STUDENTS’ PERCEPTIONS ON THE USE OF GOOGLE CLASSROOM

AS AN ALTERNATIVE ONLINE LEARNING MEDIA TO OVERCOME

PHYSICAL DISTANCING IN COVID 19 TOWARD ENGLISH LESSON
AT MAN PEMATANGSIANTAR

A THESIS

Submitted to Fulfill One of the Requirements to Obtain a Bachelor's Degree

in Education

By :

AUDINA SYAFIRAH PURBA

NIM: 0304181019

DEPARTMENT OF ENGLISH EDUCATION

FACULTY TARBIYAH AND TEACHERS TRAINING
STATE ISLAMIC UNIVERSITY OF NORTH SUMATERA
MEDAN
2022
 APPROVED AND VALIDATED

Advisor I Advisor II

Dr. Utami Dewi, M.Hum

NIP. 19820227 200801 2 009 Emeliya Sukma Dara Dmk,M. Hum
NIP. 19810926 200912 2 004
Head of English Education Secretary of English Education
Department Department

Yani Lubis, S.Ag., M.Hum Ernita Daulay, M.Hum

NIP. 19700606 200003 1 006 NIP. 19801201 200912 2 003

Dean of Faculty of Tarbiyah and Teacher Training

State Islamic University of North Sumatra Medan
2022

Dr. Mardianto, M.Pd

NIP. 19671212 199403 1 004

i
 STATEMENT OF AUTHENTICITY
I solemnly declare that the thesis entitled "Students' Perception on the use
of Google Classroom as an Alternative Online Learning Media to Overcome
Physical Distancing in Covid-19 Toward English Lesson at MAN
Pematangsiantar" is my own work. The citations contained in this thesis are
carried out in a way that is in accordance with scientific ethics. With this
statement, I am readyreceive sanctions in accordance with applicable laws and
regulationsif one day there are other parties who object to the authenticity of the
thesisor if there is very strong evidence that there is an element of plagiarism
orcopying or quoting that violates scientific ethics.

Medan, 12 July 2022

Who make the statement,

Audina Syafirah Purba

0304181019

ii
 ABSTRACT
AUDINA SYAFIRAH PURBA. 0304181019.STUDENTS’ PERCEPTIONS
ON THE USE OF GOOGLE CLASSROOM AS AN ALTERNATIVE
ONLINE LEARNING MEDIA TO OVERCOME PHYSICAL
DISTANCING IN COVID 19 TOWARD ENGLISH LESSONAT MAN
PEMATANGSIANTAR.
A Thesis. Department of English Education, Faculty Tarbiyah and Teachers
Training. State Islamic University of North Sumatera, Medan, 2022
The COVID-19 pandemic has caused the learning process that was
originally carried out in the classroom to turn into online learning. This causes
teachers to need media to support online learning. The current problem is the
limited student network due to geographical conditions. Students are also
confused about operating Google Classroom under certain conditions due to lack
of knowledge about using the pedagogical platform. This study aims to analyze
students' perceptions of the use of google classroom in online English learning in
secondary schools. This research was designed using a qualitative study. Data was
collected through 2 instruments, namely questionnaires and interviews. Then,
Miles and Huberman's theory is used in analyzing data where data analysis
consists of four parts: data collection, data reduction, data presentation, and
conclusion drawing/verification. The results of the study are. First, students'
perceptions of Google Classroom as an online learning medium are categorized as
positive. Second, the obstacles faced by students during the implementation of
Google Classroom in online learning are the limited interaction between students
because students focus on interacting with the teacher, and students consider
Google Classroom ineffective because it cannot adapt to the application as seen
from student responses when some of them do not understand the features.
features in Google Classroom. Third, students have complaints when accessing
Google Classroom where students cannot take classes because they do not have
cellular data which means they cannot access Google Classroom and cannot study
online courses. Fourth, students are late in submitting assignments because they
are waiting for cellular and internet data. It can be concluded that the use of
google classroom in learning has several obstacles, so it needs to be considered.
Keywords : Students’ Perception, Online Learning, Google Classroom and
English Lesson

