Exploring The Use Of Google Classroom For Writing From The Perception Of Diverse Learners In Online Learning

Muhammad Yustisiawan, Hidayati , Ilham

Abstract


Google Classroom is advantageous in enhancing virtual engagement and interaction among students, facilitating the dissemination of announcements and submission of assignments, as well as fostering collaborative learning. Due to, this study investigated how varied online learners perceived using Google Classroom for writing. Data from student interviews were gathered using a qualitative phenomenological approach. Based on the findings, students considered Google Classroom was easy to use and practical, which encouraged independent learning and self-control. They valued services like simple access, assignment submission, persistent access to the content, teacher comments and notifications, and assignment submission via mobile device. However, grammar did not get improved significantly, and students still had difficulties using appropriate grammar. To sum it up, Google Classroom can be a useful tool for online writing classroom instruction, but it should be combined with direct instruction and other educational resources to develop the understanding of grammar.

 


Full Text:

PDF

References


Abdulaziz Al-Saleh, N. (2018) ‘The Impact of Positive and Corrective Feedback via Showbie on Saudi Students’ English Writing’, Arab World English Journal, (215), pp. 1–121.

Afrilyasanti, R., Cahyono, B.Y. and Astuti, U.P. (2017) ‘Indonesian efl students’ perceptions on the implementation of flipped classroom model’, Journal of Language Teaching and Research, 8(3), pp. 476–484. Available at: https://doi.org/10.17507/jltr.0803.05.

Al-Maroof, R.A.S. and Al-Emran, M. (2018) ‘Students acceptance of google classroom: An exploratory study using PLS-SEM approach’, International Journal of Emerging Technologies in Learning, 13(6), pp. 112–123. Available at: https://doi.org/10.3991/ijet.v13i06.8275.

Barnawi, O.Z.. (2010) ‘Promoting Noticing Through Collaborative Feedback Tasks in EFL College Writing Classrooms.’, International Journal of Teaching & Learning in Higher Education, 22(2), pp. 209–217. Available at: http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=67214845&site=ehost-live.

Creswell, J.W. (2012) Educational research: planning, conducting, and evaluating. P.

Daud, A. (2019) ‘Teaching Writing Using Google Apps For Education (GAFE)’, Indonesian Journal of Economics, Social, and Humanities, 1(1), pp. 17–24. Available at: https://doi.org/10.31258/ijesh.1.1.2.

Febiyanti, K., Srisudarso, M. and Utami, P.P. (2021) ‘THE USE OF GOOGLE CLASSROOM IN LEARNING WRITING DESCRIPTIVE TEXT: STUDENTS’ PERCEPTIONS’, JOLLT Journal of Languages and Language Teaching, 9(4), p. 399. Available at: https://doi.org/10.33394/jollt.v%vi%i.4111.

Hansch, A. et al. (2015) ‘Video and Online Learning: Critical Reflections and Findings from the Field’, SSRN Electronic Journal [Preprint]. Available at: https://doi.org/10.2139/ssrn.2577882.

Harmer, J. (2007) ‘The_Practice_of_English_Language_Teaching 2007.pdf’.

Heggart, K.R. and Yoo, J. (2018) ‘Getting the most from google classroom: A pedagogical framework for tertiary educators’, Australian Journal of Teacher Education, 43(3), pp. 140–153. Available at: https://doi.org/10.14221/ajte.2018v43n3.9.

Iftakhar, S. (2016) ‘Google classroom: what works and how?’, 3, pp. 12–18.

Islam, M.S. 2019 (2019) ‘B ANGLADESHI U NIVERSITY S TUDENTS ’ P ERCEPTION ON U SING G OOGLE’, 8(2), pp. 57–65.

Islam, M.S., Lecturer, M.A. and English, I. (2019) BANGLADESHI UNIVERSITY STUDENTS’ PERCEPTION ON USING GOOGLE CLASSROOM FOR TEACHING ENGLISH, International Journal of Psycho-Educational Sciences |. London Academic Publishing.

John W. Creswell (2013) Qualitative Inquiry and Research Design: Choosing Among Five Approaches - John W. Creswell, Cheryl N. Poth - Google Buku, Sage publications. Available at: https://books.google.co.id/books?id=gX1ZDwAAQBAJ&printsec=frontcover&hl=id&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false (Accessed: 29 March 2023).

Mercer & Dörnyei (2022) ‘ENGAGING LANGUAGE LEARNERS IN CONTEMPORARY CLASSROOMSSarahMercer and ZoltánDörnyeiCambridge University Press. ISBN 978‐1‐108‐44592‐4. Price GBP 28.99 (paperback). vii + 194 pages.’, TESOL Journal, 13(1). Available at: https://doi.org/10.1002/tesj.623.

Nookhong, J. and Wannapiroon, P. (2015) ‘Development of Collaborative Learning Using Case-based Learning via Cloud Technology and Social Media for Enhancing Problem-solving Skills and ICT Literacy within Undergraduate Students’, Procedia - Social and Behavioral Sciences, 174(2), pp. 2096–2101. Available at: https://doi.org/10.1016/j.sbspro.2015.02.007.

Northey, G. et al. (2015) ‘Increasing Student Engagement Using Asynchronous Learning’, Journal of Marketing Education, 37(3), pp. 171–180. Available at: https://doi.org/10.1177/0273475315589814.

Nunan, D., Terrell, T.D. and Brown, H.D. (2003) When ordering this title , use ISBN 007-123462-4, Language.

Osborne, D.M. et al. (2018) ‘Use of online asynchronous discussion boards to engage students, enhance critical thinking, and foster staff-student/student-student collaboration: A mixed method study’, Nurse Education Today, 70(June), pp. 40–46. Available at: https://doi.org/10.1016/j.nedt.2018.08.014.

Ramadhani, R. et al. (2019) ‘Kolmogorov-Smirnov Test and for testing the normality of the data used the Levene’s Testof Quality test. Αντίστροφη τάξη (Flipped Classroom)Αντίστροφη τάξη (Flipped Classroom)The effect of flipped-problem based learning model integrated with LMS-google cl’, Journal for the Education of Gifted Young Scientists, 7(2), pp. 137–158.

Ratnaningsih, P.W. (2019) ‘The use of Google Classroom application for writing and speaking in English education class’, Journal of ELT, Linguistics, and Literature, 5(1), pp. 93–110.

Salam, U. (2020) ‘The Students’ Use of Google Classroom in Learning English’, JPI (Jurnal Pendidikan Indonesia), 9(4), p. 628. Available at: https://doi.org/10.23887/jpi-undiksha.v9i4.27163.

Satar, H.M. and Akcan, S. (2018) ‘Pre-service EFL teachers’ online participation, interaction, and social presence’, Language Learning and Technology, 22(1), pp. 157–184.

Shaharanee, I.N.M., Jamil, J.M. and Rodzi, A.S.S.M. (2016) ‘The application of Google Classroom as a tool for teaching and learning’, Journal of Telecommunication, Electronic and Computer Engineering, 8(10), pp. 5–8.

SUHAIRA, T. (2021) ‘ERROR ANALYSIS OF SENTENCES IN WRITING POSTER BY 6 th SEMESTER STUDENTS OF ELT IN UMMAT’, 1(September), pp. 131–136. Available at: https://repository.ummat.ac.id/2751/1/COVER-BAB III.pdf.




DOI: https://doi.org/10.12928/iucee2022.v2i1.13905

Refbacks

  • There are currently no refbacks.


Program Studi Pendidikan Bahasa Inggris
Kampus 4 Universitas Ahmad Dahlan

Jl. Ringroad Selatan, Kragilan, Tamanan, Kec. Banguntapan, Bantul, Daerah Istimewa Yogyakarta 55191, Indonesia

Email: iucee@pbi.uad.ac.id