Data Description - FINDINGS AND DISCUSSION

CHAPTER IV FINDINGS AND DISCUSSION

A. Data Description

Due to the Covid-19 pandemic epidemic, teachers must provide online instruction so that students can complete their education, and the most efficient way to narrow crowds and virus spread is to follow government recommendations, especially online learning models. Online education has been chosen to replace the academic relationship between students and professors (Cahyadi, 2020). Including at SMAN 1 Pangkah, Tegal Regency. Language teaching was also taugh by online. There are 3 English teachers in this school. Two of them are men who have been teaching for more than 20 years, another is woman who have been teaching for 6 years. The interviews deliver two keys themes related to teaching English during COVID-19.

1. Description of the Data

In this part, the writer observe what the teacher and students activities in Google Classroom. there were some indicators in learning that the teacher can do. There are:

a. Opening before teaching b. Giving Absences

c. Sending materials and assigments in the form of document (pdf, mediam and link) d. Provide clear instruction on assigments

e. Provide deadlines

f. Use calender feature to remind students of assigments g. Teaching based on the topic

h. Give quizzes or daily examination

i. The teachers can return students assigment

j. The teaachers can discuss with their friend related to the topic that they learn.

The reaseracher obseved 3 meetings on The Google Classroom. Each meeting will be described below:

1) First Meeting

At the first meeting, the teacher opened the lesson with Assalamualaikum, then continued by asking how the students were doing. The teacher also gives advice so that students stay enthusiastic about learning. Then the teacher asked the students to be absent. then the teacher posted material about talking on the phone via text and also videos taken from the internet. Only a few students responded. Then, the teacher gives assignments by giving clear instructions and also the deadline for collection.

Unfortunately, in this first meeting, there didn’t find discussion between the teacher and students or students and their friends. Also, the teachers didn’t give feedback on students’ assigment.

Figure 4.1 Opening Lesson

Figure 4.2 Uploded Material

Figure 4.3 Giving Instruction, Assigment and Deadline of Assigment

2) Second Meeting

At the second meeting, the teacher did not open lessons on google classroom.

No uploaded material was found. there are only assignments without written instructions.

Figure 4.4 Giving Assigment

3) Third Meeting

Students are asked to memorize 16 vocabularies which are then videoed and share it by using personal youTub. no material has been uploaded and there are no questions or comments from students. although in Googe Classroom there are no clear instructions, the students collect the videos that the teacher refers to. this proves that there are other media that teachers use in online learning using Google Classroom

Figure 4.5 Students’ Assigment

2. Teachers’ Perception of the Challenges of using Google Classroom in teaching English during COVID-19

This section will describe the main findings of this study. Teachers' perceptions of challenges regarding the use of Google Classroom in online learning during COVID-19 were seen from 5 aspects, namely ease of access, perceived usefulness, communication and interaction, percieve Instruction delivery, and teachers' satisfication.

a. Questionnaire

Based on 4.1 chart, it was found that the most of participant believed that they have ease of access to Google Classroom. The highest presentage is 86% for the first statement,’ It is easy to log in to Google Classroom.’ Meanwhile, there were low presentage on third and fourth statement , 46 %. Teachers didn’t feel quite difficukt to distribute and share assigment to teh students but they have difficulties in reiceive completed assigment from the students.

100 90 80 70 60 50 40 30 20 10 0

73 80

46 46

It is easy to It is easy to It is difficult It is easy to It is easy to It is difficult log to on upload and

the Google access Classroom. course

to distribute and share

receive navigate to completed the system understand materials. assigments

to the students.

assigments without the system from the written without students. guidelines. written guidelines.

Table 4.1 Easy of Access Stetement

Persentage (%)

Moreover, the statement of the quesinnaire numbered 7 – 12 were used to determine teachers’ perceptions of Google Classroom in terms of perceived usefulness. The result were shown in figure 4.2 below.

