CHAPTER IV FINDINGS AND DISCUSSION
B. Discussion
Student : Dian Amelia Putri Time : January, 13th 2022 Students answered:
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.
During the learning process was carried out through online system, many parties spend a lot of effort to make learning work effectively. In fact, students who had been interviewed admitted that Google Classroom application is errors if not to updated, and that was one of the challenges faced by the students. According to (Agung, 2020) the situation was rather frustrating for the students when the students have to spend extra money to afford the internet data which was considered very expensive for them.
Molnar and Muntean (2010) also claimed that accessing mobile data still more expensive than accessing information via personal computer (PCs) and the most important concern when using the mobile phone for the learning purpose was the overall cost for majority of the students. It was consistent with (Agustina, 2019) which shows that Google Classroom has been widely used at all educational levels, but in this case, very few studies have studied its effectiveness. Most of the research is limited and only relates to the attitudes of students and teachers towards the use of Google Classroom in the learning process.
Finally, the source of data obtained by student hopes that the features in Google Classroom will be available via video calls in the future. This makes it easier for students and teachers to interact, teachers to monitor the learning process more easily, and teachers to focus on providing material.
48 CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
The findings showed that from 20 items on questionnaire, strongly agree and agree has the highest percentage on positive statement. Strongly agree had a percentage of 3.3-30% and agree had a percentage of 3.3-60%. Then, it was concluded that the students give positive perceptions on using Google Classroom in distance learning. The students gave positive perception on impact and motivation on using Google Classroom in distance learning categories. The students agreed that Google Classroom as a mobile learning platform in distance learning has appropriate.
The result of interview showed that the challenges faced by the students of SMA Negeri 9 Makassar on using Google Classroom as a mobile learning platform in distance learning were the student did not understand the material because lack of explanation from the teacher on the learning process, then the quality of network was bad they need to move to another area to find better network and last challenge was the Google Classroom is error if did not updated, and then they are only get two times internet quota provision program. The first challenge was influenced by the way teacher presented learning content and the Google Classroom features as the facilitation in learning process. Then the second challenge was one of the common challenge that faced by Google Classroom users. Finally, the students hoped Google classroom have features via video call in the future.
B. Suggestion
The teacher must be creative in presenting learning content and explanation material before. In addition, the teacher also must be care about the learning process especially distance learning for give positive affect and meet the students’ needs in process learning. By changing the way teacher presenting learning content and facilitating learning process, student will be motivated to learn and improve their learning outcome.
The student is suggested to increase interest in learning and adapt themselves to use other platforms to overcome the lack of understanding of the material. The students can be read a book to improve the knowledge. The student must be confident to communicate with other student and their teacher and improve their communication skill. Then, students can motivate themselves to learning. Future researcher can explore more about the use of Google Classroom or various application especially in distance learning.
The future researcher can use Google Classroom features to improve the quality of the learning process. Google Classroom is a great platform to discussing, it also great to improve writing skill for students. The future researcher also can broaden the research’s subject to provide more comprehensive insight readers and know the wide perception of Google Classroom users particularly in distance learning.
BIBLIOGRAPHY
Aminah. 2018. Student and Teacher Perceptions on the Role of ICTS in Promoting Instruction for Quality Teaching and Learning in Central Sulawesi, Indonesia. Asian EFL Journal. 4 (20): 94-107.
Abas. 2015. 21st century education: Strategies to ignite and engage students.
Journal of Institutional Research in South East Asia, 12(2), 5-16.
Agung. (2020). Students’ Perception of Online Learning during COVID-19 Pandemic: A Case Study on the English Students of STKIP Pamane Talino.SOSHUM: Jurnal Sosial Dan Humaniora, 10(2), 225-235.
Agustina, A. (2019). TechnologyBased Google Classroom in English Business Writing Class. Paper presented at the Seventh International Conference on Languages and Arts (ICLA 2018).
Angela, T. (2014). Challenges to Meaningful Learning in Social Studies – The Key Competences as an Opportunity to Students’ Active Participation.