iii
 ACKNOWLEDGEMENTS
Praise and gratitude the author goes to khadiratAllah SWT, that it is
because of His blessing and mercy that the author cancomplete the preparation
and writing of the thesis. Don't forget to give sholawat to our great Prophet
Muhammad SAW, hopefullywe will be in the same place with him. The author
realizes that scientific writing in the form of this thesis is still far from perfect,
both in terms of its substance and writing structure. Therefore, the author hopes
that hopefully this thesis is useful and can be a good deed for the author.
The completion of the preparation of writing this thesis is a unified whole
for hard work, persistence, patience, prayer support, encouragement, support,
guidance and assistance from various parties. It is proper and proper, if the author
expresses his gratitude and appreciation, the highest to all parties who have
contributed to the author.Sincere thanks and highest appreciation, submitted by
the author to:
1. Dr. Mardianto, M.Pd as the Dean of Faculty of Tarbiyah and Teachers
Training State Islamic University of North Sumatera.
2. Yani Lubis, S. Ag, M. Hum as the Head of English Department for the
facilities that given to me during the completion this thesis.
3. Dr. Utami Dewi, S. Pd, M. Hum as my first advisor who has given her
charm idea, suggestion, correction, beneficial opinion and encouragement in
process of writing this thesis.
4. Emeliya Sukma Dara Damanik, M.Hum as my second advisor who also
gives me guidance, dedication, support, suggestion, correction during writing
this thesis.
5. All the lecturers in the English Department.
6. The principal of MAN Pematangsiantar, English teacher and all students of
XI IPA-1 who helped the writer during the research.
7. My beloved mother Saimah Lubis, who always encouraged me in
completing my thesis, who never got tired of listening to my complaints
during college.

iv
 8. My beloved father Muhammad Syahrul Purba, who was the most
instrumental in paying my tuition fees, never tired of looking for sustenance
for me. And many advised me to be a useful child for many people and
remain humble when I already have the throne and position in the future.
9. My beloved sister Auliya Syahira Purba, SH, who taught me about the
world of lectures, and helped me a lot in finding references.
10. My dearest friend Muhammad Ikhwan Khalid Nasution, ST, who gave
me enthusiasm when I was lazy in doing thesis, who taught me a lot about
how to write a thesis and even taught me to speak English to be more fluent,
even always accompanied me when I took care of files to complete S-1
program.
11. My best friend Iklima Hafriannisa Nasution, a friend who rides with me in
his boarding house, because every guidance and proposal session I don't
have a boarding house, the same struggle to complete the S-1 program.
12. And all my friend in PBI-5 stambuk 2018.
Hopefully for all the prayers, support, guidance, encouragement, and the
help that has been given by all the parties above gets a reward abundance from
Allah SWT, aamiin.

Medan, 12 July 2022

Author,

Audina Syafirah Purba

0304181019

v
 TABLE OF CONTENTS
APPROVED AND VALIDATED....................................................................................i
STATEMENT OF AUTHENTICITY............................................................................ii
ABSTRACT....................................................................................................................iii
ACKNOWLEDGEMENTS............................................................................................iv
TABLE OF CONTENTS................................................................................................vi
CHAPTER I INTRODUCTION.....................................................................................1
1.1 Background of the study.....................................................................................1
1.2 The Limitation of the study................................................................................4
1.3 The Research Problem........................................................................................4
1.4 The Objective of The Research..........................................................................4
1.5 Significance of Study.........................................................................................5
CHAPTER II LITERATURE REVIEW........................................................................7
2.1 Theoretical Framework......................................................................................7
2.1.1 Google Classroom......................................................................................7
2.2 Online Learning................................................................................................16
2.2.1 Definition Online Learning.......................................................................16
2.2.2 Advantage of Online Learning.................................................................17
2.2.3 Disadvantage of Online Learning.............................................................19
2.3 Students’ Perceptions.......................................................................................20
2.4 Corona Virus Disease (Covid-19).....................................................................21
2.5 English Lesson.................................................................................................21
2.6 Conceptual Framework....................................................................................22
2.7 Related Study...................................................................................................23
2.8 Thinking Framework........................................................................................25
CHAPTER III RESEARCH METHOD.......................................................................27
3.1 Research Background.......................................................................................27
3.2 Data and Source Data.......................................................................................27
3.3 Research Design...............................................................................................28
3.4 Subject of The Research...................................................................................29
3.5 Instrument of collecting data............................................................................29