According to the chart above, it was discovered that he majority of the participants argue that Google Classroom was a tools that contains usefulness, the highest percentages was 66 % for statment ‘it helps me distribute and collect assigment on time.’ It means that this platform can assist in distributing and collecting assigments from the students on time.

n the other hand, the lowest percentage is at the point ‘it helps me in producing an exellent quality of teahing exemine problems and to assess as well as apply new idea. This explain, the use of google classroom does not guarantee to be able to create new ideas so as to produce good learning.

The statement of the quesionnaire number 13 – 17 were used to identify teachers’

perception of ufeulness of Google Classroom in terms communication and interaction. Teh result were shown in chart 4.3 below:

70 60

50 46

40 30 20 10

60 60 60

70 66

60 60

60 50

40 40

40 30 20 10 0

It helps me in It helps me to It helps me to It is difficult to It is difficult to It helps me to producing an distribute and examine check and me in maintain

exellent quality of teaching.

collect problems and provide instantmonitoring the consistency in assigments on to assess as useful students’

time. well as apply new ideas.

feedback on performance the assigment. and

the subject objective, assessment understanding and content.

on the topic discussed with

the grading system it owns Table 4.2 Perceived Usefulness Statement Persentage (%) Persentage (%)

Based on the chart 4.3 the presentage of each item quite low. It was just 40 – 60 %. The lowest percenatege state on the 14 statement ‘ it helos to ebhance the interaction between my students and myself. The result shown that Google Classroom is not quite enough to facilitate both teachers and students in term communication and interaction. It is because there was bot provide webcam when they do converciation.

The statement of the quesionnaire number 18 – 21 were used to identify teachers’

perception of ufeulness of Google Classroom in terms communication and interaction. The result were shown in chart 4.4 below:

60 53

50 40 30 20 10 0

60 60

It difficult to It allows me It allows me It helps me to provide clear

instructions on how to

to clearly state the important

to share the important course topics

keep the students on

task that is participate in due dates or for assigment being carried

course learning

time frames for learning

or examination.

out.

Persentage (%)

According to chart 4.4, it was found that most of the paricipants have agreed that Google Classroom helps teachers in delivering teachinh. It can be seen from the persentage of statment ‘It alow me to clearly communicate the important due date or time frames for eraning activities ar assigment Meanwhile, the lowest percentage for statment ‘ It helps e to keep stuents on task that being carried out. Teachers argue that they cannot catch students attention just only by Google Classroom during COVID-19.

The statement of the quesionnaire number 22 – 25 were used to identify teachers’

perception of ufeulness of Google Classroom in terms Teachers’ Satisfaction. The result were shown in chart 4.3 below:

80 73

70 60 50

53 46 53

40 30 20 10 0

I met my personal I would recommend Google Classroom is I like Google teaching goals this application to be my first choice in Classroom due to its

particulary in utilized by other forming active role as a learning delivering the teachers in teaching learning as compared initiative and knowledge through other subjects to other motivation booster.

the use of Google application/platforms Classroom.

Table 4.5 Teachers' Satisfaction Statement

Based on the chart 4.5 above, the participants have agreed that Google Classroom satisfy teachers in term of carrying out teaching and learnng process. It can be seen from the highest score of ‘ I would recommend this aplication to be utilized by others teachers in teaching others subject’. Meanwhile, the lowest percentage is for statment ‘Google Classroom is my first choice in forming active learning ass compared to ather application/platform. This explains that some teachers feel least satisfued to choose Google Classroom as the first choice than others.

b. Semi-Structured Interview 1) Ease of Access

From the results of interviews with the three participants, all three agreed that Google Classroom is an easy-to-access platform seen from the ease of logging on and logging out, operating Google Classroom without written instructions, easy to understand Google Classroom in a short time, uploading and accessing course material, distributing and accept the assignment, the first Participant said:

“At the beginning of online learning, the school introduced Google Classroom.

This is the first time I know about Google Classroom. The school also provides training, and I can follow it. The features in Google Classroom are also simple and easy to understand. This makes it easier for me when I want to log in, upload materials, make quizzes and so on.” (T1)

Although the teachers have knoewn Google Classroom recently, but they agree that Google Classroom is user friendly.

