Google Classroom as A Web-based Instruction in Teaching English Writing and Speaking during Covid-19
DOI:
https://doi.org/10.33603/rill.v5i1.5659Keywords:
assessment, Google classroom, speaking, writing, distance learningAbstract
This paper aims at investigating the impacts of the enactment of Google classroom as instructional media in the context of EFL. E-learning through Google classroom is an effective and interactive media to teach writing and speaking skills during social distancing. This is a qualitative study assessment, interview, and questionnaire in collecting data. Analytic and diagnostic rating scales are the assessment to measure writing and speaking skills. The results show that English Language Teaching in Google classroom promotes innovation in collaborating the use of assessment, students’ background knowledge, and real-world materials. The impact shows that students have great achievement in both writing and speaking skills and Google classroom is more recommended than traditional lecturing.
Â
Â
Riset ini bertujuan untuk menggambarkan dampak penggunaan Google classroom sebagai media pembelajaran dalam konteks pembelajaran bahasa Inggris sebagai bahasa asing. E-learning melalui Google classroom merupakan media yang efektif dan interaktif untuk mengajarkan keterampilan menulis dan berbicara selama social distancing. Penelitian ini merupakan penelitian kualitatif yang menggunakan wawancara, dan kuesioner untuk pengumpulan data. Skala penilaian analitik dan diagnostik adalah penilaian yang digunakan untuk mengukur keterampilan menulis dan berbicara. Kuesioner dan wawancara juga digunakan untuk menganalisis hasil temuan. Hasil penelitian menunjukkan bahwa pengajaran Bahasa Inggris melalui Google classroom, mempromosikan inovasi dalam mengkolaborasikan penggunaan penilaian, pengetahuan latar belakang siswa, dan materi dunia nyata. Dampaknya menunjukkan bahwa mahasiswa memiliki prestasi yang lebih baik dalam keahlian menulis dan berbicara. Penggunaan Google classroom lebih direkomendasikan daripada kuliah tradisional secara tatap muka selama pandemi covid 19.
Â
References
Ahmed, B. E. S. (2020). Social media in teaching languages. International Journal of Emerging Technologies in Learning, 15(12), 72–80. https://doi.org/10.3991/ijet.v15i12.12645
Arkorful, V., & Abaidoo, N. (2015). The role of e-learning, advantages, and disadvantages of its adoption in higher education. International Journal of Instructional Technology and Distance Learning, 12(1), 29–42.
Ashford-Rowe, K., Herrington, J., & Brown, C. (2014). Establishing the critical elements that determine authentic assessment. Assessment and Evaluation in Higher Education, 39(2), 205–222. https://doi.org/10.1080/02602938.2013.819566
Bosco, A. M., & Ferns, S. (2014). Embedding of authentic assessment in work-integrated learning curriculum. Asia-Pacific Journal of Cooperative Education, 15(4), 281–290.
Cakrawati, L. M. (2017). Students’ Perceptions on the Use of Online Learning Platforms in EFL Classroom. English Language Teaching and Technology Journal (ELT-Tech Journal, 1(1), 22–30.
Chako, T. (2017). Triangulation in qualitative research !, Why is the use of triangulation necessary in social research ? Taurai Chako ( UZ ). 1–11.
Chitra, A. P., & Raj, M. A. (2018). Recent Trend of Teaching Methods in Education" Organised by Sri Sai Bharath College of Education Dindigul-624710. India Journal of Applied and Advanced Research, 2018(3), 11–13. https://www.phoenixpub.org/journals/index.php/jaar
Cunningham, U. (2015). Language teachers need linguistics. Te Reo, 58, 77–94.