vi
 3.5.1 Questionnaire............................................................................................29
3.5.2 Interview...................................................................................................30
3.6 Technique of Analyzing Data...........................................................................30
3.6.1 Data Collection.........................................................................................31
3.6.2 Data Reduction.........................................................................................31
3.6.3 Data Presentation......................................................................................32
3.6.4 Verifying..................................................................................................32
CHAPTER IV RESEARCH FINDING AND DISCUSSION.....................................33
4.1 Research Finding..............................................................................................33
4.1.1 Students’perceptions on the use of Google Classroom as an online learning
media during the Covid-19 pandemic in English lesson at MAN Pematangsiantar..33
4.1.2 The Reason Student on the use of Google Classroom as an Online
Learning Media........................................................................................................47
4.2 Discussion........................................................................................................54
CHAPTER V CONCLUSIONS AND SUGGESTIONS..............................................45
5.1 Conclusion........................................................................................................45
5.2 Suggestions......................................................................................................46
REFERENCE.................................................................................................................46
APPENDICES................................................................................................................49
Appendix I......................................................................................................................49
Questionnaire Plane.....................................................................................................49
Appendix II.....................................................................................................................53
Interview Sheets...........................................................................................................53
Appendix III...................................................................................................................55
Interview P1 Bella Ananda ( BA )................................................................................55
Interview P2 Alfira Yani ( AY )...................................................................................57
Interview P3 Bayu Andika Pratama ( BAP )................................................................58
Interview P4 Sri Satitah ( SS )......................................................................................59
Interview P5 Muhammad Farel Harahap ( MFH )........................................................61
Interview P6 Syifa Nizrina ( SN )................................................................................63
Interview P7 Rafsyanzani Saufi Batubara ( RSB ).......................................................64
Appendix IV...................................................................................................................67
Transcription of Interview............................................................................................67

vii
Appendix V.....................................................................................................................73
Appendix VI...................................................................................................................74
Documentation of interview by Zoom Meeting............................................................74
BIOGRAPHY.................................................................................................................75

viii
 TABLE OF FIGURES

Figure 2. 1 Google Classroom preview..............................................................................9

Figure 2. 2 Google Classroom login page..........................................................................9
Figure 2. 3 Role Picking feature in Google Classroom....................................................10
Figure 2. 4 Input classroom code.....................................................................................10
Figure 2. 5 List of classes.................................................................................................11
Figure 2. 6 Google Classroom preview for Teacher.........................................................11
Figure 2. 7 Login Page.....................................................................................................12
Figure 2. 8 Role Picking feature in Google Classroom for Teacher.................................12
Figure 2. 9 Insert Invitation Code.....................................................................................13
Figure 2. 10 Invitation Code.............................................................................................13
Figure 2. 11 List of students.............................................................................................14
Figure 2. 12 Research framework....................................................................................26
Figure 3. 1 Technique of Data Collection........................................................................32
Figure 4. 1 Result of student's perceptions.......................................................................47

vi
 LIST OF TABLES

Table 3. 1 Likert Scale.....................................................................................................30