Procedia - Social and Behavioral Sciences, 128, 192– 197.
https://doi.org/10.1016/j.sbspro.2014.03.142.
Al-Maroof, R. A. S., & Al-Emran, M. (2018). Students acceptance of Google Classroom: An exploratory study using PLS-SEM approach. International Journal of Emerging Technologies in Learning (IJET), 13(06), 112–123.
Balakrishnan, V., & Gan, C. L. (2016). Students’ learning styles and their effects on the use of social media technology for learning. Telematics and Informatics, 33(3), 808–821. https://doi.org/10.1016/j.tele.2015.12.004.
Beal. (2017). Google Classroom. Retrieved April 25, 2017, from http;//www.webopedia.com/TERM/G/google-classroom.html.
Crawford, .A.R. (2015).Google Classroom. Retrieved from acrawf41.weebly.com/…3/7/ a- crawford_emerging technology.
Dolenc, K., Šorgo, A., & Ploj Virtič, M. (2021 ). Forced continuance intention model (FCIM) of distance online teaching in the time of the initial COVID-19 outbreak.
Fallah. (2014). Willingness to Communicate in English,Communication Self- confidance,motivation,shyness and Teacher Immediacy Among Iranian Englis-ajor Undergraduates.Equation modeling Journal. 30 (1),140- 147.Retrivied March 2,2021 from https://www.elsevier.com/locate/lindif.
Hardjana. (2003). Komunikasi Intrapersonal dan Interpersonal, Yogyakarta : Kanisius.
Halis. (2002). Instructional Technologies and Material Development. Anraka:
Nobel press.
Kaid Mohammed Ali, J. Rashad Ali Bin-Hady, W. (2019). A Study of EFL Students’ atitudes, motivation and anxiety towards google classroom as a Language Learning Tool. Arab World English Journal (AWEJ). Retrivied August 10,2020 from https://doi.org/10.24093/awej/call5.19.
Kusuma, Y.(2016). Pembangunan Media kartu No Kejenuhan Belajar “untuk siswa SMP Negeri 3 Babat.UniversitasNegeri Surabaya. Jurnal.Retrivied
February 10,2020 from https://www.atlantis-
press.com/proceeding/icliqe-19/125933484.
Laurillrd, D.& Pachler, N (2007)Pedagogical forms of mobile learning: framing research questions, In N.Pachler (Ed.), Mobile learning towards a research agenda (pp.33-54) London:WLE Centre , IOE.Retrivied January 18,2021.
Mafa, K. R. (2018). Capabilities of Google Classroom as a Teaching and Learning Tool in Higher Education, (November), 3– 8.
Molnar, A.,Muntean,C. H. (2010). Educational Content Delivery: An Experimental Study Assessing Student Preference for multimediacontent When Monetary cost involved.In2010 10th International Conference on INtellegent System Design and Applictions (pp.871-876).
Nurhayati, D. Az-zahra, H.M., & Herlambang, A.D. (2019). Evaluasi User Experience pada Edmodo dan Google Classroom Menggunakan Technique for User Experience Evaluation in E –Learning (TUXEL).
Jurnal Pengembangan Teknologi Informasi dan Ilmu Komputer.
Nunan. (1999). Second Language Teaching and Learning. Bostom: Heinle &
Heinle Publisher.
Pappas, C. (2015), August 20). Google Classroom Review; Pross And Cons Of Using Google Classroom in eLearning from elearning industry.
Republic of Indonesia, Circular of the Ministry of Education and Culture Number 36962 / MPK.A / HK / 2020 About Online Learning and Working from Home in the Context of Preventing Covid-19 Spread.
Republic of Indonesia, Republic of Indonesia Presidential Decree Number 11 of 2020 concerning Determination of Corona Virus Disease-19 (Covid-19) Public Health Emergency .
Republic of Indonesia,circular of the Ministry of Education and culture Number 8202/C/PD/2020 about concerning the internet quota provision program for students. https://www.kemendikbud.go.id. ,March 9,2021 Retrieved August 10,2020.