Dźwigoł, H., & Dźwigoł-Barosz, M. (2020). Research processes and methodological triangulation. Scientific Papers of Silesian University of Technology – Organization and Management Series, 2020(148), 161–170. https://doi.org/10.29119/1641-3466.2020.148.12
Escobar Fandiño, F. G., Muñoz, L. D., & Silva Velandia, A. J. (2019). Motivation and E-Learning English as a foreign language: A qualitative study. Heliyon, 5(9). https://doi.org/10.1016/j.heliyon.2019.e02394
Fithriyah. (2015). THE IMPORTANCE OF AUTHENTIC MATERIALS IN DEVELOPING APPROPRIATE AND EFFECTIVE LISTENING SKILLS By: Fithriyah Dosen Fakultas Tarbiyah dan Keguruan UIN Ar-Raniry Darussalam Banda Aceh. 1–15.
Fitria, T. N. (2020). Teaching English through Online Learning System during Covid-19 Pandemic. Pedagogy : Journal of English Language Teaching, 8(2), 138. https://doi.org/10.32332/pedagogy.v8i2.2266
Fitriani. (2017). Authentic Assessment, Implementation, Curriculum 2013. Getsempena English Education Journal, 4(2), 164–171.
Ghahri, F., Hashamdar, M., & Mohamadi, Z. (2015). Technology: A Better Teacher in Writing Skill. Theory and Practice in Language Studies, 5(7), 1495. https://doi.org/10.17507/tpls.0507.24
Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science, 1(2), 175–191. https://doi.org/10.21890/ijres.23596
Gulikers, J. T. M., Bastiaens, T. J., Kirschner, P. A., & Kester, L. (2006). Relations Between Student Perceptions of Assessment Authenticity, Study Approaches, and Learning Outcome. Studies in Educational Evaluation, 32(4), 381–400. https://doi.org/10.1016/j.stueduc.2006.10.003
Guri-Rosenblit, S. (2018). E-teaching in higher education: An essential prerequisite for e-learning. Journal of New Approaches in Educational Research, 7(2), 93–97. https://doi.org/10.7821/naer.2018.7.298
Harjanto, A. S., & Sumarni, S. (2019). Teacher’s Experiences on The Use of Google Classroom. 3rd English Language and Literature International Conference (ELLiC), 3, 172–178.
Ihejirika, R. C. (2001). Towards Effective Implementation of the English for Academic Purposes ( EAP ) Curriculum in Tertiary Institutions in Nigeria. c, 14–19. https://doi.org/10.32996/jeltal
Imam Tyas Sansinadi, & Winarko, W. (2020). Teacher’S Perspectives Toward Google Classroom As a Tool for Improving Elt Classroom Interaction. Getsempena English Education Journal, 7(2), 370–381. https://doi.org/10.46244/geej.v7i2.1174
Inan-Karagul, B., & Yuksel, D. (2014). Teaching language skills. Teaching Language Skills, May, 1–232. https://doi.org/10.4324/9781315230801-6
Irianto, N. andesta, Imranuddin, & Syafrizal. (2019). Journal of English Education and Teaching (JEET) e-ISSN: 2622-5867. Journal of English Education and Teaching )JEET), 3(4), 522–532.
Isaacs, T. (2017). Isaacs, T . ( 2016 ). Assessing speaking. In D . Tsagari & J . Banerjee ( Eds .), Handbook of second language assessment ( pp . 131 – 146 ). Berlin : DeGruyter Mouton . Assessing Speaking. Handbook of Language Assessment, January, 131–146.