Table 4. 1 Questionnaire Score Results............................................................................33
Table 4. 2 Description of Student Perception Results......................................................46

vi
 CHAPTER I
INTRODUCTION

1.1 Background of the study

The world is rocked by the virus known as Covid-19 is everywhere in the

world starting from Wuhan China. This virus has spread even throughout the
world, including Indonesia. Following the virus Covid-19 in Indonesia has
become an obstacle to human activity because spread so fast. Distance learning is
not new, since the application of technology in learning. School closures have
been implemented in dozens of countries have been affected by the Covid-19
virus. By obliging distance learning, it is feared that it will reduce academic
achievement student. The teacher as an intermediary plays a role in facilitating
students with a humanistic learning model so that students can be more
independent in learning. This perceptions creates opportunities for students to be
more active in improving their academic performance so that they respond well.
Efforts can be made to improve learning outcomes and increase student
enthusiasm (student feedback) in learning, one of which is the application
oflearning by app that can be used as a learning tool. By developing technology
and learning media, such as Google Classroom.

Due to the lack of face to face learning, communication between teachers

and students is limited. Therefore, teachers need to be more effective in
developing learning materials that support online learning activities by all means.
Google Classroom application that can make learning activities more fun, more
interesting, so that teachers can see more student learning outcomes and achieve
good learning outcomes. Google Classroom is one of the online learning facilities
on smartphones and personal computers connected to the internet. Google
Classroom is a way of learning between teachers and students without face to face
to be more efficient and save time and space. This application service is expected

1
 2

to be an alternative application to solve problems and obstacles in classroom

learning. Google Classroom can be a great guide to help students in your
classsubmit assignments and even evaluate submitted assignments.
Previous research bySaeed Al Maroof says and proves inresearch that
"Google Classroom can be effective"for both the lessons and faculty members due
to itsfeatures, as for the students, it provides a stream line ofcommunication and
work flow for students”. Inthe study Saeed Al Maroof said thatGoogle Classroom
has complete features that can beprovide communication lines as well as work or
task linesmore effective for students(Al-Maroof & Al-Emran, 2020).

According to Muhammad Arifin Rahmanto and Benjamin based on

research conducted in 2020 in the Journal of Islamic Religious Education with the
title "Effectiveness of Online Learning Media Through Google Classroom" states
that the lecture process for the Educational Administration Practicum course has
been carried out properly using Google Classroom. This is because online lectures
through Google Classroom in the Education Administration Practicum course can
be easily accessed by both lecturers and students according to their study
needs(Rahmanto & Bunyamin, 2020).
Based on relevant research by Deviyanti, Ekawarna, Yantoro with the title
"Development of Google Classroom Based E-Learning Media to Improve
Learning Outcomes of Class XI Economics Students at SMA Unggul Jambi".
Researchers say that Google Classroom based e-learning media is a solution to
some of the learning problems in high school which are still teacher centered and
still tend to be monotonous due to the lack of enthusiasm of students and time
constraints. By using the Google Classroom media, it provides a learning system
that is both interesting and effective because this learning media can convey
information and learning materials, then students can learn and access it when
outside of school which can improve student learning outcomes (Devayanti,
Ekawarna, & Yantoro, 2020).
Based on relavant researched by Anderias Henukh, Haris Rosdianto,
SayakaOikawa with the title “Implementation of Google Classroom asMultimedia
 3

Learning”. In this article, the researcher aims to find outthe effectiveness of the
application of Google Classroom as a learning multimedia. Multimedia is the use
of several media in the form oftext, graphics, animation, images, video and sound
as forsubmit information. The use of Google Classroom will makelearning is
more effective because educators and students can meet face to face anytimeonly
through online classes because the material uploaded to the class taskbar can
being the form of files, word, excel, powerpoint, pdf, this simulation is done
byeducators to accommodate differences in thinking speed, background,
knowledge, and differences in student learning styles (Hanukh, Rosdiyanto, &
Oikawa, 2020).

Based on relevant researched by Maharani, Isna Normalita Sari, Yuda

Darmawan and Erna Anggraini on the use of the reviewed Google Classroom app
from learning motivation, learning outcomes, learning achievement, and the
independence of students that there is an increase after the implementation of the
use of the Google Classroom application as a learning media. Then it is concluded
that the use of the Google Classroom app can help educators and students in the
online learning process. Educator can make online learning systematically and
structured like an offline class(Sari, Darmawan, & Anggraini, 2021).