Rohman, M, et al (2020). Online learning in Higher Education during covid-19 Pandemic:Students’ perceptions. State university of Malang12(1), 3644- 365.Retieved August 5,2020
Robbins. 2003. Organisatioal Behavior:Global and Southern African Perspectives.Cape Town: Pearson Education South Africa.
Rianto. (2020). Development Of Interactive Multimedia Interactive Information Technology Learning Applications. Solid State Technol., 63(5), 4172–
4177.
Sugiyono. 2017. Metode Penelitian Kuantitatif, Kualitatif dan R&D.Bandung:
Alfabeta.
Sugiyono. 2012. Metode Penelitian Kombinasi (Mixed Methods). Bandung :Alfabeta
Siragusa. 2007. Designing quality e-learning environments in higher education.
Retrivied, January 20, 2021.
Salavati. 2016. Use of Digital Technologies in Education: The Complexity of Teachers’ Everyday Practice. Department of Informatics, Linnaeus University, Växjö, Sweden: Doctoral dissertation.
Sihombing, E. H., Nasib. 2020. The Decision of Choosing Course in the Era of Covid 19 through the Telemarketing Program, Personal Selling and College Image. Budapest International Research and Critics Institute- Journal (BIRCI-Journal) Volume 3, No. 4, Page: 2843-2850.
Salwianto, K. Rahayu. (2019). The Students’ Perception on the Use of Google classroom application for Practicing English.In Eltic conference (vol.4,No.1).
Tsai, I.-C., Yeh, C.-H., Wang, Y.-Y., & Cheng, Y.-C. (2016). Developing Taiwan innovative interactive distance learning model: Empirical studies. 2016 11th International Conference on Computer Science & Education (ICCSE), 911–916. https://doi.org/10.1109/ICCSE.2016.7581704.
Tribun News, Begini awal mula virus corona bisa masuk ke Indonesia (2020), 12 Maret 2020, https://www.tribunnews.com/nasional/2020/03/02/begini- awal-mula-virus-corona-bisa-masuk-ke-indonesia.
UIL UNESCO. (2020, March 23). Webinar: UNESCO learning cities respond to COVID-19 | UIL. UIL UNESCO. https://uil.unesco.org/event/webinar- unesco-learning-cities-respond-covid-19.
Wijaya. (2016). Analysis of factors affecting the use of Google Classroom to support lectures. Paper presented at the 5th International Conference on Information Technology and Engineering Application (ICIBA2016).
Willis, B. (1993). Strategies for teaching at a distance. (ERIC Document Reproduction Service No. ED 351 008).
Wikipedia. (2016). Google Classroom. Retrieved from https://en.wikipedia.org/wiki/Google_Classroom
Yulia. (2020). Online Learning to prevent the spread of Pandemic Corona Virus in Indonesia. ETERNAL (English Teaching Journal),2020,11,1.
APPENDICES
QUESTIONNAIRE Name :
Class :
This questionnaire is aim as findings out student's perception on using Google Classroom in distance learning. Read the statement carefully and give your response on each statement by putting a tick mark ( √ ) in the column which the samples to degree of agreement (SA: Strongly Agree, A : Agree, UD: Undecided, D: Disagree, SA: Strongly Disagree). Please state your perceptions based on your feeling, attitude, and experience.
No Statements SA A UD D SD
Students perceptions on impact of using Google Classroom
1. I do not actively participate in platfrom Google Classroom Application especially in group discussion.
(Saya tidak berpartisipasi aktif dalam platform Aplikasi Google Classroom terutama dalam diskusi kelompok)
2. Google Classroom fitures as a learning platform meets my learning needs.
(Fitur/layanan Google Classroom sebagai platform pembelajaran memenuhi kebutuhan pembelajaran saya.