Kashefian-Naeeini, S., & Kouhpeyma, Y. (2020). Fostering Learner Autonomy in Educational Settings. International Journal of Multicultural and Multireligious Understanding, 7(7), 190. https://doi.org/10.18415/ijmmu.v7i7.1765
Klimova, B. F. (2011). Evaluating writing in English as a second language. Procedia - Social and Behavioral Sciences, 28(December 2011), 390–394. https://doi.org/10.1016/j.sbspro.2011.11.074
Kuama, S., & Intharaksa, U. (2016). Is online learning suitable for all English language students? PASAA: Journal of Language Teaching and Learning in Thailand, 52(December), 53–82. http://libproxy.usc.edu/login?url=https://search.proquest.com/docview/1895977430?accountid=14749
Kuning, D. S. (2019). Technology in Teaching Speaking Skill. Journal of English Education, Literature and Linguistics, 2(1), 50–59. https://doi.org/10.31540/jeell.v2i1.243
Larenas, C. D., DÃaz, A. J., Orellana, Y. R., & Villalón, M. J. S. (2021). Exploring the principles of English assessment instruments. Ensaio, 29(111), 461–483. https://doi.org/10.1590/S0104-403620210002902851
Li, F., Qi, J., Wang, G., & Wang, X. (2014). Traditional classroom VS e-learning in higher education: Difference between students’ behavioral engagement. International Journal of Emerging Technologies in Learning, 9(2), 48–51. https://doi.org/10.3991/ijet.v9i2.3268
Li, V. (2017). Social Media in English Language Teaching and Learning. International Journal of Learning and Teaching, 3(2), 148–153. https://doi.org/10.18178/ijlt.3.2.148-153
M.A.T, A.-M. (2014). How effective is e-learning in teaching English? : A Case Study. Journal of Education and Human Development, 3(2), 647–669. https://www.researchgate.net/journal/Journal-of-Education-and-Human-Development-1934-7200
Mardiah, H. (2020). The Use of E-Learning to Teach English in the Time of the Covid-19 Pandemic. English Teaching and Linguistics Journal (ETLiJ), 1(2), 49–55. https://doi.org/10.30596/etlij.v1i2.4894
Mohammed Nasser Hassan Ja’ashan, M. (2020). The Challenges and Prospects of Using E-learning among EFL Students in Bisha University. Arab World English Journal, 11(1), 124–137. https://doi.org/10.24093/awej/vol11no1.11
Mutambik, I. (2018). The Role of E-learning in Studying English as a Foreign Language in Saudi Arabia: Students’ and Teachers’ Perspectives. English Language Teaching, 11(5), 74. https://doi.org/10.5539/elt.v11n5p74
Nakatsuhara, F. (2007). Developing a rating scale to assess English speaking skills of Japanese upper-secondary students. Essex Graduate Student Papers in Language & Linguistics, 9, 83–103.
Nedeva, V., & Dimova, E. (2010). Some Advantages of E-Learning in English Language Training. Trakia Journal of Sciences, 8(8), 21–28. http://www.uni-sz.bg
Ng, L. L. (2017). Thinking about writing a critical essay. Australasian Psychiatry, 25(2), 187–190. https://doi.org/10.1177/1039856217694958
Noble, H., & Heale, R. (2019). Triangulation in research, with examples. Evidence-Based Nursing, 22(3), 67–68. https://doi.org/10.1136/ebnurs-2019-103145
Obaidul Hamid, M., & Hoang, N. T. H. (2018). Humanising language testing. Tesl-Ej, 22(1), 1–20.
Okmawati, M. (2020). The Use of Google Classroom during Pandemic. Journal of English Language Teaching, 9(2), 438. https://doi.org/10.24036/jelt.v9i2.109293
Othman, J., Treagust, D. F., & Chandrasegaran, A. L. (2008). An investigation into the relationship between students’ conceptions of the particulate nature of matter and their understanding of chemical bonding. International Journal of Science Education, 30(11), 1531–1550. https://doi.org/10.1080/09500690701459897
Owens, J. D., & Price, L. (2010). Is e-learning replacing the traditional lecture? Education and Training, 52(2), 128–139. https://doi.org/10.1108/00400911011027725
Ozverir, I., & Herrington, J. (2011). Authentic activities in language learning : Bringing real-world relevance to classroom activities. Ed-Media, 1423–1428.
Ratnaningsih, P. W. (2019). The use of Google Classroom application for writing and speaking in English education class. Paskalina Widiastuti Ratnaningsih Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature, 5(1), 2019. http://ejournal.kopertais4.or.id/mataraman/index.php/efi
Razı, S. (2015). Development of a Rubric to Assess Academic Writing Incorporating Plagiarism Detectors. SAGE Open, 5(2). https://doi.org/10.1177/2158244015590162
Richards, J. (2015). Technology in Language Teaching Today. Indonesian Journal of English Language Teaching, 10(1), 18–32.
Rohmatillah. (2014). A Study On Students’ Difficulties In Learning Vocabulary (Bachelor's Degree). Jurnal Raden Intan Lampung, 3(1), 69–86. http://repository.unej.ac.id/handle/123456789/18942
Salam, U. (2020). The Students’ Use of Google Classroom in Learning English. JPI (Jurnal Pendidikan Indonesia), 9(4), 628. https://doi.org/10.23887/jpi-undiksha.v9i4.27163
Sari, I. F. (2020). Online Learning for English Language Teaching. Jurnal Pendidikan Dan Pembelajaran, 1(2), 217–230.
Stott, D. (2018). Speaking and listening skills. 50 Top Tips for Managing Behaviour, 4(2), 85–86. https://doi.org/10.4324/9781315175522-43
Subandoro, P. S., & Sulindra, E. (2019). Optimizing Collaborative Learning: Using Google Classroom in Business English Correspondence Class. VOCATIO: Jurnal Ilmiah Ilmu Administrasi Dan Sekretari, 2(1), 46–66.
Sukmawati, S., & Nensia, N. (2019). The Role of Google Classroom in ELT. International Journal for Educational and Vocational Studies, 1(2), 142–145. https://doi.org/10.29103/ijevs.v1i2.1526
Takkaç Tulgar, A. (2016). The Role of Pragmatic Competence in Foreign Language Education. Turkish Online Journal of English Language Teaching, 1(1), 10–19. https://doi.org/10.32959/tojelt.229304
Tanveer, M. (2011). Integrating E-learning in Classroom-based Language Teaching: Perceptions, Challenges, and Strategies. … Conference “ICT for Language Learning,†October 2011. http://conference.pixel-online.net/ICT4LL2011/common/download/Paper_pdf/IEC141-252-FP-Tanveer-ICT4LL2011.pdf%5Cnpapers3://publication/uuid/9E718D72-D2B3-40C6-BA55-0EFF78D93702
Tuan, L. T. (2012). Teaching and assessing speaking performance through the analytic scoring approach. Theory and Practice in Language Studies, 2(4), 673–679. https://doi.org/10.4304/tpls.2.4.673-679
Wedell, M. (2009). Innvation in ELT. ELT Journal, 63(4), 397–399. https://doi.org/10.1093/elt/ccp053
Wilson, K. A. (2015). Fo r r w. 28(July), 1055–1070.
Wolf, K., & Stevens, E. (2007). The role of rubrics in advancing and assessing student learning. The Journal of Effective Teaching, 7(1), 3–14. http://works.bepress.com/cgi/viewcontent.cgi?article=1058&context=susan_madsen#page=8
Yanti, G. S., & Nurhidayah, R. (2020). Practices on Technology Integration in ELT: A Review on Existing Researches. Briliant: Jurnal Riset Dan Konseptual, 5(2), 292. https://doi.org/10.28926/briliant.v5i2.467
Yunus, A. A., & Syafi’i, A. (2020). Google Classroom as Learning Platform in Teaching Writing. British (Jurnal Bahasa Dan Sastra Inggris), 9(1), 48–64.
Zakarneh, B. M. (2018). Effectiveness of E-learning Mode for Teaching the English Language in Arab Universities. International Journal of Applied Linguistics and English Literature, 7(7), 171. https://doi.org/10.7575/aiac.ijalel.v.7n.7p.171
Zhong, Q. M. (2018). The Evolution of Learner Autonomy in Online Environments: A Case Study in a New Zealand Context. Studies in Self-Access Learning Journal, 9, 71–85. https://doi.org/10.37237/090106
Downloads
Published
Issue
Section
Citation Check
License
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share and adapt the work with an acknowledgement of the work’s authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Upon receiving the proofs, the Author/Editor agrees to promptly check the proofs carefully, correct any errors, and authorize the publication of the corrected proofs.