Meanwhile, based on the results of research conducted by researchers by

interviewingwith one of the educators in the English subject of MAN
Pematangsiantar, namely Mrs. Sumiyati, S.Pd which was carried out on January
2022, it was found that at the school the understanding of the material in English
lessons was good and was able to pass the KKM limit. The author's assumption
that this happened because the presentation of the material provided through
Google Classroom was easily well received by students.

MAN Pematangsiantar is a school that has been using e-Learning as a

learning media for a year and a halfthis last. Learning activities using e-learning
media in the school utilizes the Google Classroom application. In the
processstudent learning is given an assignment by the teacher and sends the
 4

resultsthe report to the google classroom application. In addition, students are also
givenadditional material in order to understand more broadly the material that
may not have beencan be conveyed directly when face to face in class. But in
practice there are some teachers who still do notusing google classroom media in
the learning.

Based on the above conditions, researchers are interested in studying how

students perceive Google Classroom in learning English at MAN Pematangsiantar
and researchers can use this research as an evaluation material for the
development of e-learning media in schools.

1.2 The Limitation of the study

This research only focus on:
1. Implementation on online learning using Google Classroom during the
Covid19 Pandemic.
2. Student's perceptions on online learning using Google Classroom
during the Covid-19 Pandemic toward english lesson at MAN
Pematangsiantar.

1.3 The Research Problem

Based on the focus of the research above, the formulation of the problem
can be proposed as follow:
1. What are students’ perceptions on online learning using Google
Classroom during the time of Covid-19 Pandemic in English lesson at
MAN Pematangsiantar?
2. Why do have those students’ perceptions on online learning using
Google Classroom during the time of Covid-19 Pandemic in English
lesson at MAN Pematangsiantar?

1.4 The Objective of The Research

In accordance with the explanation of the problem above, the purpose of
this study to describe:
 5

1. Students’perceptions on the use of Google Classroom as an online

learning media during the Covid-19 pandemic in English lesson at
MAN Pematangsiantar.
2. The reason student on the use of Google Classroom as an online
learning media.

1.5 Significance of Study

The present research hopefully gives several significances for theoretical
and practical benefits.
1. Theoretically
The significance of this research is to introduced or even to
familiarize of google classroom technique in online learning. The research
finding are expected to give information to the further researchers about
perspective of google classroom as an alternative online learning media to
overcome physical distancing in covid 19 pandemic.In addition, this study
aims to explain the perspective of students about online learning toward
English lesson at MAN Pematangsiantar.
2. Practically
a. For School
The results of this study can be used as input
informationschools in conducting online learning on English
lesson.
b. For Teacher
From the results of the research conducted, it is hoped that it
will be useful inimproving the quality of teaching and
perfecting the learning process bylearning conditions from
home as well as an overview of the follow up to teacher
readinessabout it.
c. For Students
The results of this study can be additional knowledge
aboutonline learning, so that learning can run smoothlyoptimal.
 6

d. For Researcher
The results of this study are expected to be used as a basis
forfurther research, especially those related to
perceptionstudents towards online learning.
 CHAPTER II
LITERATURE REVIEW

2.1 Theoretical Framework

2.1.1 Google Classroom
Google Classroom is a tool that facilitates student and teacher
collaboration, enabling teachers to create and distribute student assignments for
free in online classes (Crawford, 2015). Teachers can easily create groups to share
assignments and presentations. Google Classroom is a tool that turns students into
active participants. Teachers can create memorable active lessons in student-
centered collaboration only through Google Classroom, as Google Classroom
provides easy to use learning capabilities that enable students across all categories
to enhance collaboration .

