An Analysis of the Students’ Perception on Using Google Classroom for Learning English

H, Asma Ul Husna.; Apriliaswati, Rahayu; Surmiyati, Surmiyati

doi:10.33503/journey.v5i2.1993

Cited by 3 publications

(3 citation statements)

References 3 publications

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“…This is because the majority of institutions held their classes online during the pandemic. One of the greatest substitute learning platforms for traditional learning in continuing education is the Google Classroom app (Mohd Tahir et al, 2022;Murugesan & Santhirasekaran, 2021). It has also been demonstrated by earlier research that educators have been using Google Classroom to provide students with instructional materials.…”

Section: Literature Reviewmentioning

confidence: 99%

The Effect of Google Classroom-Assisted Learning on the Academic Achievement of Students

Md. Sari,

Yin,

Zakariya

2024

IJARBSS

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The use of technology applications in education is undoubtedly quintessential nowadays. Therefore, the government has launched the Jalinan Digital Negara (JENDELA) (2020-2022) plan by concentrating on learning at home as one of the main plans. Besides, the Ministry of Education Malaysia has also introduced a virtual learning platform called Google Classroom or Digital Educational Learning Initiative Malaysia (DELIMa) at the school level. Nonetheless, the prevalence of economic teaching and learning approaches still depends on conventional learning. The existing approach contradicts constructivist learning and the necessities of the current generation Z, which concentrates on self-directed learning. This research intended to test the effect of Google Classroom-assisted learning on the achievement of economics students. This quasi-experimental study employed pre-and post-achievement tests to collect data on 207 Form Six economics students through random cluster sampling. After collecting and coded data, descriptive analysis and ANCOVA inference were performed. The results reported that the experimental group of students exposed to the collaborative approach (GCDK) and those not exposed to the collaborative approach (GCTK and KPK) differed insignificantly. To gather more extensive data, it is recommended that the prospective researchers interview a larger sample of studies in institutions that offer economics courses at the matriculation and diploma levels. This study drives educators to revise past teaching methods and be open-minded to accept current settings by acknowledging the resources and readiness of existing students in tackling the digital learning environment as the new norm today.

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Section: Literature Reviewmentioning

confidence: 99%

The Effect of Google Classroom-Assisted Learning on the Academic Achievement of Students

Md. Sari,

Yin,

Zakariya

2024

IJARBSS

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“…Therefore, teachers need to have several strategies to support the teaching and learning process. (Husna et al, 2022), stated that having had the situation made the students faced more challenges such as unstable connection, limited numbers of internet quotas, and lack of knowledge on using Google Classroom. Teachers found it difficult to adjust their teaching habits.…”

Section: Introductionmentioning

confidence: 99%

EFL Teachers’ Strategy in Teaching English Narrative Writing During Covid-19 Outbreak

Jihan

Karim

Royana³

et al. 2023

Journey

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The COVID-19 outbreak throughout the world forced the government of Indonesia to shift academic programs into online mode. The objectives of this study are to describe the teachers' strategies for teaching narrative writing during the COVID-19 outbreak and to find out the teachers' reasons to choose the strategies. Therefore, a qualitative research design was applied and the data was gathered through semi-structured interviews and online observation. Two exemplary teachers were involved as the respondents in the present study. Data coding was conducted to analyze the data gained from those research instruments. The findings revealed that the first respondent (JY) used cooperative learning, group discussion, and translation as her strategies in teaching English narrative writing text. Meanwhile, the second respondent (RN) used guided questions, cooperative learning, and translation as her strategies for teaching English narrative text during the pandemic. The findings showed that the first respondent (JY) utilized those strategies to increase students' participation, enhance students' vocabulary mastery, and developed student writing ability. Meanwhile, the second respondent (RN) utilized the aforementioned strategies to enrich students' vocabulary mastery, and improve students sentence structure.

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“…They have little comprehension about it. In fact, teaching reading descriptive text is supported by using technique or material (Rahmasari, 2022) Teaching is an activity to guide and help someone to get something, to develop or change skill, attitude, ideals, appreciations and knowledg (Husna, 2022). There are components of teaching, it involves teachers, students, curriculum, material, method, media, evaluation, and environment (Alghasab et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Application of Jigsaw Tasks by Using Scrambled Sentences in Teaching Reading Descriptive Text

Rahmasari

Aini

2023

Journey

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This study aims to know the implementation of Jigsaw Tasks by using Scrambled Sentences in teaching reading descriptive text and its strengths and weaknesses. This is qualitative research. The data are collected using observation and interviews. Meanwhile, the data analysis uses three steps: reduction data, display data, and data verification. The results show that in the implementation of jigsaw tasks by using scrambled sentences, the students pay attention and listen to the explanation of the teacher during the teaching-learning process. They rearrange the jumble sentences card based on the pictures by adhering to the flannel board. The advantages are it could increase the student’s vocabulary mastery, and the jigsaw task technique with scramble sentences could motivate the students to understand the descriptive text and make the students focus on the material given. Besides, the students are active, enthusiastic, and enjoy learning to read descriptive text by using jigsaw tasks with scrambled sentences The disadvantages are the students make noise. Hence, his method is recommended for all teachers to use for teaching reading descriptive text and for future research to conduct the same research but in different fields.

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An Analysis of the Students’ Perception on Using Google Classroom for Learning English

Cited by 3 publications

References 3 publications

The Effect of Google Classroom-Assisted Learning on the Academic Achievement of Students

The Effect of Google Classroom-Assisted Learning on the Academic Achievement of Students

EFL Teachers’ Strategy in Teaching English Narrative Writing During Covid-19 Outbreak

The Application of Jigsaw Tasks by Using Scrambled Sentences in Teaching Reading Descriptive Text

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