CHAPTER IV FINDINGS AND DISCUSSION
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: