The Students’ Use of Google Classroom in Learning English

Authors

  • Urai Salam Universitas Tanjungpura Pontianak

DOI:

https://doi.org/10.23887/jpi-undiksha.v9i4.27163

Keywords:

Students’ experience, Google Classroom, English Language Learning

Abstract

This study investigates the students’ use  of Google Classroom in English language learning. The data were derived from Likert Scale questionnaires including open-ended questions distributed to 119 English Education students. There were five aspects covered in the questionnaire: access to Google Classroom, perceived usefulness, communication and interaction, instructional delivery and students’ satisfaction. Meanwhile, open-ended inquired students’ real experiences. The result showed the mean score with the following distribution: 4,49 for easy access to GC, 3,93 for perceived usefulness, 3,63 for communication and interaction, 4,10 for instructional delivery, and 3,82 for students’ satisfaction. Some students shared their experiences in using Google Classroom. Some of them said that Google Classroom brought their courses to their face so that they can participate and continue work on their classes beyond the working hours. Even many of them still worked and uploaded their assignments till midnight. In spite of these positive findings, the study revealed that some students fell into serious addiction to social media technology.

References

Alaniz, K., & Wilson, D. (2015). Naturalizing digital immigrants: The power of collegial coaching for technology integration: Rowman & Littlefield.

Amadin, F., Obienu, A., & Osaseri, R. (2018). Main barriers and possible enablers of Google apps for education adoption among university staff members. Nigerian Journal of Technology, 37(2), 432-439. doi:10.4314/njt.v37i2.18

Balasubramanian, K., Jaykumar, V., & Fukey, L. N. (2014). A Study on “Student Preference towards the Use of Edmodo as a Learning Platform to Create Responsible Learning Environment”. Procedia - Social and Behavioral Sciences, 144, 416-422. doi:10.1016/j.sbspro.2014.07.311

Best, J. W., & Kahn, J. V. (2006). Research in Education (10 ed.). New York: Pearson.

Bond, M. (2020). Facilitating student engagement through the flipped learning approach in K-12: A systematic review. Computers & Education, 151, 103819. doi:10.1016/j.compedu.2020.103819

Borup, J., Graham, C. R., West, R. E., Archambault, L., & Spring, K. J. (2020). Academic Communities of Engagement: an expansive lens for examining support structures in blended and online learning. Educational Technology Research and Development. doi:10.1007/s11423-020-09744-x

Bringula, R. (2012). School Choice of Computing Students: A Comparative Perspective from Two Universities. Creative Education, 3, 1070-1078. doi:10.4236/ce.2012.326161

Coffman, T., & Klinger, M. B. (2016). Authentic Learning Experiences to Build Community in the Blended Classroom. Paper presented at the E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016, Washington, DC, United States. https://www.learntechlib.org/p/173932

Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education (6th ed.). London: Routledge Falmer.

Conard, M. A., & Marsh, R. F. (2014). Interest level improves learning but does not moderate the effects of interruptions: An experiment using simultaneous multitasking. Learning and Individual Differences, 30, 112-117. doi:10.1016/j.lindif.2013.11.004

Conrad, C., & Dunek, L. (2020). Cultivating inquiry-driven learners: The purpose of college education for the twenty-first century (2nd ed.). Baltimore: Johns Hopkins University Press.

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative (4 ed.): Prentice Hall Upper Saddle River, NJ.

Crittenden, W. F., Biel, I. K., & Lovely III, W. A. (2019). Embracing Digitalization: Student Learning and New Technologies. Journal of Marketing Education, 41(1), 5-14. doi:10.1177/0273475318820895

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS quarterly, 319-340. doi:10.2307/249008

Eskandari, M., & Soleimani, H. (2016). The effect of collaborative discovery learning using MOODLE on the learning of conditional sentences by Iranian EFL learners. Theory and Practice in Language Studies, 6(1), 153-163. doi:10.17507/tpls.0601.20

Gan, B., Menkhoff, T., & Smith, R. (2015). Enhancing students’ learning process through interactive digital media: New opportunities for collaborative learning. Computers in Human Behavior, 51, 652-663. doi:10.1016/j.chb.2014.12.048

Heggart, K. R., & Yoo, J. (2018). Getting the Most from Google Classroom: A Pedagogical Framework for Tertiary Educators. Australian Journal of Teacher Education, 43(3), 140-153. doi:10.14221/ajte.2018v43n3.9

Hew, K. F., & Cheung, W. S. (2008). Attracting student participation in asynchronous online discussions: A case study of peer facilitation. Computers & Education, 51(3), 1111-1124. doi:10.1016/j.compedu.2007.11.002

Ifinedo, E., Rikala, J., & Hämäläinen, T. (2020). Factors affecting Nigerian teacher educators’ technology integration: Considering characteristics, knowledge constructs, ICT practices and beliefs. Computers & Education, 146, 103760. doi:10.1016/j.compedu.2019.103760

Iftakhar, S. (2016). Google classroom: What works and how? Journal of Education and Social Science, 3(2), 12-18.

Judd, T. (2015). Task selection, task switching and multitasking during computer-based independent study. Australasian Journal of Educational Technology, 31(2), 193-207. doi:10.14742/ajet.1992

Khabbaz, M., & Najjar, R. (2015). Moodle-based distance language learning strategies: An evaluation of technology in language classroom. International Journal of Applied Linguistics and English Literature, 4(4), 205-210. doi:10.7575/aiac.ijalel.v.4n.4p.205

Kumar, J. A., & Bervell, B. (2019). Google Classroom for mobile learning in higher education: Modelling the initial perceptions of students. Education and Information Technologies, 24(2), 1793-1817.

Lin, Q., Yin, Y., Tang, X., Hadad, R., & Zhai, X. (2020). Assessing learning in technology-rich maker activities: A systematic review of empirical research. Computers & Education, 157, 103944. doi:10.1016/j.compedu.2020.103944

Lucas, M. (2020). External barriers affecting the successful implementation of mobile educational interventions. Computers in Human Behavior, 107, 105509. doi:10.1016/j.chb.2018.05.001

Martono, & Salam, U. (2017). Students' learning in asynchronous discussion forums: A meta-analysis. International Journal of Information and Communication Technology Education (IJICTE), 13(1), 48-60. doi:10.4018/IJICTE.2017010105

Mercer, S., & Dörnyei, Z. (2020). Engaging Language Learners in Contemporary Classrooms. Cambridge: Cambridge University Press.

Mudrikah, S., Farliana, N., Widhiastuti, R., & Kardiyem, K. (2019). Utilization of Information Technology and lecturer's role in Accounting learning on the conservation character values and academic performance of "Generation Z" students. Dinamika Pendidikan, 14(2), 178-192. doi:10.15294/dp.v14i2.21890

O’Rourke, B., & Stickler, U. (2017). Synchronous communication technologies for language learning: Promise and challenges in research and pedagogy. Language Learning in Higher Education, 7, 1-20. doi:10.1515/cercles-2017-0009

Osborne, D. M., Byrne, J. H., Massey, D. L., & Johnston, A. N. B. (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, 40-46. doi:10.1016/j.nedt.2018.08.014

Purnawarman, P., Susilawati, S., & Sundayana, W. (2016). The use of Edmodo in teaching writing in a blended learning setting. Indonesian Journal of Applied Linguistics, 5(2), 242-252. doi:10.17509/ijal.v5i2.1348

Rushby, N., & Surry, D. W. (2016). Mapping the field and terminology The Wiley Handbook of Learning Technology (Vol. 1, pp. 1-14): Wiley Online Library.

Salam, U. (2009). Students' participation in virtual learning environments. Unpublished Ph.D thesis. Melbourne: Monash University.

Satar, H. M., & Akcan, S. (2018). Pre-service EFL teachers’ online participation, interaction, and social presence. Language Learning & Technology, 22(1), 157–183. doi:10125/44586

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

Shaharanee, I. N. M., Jamil, J. M., & Rodzi, S. S. M. (2016b). Google classroom as a tool for active learning. In F. A. A. Nifa, M. N. M. Nawi, & A. Hussain (Eds.), Proceedings of the International Conference on Applied Science and Technology 2016 (ICAST'16) (Vol. 1761, pp. 020069-020066). Kedah, Malaysia: AIP Publishing.

Sulissusiawan, A., & Salam, U. (2017). Students' Use of Online Resources to Enhance Learning Endeavors. International Journal of Virtual and Personal Learning Environments (IJVPLE), 7(2), 44-53. doi:10.4018/IJVPLE.2017070104

Tao, Z., Zhang, B., & Lai, I. K. W. (2018). Perceived Online Learning Environment and Students’ Learning Performance in Higher Education: Mediating Role of Student Engagement. In S. K. S. Cheung, J. Lam, K. C. Li, O. Au, W. W. K. Ma, & W. S. Ho (Eds.), Technology in Education. Innovative Solutions and Practices (pp. 56-64). Singapore: Springer Singapore.

Turkle, S. (2005). The Second Self: Computers and the human spirit, twentieth anniversary edition. Cambridge: The MIT Press

Turkle, S. (2011). Alone together: Why we expect more from technology and less from each other. New York: Basic Books.

Yulian, R., & Salam, U. (2014). Students ’perspectives on the application of information and communication technology in english language learning. Jurnal Pendidikan dan Pembelajaran, 3(10). Retrieved from jurnal.untan.ac.id/index.php/ jpdpb/article/view/6595

Downloads

Published

2020-12-03

Issue

Section

Articles