The objectives of this study were to investigate the use of Google Classroom in improving reading comprehension, how students’ perceptions when engaging with Google Classroom in the learning process, and what obstacles encountered in implementing it. The methodology applied in this study is mixed-method, including both quantitative and qualitative methods which are conducted among 27 students on grade XI of Madrasah Aliyah Negeri (MAN) 4 Jakarta. While the data was collected by reading comprehension tests, interviewing students, and filling the questionnaire to gain their perceptions about Google Classroom. The result showed that using Google classroom could improve students’ scores on reading comprehension; this indicated by comparing pre-test and post-test. Regarding students’ perceptions of using Google Classroom, it revealed that some students still preferred to study in the classroom since they could interact directly and easily with the teacher. Contrary, some of them would choose learning by Google Classroom because it is more interesting and easier to access whenever and whatever they are. The obstacles were encountered in the learning processes are such as unstable internet connection in the school and unskilled teachers to operate the application. Therefore, using technology has to consider the devices and sophisticated equipment to support a better system in the learning process. Besides, the humans to operate the system should be trained well in order for the learning process is going smoothly.
The objectives of this study were to investigate the using of Google Classroom in improving reading comprehension, how students’ perceptions when engaging with Google Classroom in the learning process, and what obstacles encountered in implementing it. The design of the research is a descriptive qualitative research method. In this study, the researchers took the samples from the students on grade XI of Madrasah Aliyah Negeri (MAN) 4 Jakarta. While the data was collected by conducting reading comprehension tests, interviewing students, and filling the questionnaire to gain their perceptions about Google Classroom. After analyzing the data, the result showed that using Google classroom could improve students’ scores on reading comprehension; this indicated by comparing pre-test and post-test. Regarding students’ perceptions of using Google Classroom, it revealed that some students still preferred to study in the classroom since they could interact directly with the teacher. Contrary, some of them would choose to learn by Google Classroom; they were more enthusiastic using an interesting featured-technology in which is easier to access whenever and whatever they are. The obstacles were encountered in the learning processes such as unstable internet connection in the school and unskilled teachers to operate the application. Therefore, using technology has to consider the devices and sophisticated equipment to support a better system in the learning process. Besides, the humans to operate the system should be trained well in order for the learning process is going smoothly.
The aim of this study is to find out the politeness strategies used by the teachers and students, and how the politeness affects to the student’s compliance. The focus is on directive and expressive speech acts in English for Foreign Language (EFL) Class. The subjects of this study were three lecturers and the students of three English classes. In data collecting procedure, the researcher used observation techniques. The observation was used to record the audio and video of teaching and learning process from the beginning until the end of the class. The audio-record of teaching and learning process will be transcribed into convention transcript, and then the transcript will be selected and classified into ten maxims in doing politeness strategies. The analytical part adopts the viewpoints of Leech’s (2014) “The Components Maxims of the General Strategy of Politeness”. In the data analysis, it is found that 1) the teachers used ten maxims in their communication to the students. They are tact maxim, generosity maxim, approbation maxim agreement maxim, Obligation (of S to O) maxim, sympathy maxim, modest maxim, Obligation (of O to S) maxim, Opinion reticence maxim, and feeling reticence maxim. 2) The lecturers dominantly used tact maxim in their directive speech acts to the students. The last part of this paper aims at summarizing the implications that this paper, its theoretical summary, and its research, have for teaching English as a Foreign Language (EFL) class.
It has become a current requirement in every company regarding the implementation of governance in the ICT field in an effort to improve service quality. For this reason, it is necessary to implement and at the same time carry out an ISMS periodic audit process in companies using the ISO 27001: 2013 standard. Based on the audit and research results found in Annex 7 has the lowest level compared to the other Annexes, because the work instruction documentation related to labeling has not been registered in the main document so it needs to be adjusted to the main document. existing procedures with titles, so they are not synchronized. Overall the use of ISO 27001: 2013 has been going well with a maturity level value of 97.45% level 5. With almost all annexes and clauses meeting the standards of ISO 27001: 2013, so from the results this research It is hoped that the company can make improvements again in carrying out the document archive process so that it makes it easier for the auditor to carry out internal external audits and can carry out all activities in accordance with those in the ISO 27001: 2013 standard.
Emotional Intelligence and students’ speaking skills are correlated. This research aims to examine the effects of Emotional Intelligence on students’ speaking skills. The observed population of this research was the XII graders students of the State Senior High Schools in East Jakarta. The sample was taken using simplerandom sampling technique. The data were garnered from questionnaire, objective test, and oral test for both variables. The gained data were then analyzed by using correlation formula and multiple regressions. The empirical evidence showed that there was a significant effect of Emotional Intelligence on the students’speaking skills given the Sig value 0.000 and t observed=4.375. Since Sig value was less than 0.05 and t observed was higher than t-table, it indicated that H0 was rejected, which means that H1 was accepted. It illustrated that there was a significant effect of independent variable X (emotional intelligence) on the dependentvariable Y (student’s speaking skills).
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