“Since the beginning of the Pandemic I have been using Google Classroom. Even all the teachers in this school also use it. Because Google Classroom is an online class platform that is not only easy but also free.” (T2)

The existence of Google Classroom as an online class that is easily accessible is not only felt by teachers. According to the third participant, students also easily access Google Classroom.

“The principal recommended for us teachers to choose one of the platforms from Microsoft 365 or Google Classroom, and all of them prefer Google Classroom, because the teachers are more familiar with Google Classroom than Microsoft 365. And judging from the language, the student easier to understand.” (T3)

In addition, one of the participants said that he could understand how to operate Google Classroom just by looking at Youtube. Before any training given by the school he had understood independently. He stated:

“Initially I learned Google Classroom through Youtube. After that I was able to create Google Classroom and set it up as needed.” (T2)

This shows that the Google Classroom platform can be understood easily, but still teachers are still faced with internet connections and quotas.

“For two days we couldn't access Google Classroom. Not only me but all the teachers in the school because of interference from the local government. Our technicians have tried to find out what the problem is, but he can't. only the local government can fix it. This of course hinders the learning process.” (T3)

While the first participant said that good access must be from two sides, both teachers and students.

“Even though Google Classroom is quite quota-efficient when compared to other learning platforms, still, even student must have an adequate quota. If the teacher is equipped with internet network facilities by the school, but not by the students. Although several times there was quota assistance from the government, but it could not cover the needs of students to study”

In this section, the participants explain that the platform is generally easy to understand (user friendly), it's just that he still needs internet access and adequate quota when he wants to access it.

2) Perceived Usefulness

Google Classroom is recognized to be useful for online learning in terms of helping to share material, distribute and receive assignments on time, helping to check and providing feedback on student assignments, helping to see student performance and their understanding of the topic being discussed, and assisting in the achievement of learning objectives.

“Google Classroom helps me with assignments and assessments. When I give an assignment it will be visible in Google Classroom who has submitted and who has not.

Then I will contact the students who have not collected it through the wa group. (T1) Participant 2 added that with Google Classroom, he could see students who submitted assignments in time, on time and late.

“Google Classroom can documenting all assignments well. I teach many students, and by using Google Classroom I can easily identify the names and classes of students compared to Group WA. We can also see which students submit assignments on time and late.” (T2)

While the third participant explained, although Google Classroom can help in distributing and collecting assignments, the teacher has limitations in providing feedback.

“Although Google Classroom can documenting all student assignments, I have difficulty in providing feedback. If the class is normal, I can correct the student's assignments in my spare time by crossing out or giving notes directly on the student's paper, for example during recess, when watching TV at home and so on. However, when using Google Classroom it is difficult, because there are only 2 options for correcting using a cellphone or PC (Laptop). And what I have to give a feeback is hundreds of students. In the beginning, I gave feedback, the rest never again. most I see from the number of tasks they collect.” (T3)

This opinion is also supported by second participant.

“I have difficulty correcting 300 students. Finally, I gave a grade by looking at the student's discipline. I give additional marks to the child who submits the first assignment.

Likewise with the first participant, he did not provide feedback on the student's assignments.”

Figure 4.6 Feedback of the Students Assessment

The picture indicated that teachers were not giving score or personal feedback of their work. It can be seen from the information that available in the right corner which stated there is no score. Another way, there is no comment on the students’ folder. In addition, T3 also said that there are items in Google Classroom that should be set in order to minimize cheating.

“It is still related to the assignment. There are students who cheat. For example, in Google Classroom, when they want to submit assignments, the submit the blank photos. If the teacher only looked the status on the features assessment, the teacher thiks that they have already submitted . However, the teacher must be careful, because there are some students who upload their friends' assignments, some even just click submit, so their status information in Google Classroom has still been submitted.” (T3)

Figure 4.7 Students’ Blank Document

The figure showed that some students named Aura Bintang Anugrah, Kherina Salsa Bila, Putri Indah Lestari and Stario Pramuji have submitted a blank document. But, the status of their work si submitted. If the tachers just see on the assessment feature, they will not know that the students submit the blank documant.

