.
On the statement 7, (1 or 3.3%) student chose strongly agree, (3 or 10%) students chose agree, (10 or 33.3%) students chose undecided, (12 or 40%) students chose disagree, (4 or 13.3%) students chose strongly disagree. On the
statement 8 showed that, (2 or 6.7%) students chose strongly agree, (4 or 13.3%) students chose agree and undecided, (11 or 36.7%) students chose disagree, (9 or 30%) students chose strongly disagree.
On the statement 9, (3 or 10%) students chose strongly agree and disagree, (11 or 36.7%) students chose agree, (9 or 30%) students chose undecided, (4 or 13.3%) students chose strongly disagree with the statement. On the statement 10, (2 or 6.7%) students chose strongly agree and strongly disagree, (18 or 60%) students chose agree, (5 or 16.7%) students chose undecided, (3 or 10%) students chose disagree.
( - ) (1 or 3.3%) (18 or 60%) ( + )
SD D U A SA
3.2 Figure of Student’s Perception on Impact of Using Google Classroom
On the figure of Student’s Perception on Impact, show that 18 or 60% (on statement 10) students chose agree. The findings show that students chose agree because Google Classroom application as a learning platform helping on learning process in distance learning. Google Classroom as a web-based technology has
been recently used in the field of education to facilitate the teaching learning process.
Table 3.2 Student’s Perceptions on Motivation of Using Google Classroom No Statements Percentages of options (%)
Strongly Agree
Agree Undecided Disagree Strongly Disagree
1 Statement 11 3.3 50 23.3 20 3.3
2 Statement 12 - 30 36.7 23.3 10
3 Statement 13 30 56.7 3.3 3.3 6.7
4 Statement 14 6.7 26.7 30 30 6.7
5 Statement 15 3.3 16.7 40 30 10
6 Statement 16 20 56.7 16.7 6.7 -
7 Statement 17 3.3 56.7 13.3 13.3 13.3
8 Statement 18 - 10 23.3 50 16.7
9 Statement 19 3.3 3.3 26.7 43.3 23.3
10 Statement 20 10 50 23.3 6.7 10
Table 3.2. Showed that on the statement 11, (1 or 3.3%) students chose strongly agree and strongly disagree, (15 or 50%) students chose agree, (7 or 23.3%) students chose undecided, (6 or 20%) students chose disagree. On the statement 12 show that no one student chose strongly agree, (9 or 30%) students chose agree, (11 or 36.7%) students chose undecided, (7 or 23.3%) students chose disagree, (3 or 10%) students chose strongly disagree.
On the statement 13, (9 or 30%) students chose strongly agree, (17 or 56.7%) students chose agree, (1 or 3.3%) students chose undecided and disagree,
(2 or 6.7%) students chose strongly disagree. On the statement 14 showed that, (2 or 6.7%) students chose strongly agree, (8 or 26.7%) students chose agree, (9 or 30%) students chose undecided and disagree, (2 or 6.7%) students chose strongly disagree.
On the statement 15 show that (1 or 3.3%) students chose strongly agree, (5 or 16.7%) students chose agree, (12 or 40%) students chose undecided, (9 or 30%) students chose disagree, (3 or 10%) students chose strongly disagree. On the statement 16, (6 or 20%) students chose strongly agree, (17 or 56.7%) students chose agree, (5 or 16.7%) students chose undecided, (2 or 6.7%) students chose disagree, and the last no one students chose strongly disagree.
Showed that on the statement 17, there were (1 or 3.3%) students chose strongly agree, (17 or 56.7%) students chose agree, the last (4 or 13.3%) students chose undecided, disagree, and strongly disagree. On the statement 18 show that no one student chose strongly agree, (3 or 10%) students chose agree, (7 or 23.3%) students chose undecided, (15 or 50%) students chose disagree, (5 or 16.7) students chose strongly disagree.
On the statement 19, (1 or 3.3%) students chose strongly agree and agree, (8 or 26.7) students chose undecided, (13 or 43.3%) students chose disagree, (7 or 23.3%) students chose strongly disagree. On the statement 20, (3 or 10%) students chose strongly agree and strongly disagree, (15 or 50%) students chose agree, (7 or 23.3%) students chose undecided, (2 or 6.7%) students chose disagree.
( - ) (1 or 3.3%) (17 or 56.7%) ( + )
SD D U A SA
3.3 Figure of Student’s Perception on Motivation of Using Google Classroom
On the figure of Student’s Perception on Motivation, show that (statement 13, 16 and 17) that 17 or 56.7% students chose agree. The findings show that students chose agree because students liked using Google Classroom as a learning platform in distance learning and then Google Classroom application as a learning platform very supporting in distance learning. The last, despite distance learning, students have never been absent from a assignment without valid a reason.
