The Use of Google Classroom in English Teaching and Learning Process at Senior High School Level

Abstract

The Covid-19 pandemic requires almost all human activity to move to digital media, including education services. Recently, education services must adapt to online learning methods. In response to these changes, many states, institutions, and organizations have been working on strategic plans to implement online education. The objective of this paper was to describe the usage of google classroom in the English teaching and learning process at the senior high school level. The method used in writing this paper was literature-based by collecting data and information that related to Google Classroom as a media for learning the English language. The results indicated that there are many advantages of using Google Classroom in implementing education in Indonesia are to enhance teachers' and students' ability to use technology wisely, particularly for learning processes, to save time, to be environmentally conscious, to overcome the distance of residence, to increase collaboration among students, to provide timeless communication, and to serve as secure document storage.

Google Classroom in Indonesian Efl Classes: Voices From High School Teachers and Students

“…Several studies reported obstacles and limitations of GC in online learning contexts (Harjanto & Sumarni, 2019;Nursyahrina et al, 2021;Octaberlina & Muslimin, 2020;Syahputra & Isnani, 2020). The site could not be accessed without an internet network and this could be an issue in the learning contexts whose students' and teachers' internet connectivity was not very good (Atmojo & Nugroho, 2020;Octaberlina & Muslimin, 2020;Okmawati, 2020;Rosyada, 2020).…”

“…The site could not be accessed without an internet network and this could be an issue in the learning contexts whose students' and teachers' internet connectivity was not very good (Atmojo & Nugroho, 2020;Octaberlina & Muslimin, 2020;Okmawati, 2020;Rosyada, 2020). Another limitation found by Nursyahrina et al (2021) was that GC was too "Googlish" in that it had various buttons only recognizable to Google users.…”

“…Despite the possible limitations, several studies have reported the advantages it could offer for language learning (Nursyahrina et al, 2021;Rosyada, 2020;Salam, 2020;Singh et al, 2020;Sukmawati & Nensia, 2019). GC enabled teachers to construct an online learning environment in which they could teach and manage all of the assignments they wanted their students to work on (Singh et al, 2020).…”

“…GC enabled teachers to construct an online learning environment in which they could teach and manage all of the assignments they wanted their students to work on (Singh et al, 2020). Furthermore, students could gain information through interaction, communication, and discussion using the GC (Nursyahrina et al, 2021). Furthermore, a study by Singh et al, (2020) also reported that GC is innovative, seeing as how the teacher and student interface are created and designed primarily for teachers and students to interact and make the learning process more meaningful.…”

Investigating the Implementation of Kahoot for Young Learners in Remote Learning Context

“…Kahoot platform can be used to create both quizzes and games. It provides features such as quiz feature, jumble feature, discussion feature, and survey feature (A'Yun et al, 2021;Choirunnisa & Mandasari, 2021;Laili & Muflihah, 2020;Nursyahrina et al, 2021). Moreover, the quizzes or questions in Kahoot can be presented with pictures and recordings (Mu'awanah et al, 2021;Safira et al, 2021;Sofyana Abdurrachman;Shakiyya, Zulfa, 2020).…”