3. Google Classroom as a learning platform did not help me to improve my skill in learning.
(Google Classroom sebagai platform pembelajaran tidak membantu saya untuk meningkatkan keterampilan saya dalam belajar)
4. Google Classroom as a learning platform is not helpful to understand the material.
(Google Classroom sebagai platform pembelajaran tidak membantu untuk memahami materi)
5. I feel that Google Classroom as a learning platform did not help my learning performance in distance learning.
(Saya berpikir bahwa Google Classroom sebagai platform pembelajaran tidak membantu kinerja pembelajaran saya dalam pembelajaran jarak jauh)
6. I do not recommend Google Classroom as a learning platform in distance learning.
(Saya tidak merekomendasikan Google Classroom sebagai platform pembelajaran dalam pembelajaran jarak jauh)
7. In the future, I do not want to use Google Classroom as a learning platform in distance learning.
(Di masa mendatang, saya tidak ingin menggunakan Google Classroom sebagai sebagai salah satu platform pembelajaran dalam pembelajaran jarak jauh)
8. Google Classroom as a learning platform in distance learning bored me.
(Memiliki Google Classroom sebagai platform pembelajaran dalam pembelajaran jarak jauh membuat saya bosan)
9. Google Classroom as a learning platform did not help me to communicate with teacher comfortably.
(Google Classroom sebagai platform pembelajaran tidak membantu saya berkomunikasi dengan guru dengan nyaman)
10. Google Classroom application as a learning platform helping me on learning process in distance learning.
(Aplikasi Google Classroom sebagai platform pembelajaran membantu saya dalam proses pembelajaran pada pembelajaran jarak jauh.) Students perceptions on motivation of using Google Classroom
11. Google Classroom application as a learning platform motivate me to learn effectively.
(Aplikasi Google Classroom sebagai platform pembelajaran memotivasi saya untuk belajar secara efektif)
12. My understanding of the material improved by using Google Classroom application.
(Pemahaman saya terhadap materi meningkat dengan menggunakan aplikasi Google Classroom.
13. I like using Google Classroom as a learning platform in distance learning.
(Saya suka menggunakan Google Classroom sebagai platform pembelajaran dalam pembelajaran jarak jauh)
14. I like the way teacher deliver material in Google Classroom.
(Saya suka cara guru menyampaikan materi di Google Classroom)
15. Despite the fact that there is not explanation from the teacher, I complete my assignment thoroughly and diligently.
(Walaupun tidak ada penjelasan dari guru, saya menyelesaikan tugas saya dengan teliti dan tekun)
16. Google Classroom application as a learning platform very supporting me in distance learning.
(Aplikasi Google Classroom sebagai platform pembelajaran yang sangat mendukung saya dalam pembelajaran jarak jauh)
17. Despite distance learning, I have never been absent from a assignment without a valid reason.
(Meskipun belajar jarak jauh, saya tidak pernah absen dari tugas tanpa alasan yang sah)
18. I feel confused while using Google Classroom as a learning platform.
(Saya merasa bingung saat menggunakan Google Classroom sebagai platform pembelajaran)
19. Google Classroom application as a learning platform make me enthusiastic in distance learning.
(Aplikasi Google Classroom sebagai platform pembelajaran membuat saya antusias dalam pembelajaran jarak jauh)
20. I felt more productive by using Google Classroom as a learning platform in distance learning.
(Saya merasa lebih produktif dengan menggunakan Google Classroom sebagai platform pembelajaran dalam pembelajaran jarak jauh)
Adapted from Kaid and Rashad (2019)
INTERVIEW
1. What makes you enthusiastic in using google classroom application for distance learning?
(Apa yang membuat anda antusias menggunakan aplikasi google classroom untuk pembelajaran jarak jauh?)
2. What are the challenges you face in using google classroom application?
(Apa saja tantangan yang anda hadapi dalam menggunakan aplikasi google classroom?)
3. What are you doing to face this challenge?
(Apa yang Anda lakukan untuk menghadapi tantangan ini?)
4. What are the benefits in using google classroom as a distance learning platform?
(Apa manfaat menggunakan google classroom sebagai platform pembelajaran jarak jauh?)
5. What are your suggestions regarding in using google classroom that teachers often use in distance learning?
(Apa saran anda mengenai penggunaan google classroom yang sering digunakan guru dalam pembelajaran jarak jauh?)
6. What type of tasks are given by the teacher during distance learning?
(Jenis tugas apa yang diberikan oleh guru selama pembelajaran jarak jauh?)