Figure 4.1 Chart of Students Perceptions
Based on figure 4.1. It could be seen that from 30 students had positive perceptions on using google classroom in distance learning. It was included impact and motivation categories. On positive statements, the result of questionnaire showed that most of students chose agree option, therefore it has the highest percentages espescially, Google Classroom application as a learning platfrom helping the students in distance learning.
0 10 20 30 40 50 60 70
Student's Perceptions On Using Google Classroom In Distance Learning
strongly agree agree
undecided
disagree
strongly disagree
2. The Result of Interview
The result of interview found that the challenges that faced by students XI MIA 4 (Natural Science) while using Google Classroom in distance learning.
1. Enthusiastic in using Google Classroom application for distance learning Student : Josh Dionichi Chandra
Time : January, 13th 2022 Student answered:
Student : Muhammad Reza Rabbani Time : January, 13th 2022
Student answered:
S : Honestly, there is nothing special that makes me excited to learn using Google Classroom.
(Sejujurnya, tidak ada hal khusus yang membuat saya semangat belajar menggunakan google classroom.)
S: I don’t have to go to school, and the teacher says "an assignment doesn’t have to be submitted on time".
(Saya tidak harus pergi kesekolah dan guru mengatakan, “tugas tidak harus dikumpul tepat waktu”.)
The challenge that faced by the student was the students did not understand the material. Based on the result of interview, some students admitted that they were lack of explanation from their teacher. It was very different when they were face to face conventional classroom, the teacher gave more explanation about the material. Students felt enthusiastic learning before corona virus' is coming.
2. The challenge and solution in using google classroom Student : Naila Zhafirah Ramlan
Time : January, 13th 2022 Student answered:
S: Sometimes the materials which is given by the teacher are difficult to understand.
(Terkadang materi yang diberikan oleh guru ada yang sulit untuk dipahami.)
S: Be in a stable connection.
(Berada ditempat koneksi yang stabil.)
Student : Nur Neisyah Sriwahyuni Time : January, 13th 2022 Student answered:
The students almost have the answered that they did not understand the material and the assignment.
3. The benefits in using google classroom as a distance learning platform Student : Josh Dionichi Chandra
Time : January, 13th 2022 Student answered:
S: The materials were incomplete, and the teacher didn’t explain anything about the materials.
(Materinya tidak lengkap dan guru tidak menjelaskan apa-apa tentang materi.)
S: It is easier for us to turn in the assignments, and it makes it easier for the teachers to check the assignments.
(Lebih mudah bagi kita menyerahkan tugas, dan lebih mudah membuat guru memeriksa tugas.)
Student : Naila Zhafirah Ramlan Time : January, 13th 2022 Student answered:
Based on the results of interviews, some students gave positive responses because Google Classroom was basically designed to help teachers and students communicate and collaborate, manage paperless assignments, or an online system to keep the learning process organized.
Student : Tri Wulandari Time : January, 13th 2022 Student answered:
S: Students can be submitted the assignment easily through google classroom.
(Siswa dapat mengirimkan tugas dengan mudah melalui google classroom)
S: If the cellphone storage is full, sending assignments via Google Classroom is hampered.
(Jika penyimpanan hp full pengiriman tugas melalui Google Classroom terhambat.)
Student : A.M Khalifah Nur Rasyidin Time : January, 13th 2022
Student answered:
4. Type of tasks
Student : Nur Neisyah Sriwahyuni Time : January, 13th 2022 Student answered:
Student : Joshua Dionichi Chandra Time : January, 13th 2022 Student answered:
S: Google Classroom can be an error if it's not updated.
(Google Classroom error jika tidak di update.)
S: Essay and multiple choice assignments.
(Essai dan tugas pilihan ganda.)
S: Essay and quiz.
(Essai dan kuis.)
5. The weaknesses in using google classroom
Based on the interview results, the challenge is network connection.
The students gave the same information that the problem at hand was a bad network. Students have to move to other places to access information, especially on assignment submission in distance learning. This allows students to pay for the purchase of internet quota. The students also claimed that as long as the learning process was carried out at home through an online system, free internet data from the government was limited.
Student : Joshua Dionichi Chandra Time : January, 13th 2022 Students answered:
Student : Muhammad Reza Rabbani Time : January, 13th 2022
Students answered:
S: These obstacles are mostly due to network problems that make students wait for a good network connection.
(Kendala tersebut sebagian besar karena masalah jaringan yang membuat siswa harus menunggu koneksi jaringan lebih baik.)
S: Sometimes the network is bad. The internet network makes me late to join google classroom.
(Kadang-kadang jaringan internet jelek. Jaringan internet membuat saya terlambat bergabung di google classroom.)