Figure 4.8 The Status of Students’ Assigment

The green score means that the students have submit their assigment. The named that mention above got green score. It can be indecated that their have submitted their work. In this case, the teachers must be more careful. In addition, participant 1 admitted that he was confused when there were students who submitted assignments late.

“There are students who submit assignments late, assignments in the first meeting.

In the middle of the semester, many students begin to complete the previous assignments.

The late task goes to the start folder, not separate. This confuses us and is definitely a waste of time. Because we have to check everything from scratch again.” (T1)

Not only about feedback, teachers also feel that the Google Classroom platform is not helpful in monitoring student performance and understanding of the material presented.

Two of the participants admitted that this was a tough challenge for them.

“One of the challenges for me is how I can see the performance of students or their understanding of the material I convey. Every time the learning takes place, I ask the

Google Classroom or WhatsApp group if there is anything to ask. Most were silent, no response and some did not. Means my assumption they already understand. But, when there was time for face-to-face meetings, at that time there was a limited face-to-face policy, I could see that most of them didn't understand.” (T2)

It have to admitted taht online learning from home is not a common educational concept for both teacher and student. Teachers prefer comfort to face- to-face teaching rather then virtual teachin. Because, teachers can observe directly the students responses not only by their voice or writing but also from their body gesture.

“I can't see their understanding just because they are complete in the assignment collection. Sometimes what they collect is not necessarily what they do themselves. The proof is now, when online learning the scores are good, but when face-to-face the scores are average or even worse.” (T3)

Moreover, the lack of students’ monitoring was lead unaccurate in giving score.

As stated by the first participant.

“It is difficult to monitor students, there is no guarantee because student tend to be introverted. It could be that they don't understand, they understand but want to, or for other reasons, understand it or not, I can't detect it. If I teach face to face, I can ask the child to come forward and do the questions I give. Then I can see whether the student has understood or not”. (T1)

From the statements of the participants, they agreed that the Google Classroom was inadequate in monitoring student performance and understanding. This clearly affects the learning objectives of students.

“I delivered the material according to KI and KD, only the results were different.”

(T1)

In contrast to the third participant, she explain that Google Classroom is provide a good feature as an virtual classroom. But, a good paltform is not enough for reach the objective of the study. It is need a good learning atitude from the students.

“I think Google Classroom is adequate for online classes. Only whether or not the learning objectives are achieved, not only Google Classroom is the determining factor.

Because the situation is an emergency can not collect students directly. But it all comes back to the students. When students are uncooperative, don't want to cooperate, don't want to do their task, losing learning will occur.” (T3)

Google Classroom helps teachers distribute and receive student assignments.

However, although Google Classroom provides a feature to provide feedback, teachers do not take advantage of it due to time constraints. Apart from this, Google Classroom is also not adequate for teachers to see the performance of students and their understanding of the material presented. This is one of the causes of not achieving the learning objectives so that the quality of learning.

3) Communication and Interaction

The interaction and communication section includes using Google Classroom to dialogue with students, helping to improve teacher-student communication, helping to create discussion. Based on the results of interviews, teachers rarely use Google Classroom as a communication medium. The following is an explanation of the three participants.

“I often use WA groups to communicate with students. Because their response is faster through the WA group.” (T1)

This explanation is supported by a third participant.

“Google Classroom helps me interact with students. But starting a conversation via Classroom is less comfortable because student think that it is a medium for receiving material and doing assignments. While our communication and interaction often do it via WA group. I've tried it, started learning directly on the Google Classroom forum. There I greeted them. Then there is no response. The rest they didn't open because I didn't ask the group first. Maybe only student with active Google Classroom notification settings who respond to me quickly.” (T3)

Figure 4.9 Students’ low participation

The teacher stimulated her students by starting the forum on Google Classroom.

But there was no response. It indicated that students were not common using Google Classroom as a medium to communicate and interact to their teacher or their peer.

Student's mindset about Google Classroom is a medium for receiving material and sending assignments, so they rarely interact using Google Classroom. In addition, even though Google Classroom has a forum feature, teachers also rarely use it. Following the statement of the second participant.

Dalam dokumen teachers' perception on the challenges of using google (Halaman 35-54)