Student : Dian Amelia Putri Time : January, 13th 2022 Students answered:
B. Discussion
Based on the data from research questions the researcher gave further information and discussion as follow:
Since the Ministry of Education and culture of the Republic of Indonesia issued circular letter urging all higher education institution leaders in Indonesia, both state and private institution to prevent the spread of covid- 19 by conducted online learning process, SMA Negeri 9 Makassar has replaced all forms of learning activities with distance learning. Therefore, the researcher conducted a research on the use of Google Classroom as a learning platform in distance learning to know student's perceptions, considered that was their first experience on using Google Classroom in distance learning. As has been presented on findings, the result of questionnaire showed that most of students gave negative perceptions especially distance learning. It was supported by Rohman et al. (2020) which indicated that the majority of students had a negative impression and assessment of distance learning. On the other hand, Dolenc et al., (2021) Students have no choice but to follow a
S: Sometimes the connection is not good enough to send my assignments (Terkadang koneksinya tidak bagus untuk mengirim tugas saya.)
situation when process learning, teachers and students are physically separated in distance learning.
Distance learning on using Google Classroom did not recommend because they did not like the way teacher deliver material and they did not want to use Google Classroom application in the future, they felt frustrated during used it. In the other hand (Rianto, 2020) google classroom application is expected to provide assistance to the teaching and learning process carried out both for students and teachers. It was supported by Kind et al,. (2012) creative teaching as encouraging a teacher changing the teaching methods whenever necessary.
1. Students Perception on Impact of Using Google Classrom
On the impact aspect, the students recognized that Google Classroom as a learning platform provided the feature that does not meets their learning needs, Google Classroom did not help their performance so it did not improved their skill in distance learning, another recognition was most of them did not actively participate on Google Classroom so they did not understand about material. In accord with research conducted by Pappas (2015) Google Classroom are limited integration options, didn't have automated updates, difficult sharing and editing the assignment. Meanwhile, (Beal, 2017) Google Classroom is a tool which facilitates students and teacher collaboration; also the teacher can create and distribute assignment for students in distance learning.
This view was in line with Holmes and Gardner (2006) stated distance learning used to solved educational problems in Indonesia. Then, most students feel that the existence of Google Classroom is helpful for them in sending and collecting assignments, making it faster and more efficient.
2. Students Perception on Motivation of Using Google Classroom On motivation aspect which recognized that Google classroom can be motivate the students in distance learning. This view consistent because students easy access to learning and communication, timely filling in absences, efficient and effective, saving costs to school, and can still learn from home even during a this pandemic. The implementation on using Google Classroom it can be implementing a learning method that activates by students in distance learning and then teachers motivate to learning activities (Angela, 2014).
Students thought they were disagree that Google Classroom made them more productive and improve the quality of the interaction the teacher because not all of them felt confident to chat with the teacher in distance learning. It was in Fallah (2014) stated that second language communication self- confidence was defined as a composition of discover communication competence second language and lowering level of of anxiety over learning or using the language. Students will be communication with a teachers by WhatsApp if they were did not understand the materials.
The online learning system using Google Classroom was a new experience for students of SMA Negeri 9 Makassar. In their learning process with a distance learning system, they found challenges using Google Classroom. Based on the results of the interview in the findings above, the challenges that students faced were not understand the material and the challenges of network problems.
Understanding the material in learning process was something that has an impact on learning outcomes. One of the disadvantages on using Google Classroom was lack of students understanding the material given from the teacher. It meant not all the students learn from the materials. On the other hand, miscommunication and time consuming time was the main challenges in distance learning. (Wikipedia, 2016) Google Classroom which is learning management system for schools that aims to creating, distributing and grading assignments. One of the disadvantages of using Google Classroom was lack of students attention the material given from the teacher. It meant not all the students learn from the materials. Meanwhile, Crawford, A. R. (2015) claimed that Google Classroom facilitates collaborative learning. Here teacher can upload materials and can give feedback to students .Students also can upload materials and make personal comment. Moreover, students can collaborate with each other. They can share their documents and assignment and thus they can produce the best assignment. Distance learning process is also influenced by the level of creativity of the teacher in delivering learning content. Meanwhile, the weakness of google classroom applications is
requiring students to have a laptop, tablet, smartphone, and gadget that support the google classroom feature.
Kusuma (2016) also claimed that students who experience boredom of learning, achievement would decline even though learning activities are carried out routinely. In the school context, theoretical approaches and empirical results suggest that boredom negatively impacts motivation, the activation of cognitive resources, self-regulated learning and achievement outcomes.
The network was an influenced factor for the success of learning through online system in distance learning. Some of students complain that the quality of the network was sometimes not support them, so that they have to move from one place to another place. Students got network problems, especially for those used unpopular provider phone card. It was consistent with Mahlangu (2018) one of the institutional challenges that can affect distance learning was difficulties in network connection. Meanwhile, Wijaya (2018) has been proven that, even though the students enjoy the learning process but some problems arose and the main disturbance was internet connection that must be provided by the students’ own effort. Additionally, Ali et al. (2020) revealed that students still faced the problems and challenges in distance learning especially, the challenges internet service issue, file size limitation, security and also network availability.