Google Classroom is useful for all classes of students and includes adult
students. In addition, it has several conveniences which include paperless, can be
accessed anywhere as long as there is an internet connection and from any device,
to talk between lecturers and students, to provide comments to students, and
personally to get to know. It has an introduction function that allows the instructor
to actively create and handle assignments and also provide comments to students.
Google Classroom makes it easy for instructors to handle student work. It is
certainly useful for every instructor and student, because it is simple and easy to
use.

2.1.1.1 Google Classroom Function

Google Classroom is a product that is part of Google Apps for
Education which is very special, because it has many centers within it along with
giving newsletters or assignments, submitting assignments, and seeing who has

7
 8

submitted assignments. The Google Classroom website also states that Google
Classroom is attached to all other Google Apps for Education offerings soteachers
can use Google Mail, Google Drive, Google Calendar, Google Docs, Google
Sheets, and Google Slides for their learning. While teachers use Google
Classroom, teachers can also use Google Calendar to remind students of their
current schedule or assignments.

Google Classroom differs from regular Google services in that

there are no ads for students and teachers and user data is not scanned (privacy)
and is not used for advertising purposes. Utilization of Google Classroom can be
used through computers, laptops, and cellphones. Thus, Google Classroom can
help make it easier for teachers and students to carry out the learning process
more easily and in depth. This is because both teachers and students can easily
collect assignments, distribute assignments, and discuss lessons without being
bound by time limits or lesson hours. This makes the learning process more
interesting and more efficient in time management and there is no longer any
reason for students to forget the assignments that have been given by the teacher.

2.1.1.2 Benefit of Google Classroom

Google Classroom is designed to keep time. It integrates and
automates using different Google apps, inclusive of docs, slides, and spreadsheets,
the method of administering file distribution, grading, formative assessment, and
simplified comments. Google Classroom Software Engineer mentions that they
constructed Google Classroom " to keep time". He claims that Google is
launching a few functions like export grades to Google Sheets, simpler to replace
grade factor scale, keyboard navigation for coming into grades, type through call
on grading web page and so on to keep teachers’ time(Yates, 2021).
This app is without difficulty reachable and useable to teachers and
newcomers in each face to face getting to know environments and absolutely
online environment. This allows educators to discover and influence "flipped
academic techniques greater without difficulty in addition to automate and arrange
 9

the distribution and series of assignments and communications in more than one
academic milieus”.
Here the teacher can add substance and can provide comments to
students. Students can also add substance and make personal comments.
Moreover, students can collaborate with various parties. They can create a
percentage of files. Alice Keeler and Libbi Miller also stated that Google
Classroom inspires collaboration among students (Keeler & Miller, 2014).
2.1.1.3 Procedure in Using Google Classroom
1. For Students
a. Download the google classroom application on the playstore or
accessvia https://classroom.google.com/ on your laptop or
computer.
Figure 2. 1 Google Classroom preview

b. Sign in to the Google Classroom application using your email

address.

Figure 2. 2 Google Classroom login page

 10

c. If you see a welcome message, review the message and click I

Agree.
d. If you're using a Google Workspace for Education account, click
I'm a student.
Figure 2. 3 Role Picking feature in Google Classroom

e. Press the plus sign (+) in the right corner. Select join class and
enter7 digit code given by the teacher.

Figure 2. 4 Input classroom code

f. If you have joined, you can see the assignments in Classwork.

 11

Figure 2. 5 List of classes

2. For Teacher

a. Download the google classroom application on the playstore or

accessvia https://classroom.google.com/ on your laptop or
computer.
Figure 2. 6 Google Classroom preview for Teacher

c. Sign in to the Google Classroom application using teacher’s email

address.
 12

Figure 2. 7 Login Page

c. If you see a welcome message, review the message and click I

Agree.
d. If you're using a Google Workspace for Education account,
click I'm a teacher.
Figure 2. 8 Role Picking feature in Google Classroom for Teacher

e. On the class page, click (+) and select Create class. Enter
nameclass and short description, then click Create.
 13

Figure 2. 9 Insert Invitation Code

f. Google classroom will provide useful automatic codeto share

with students.
Figure 2. 10 Invitation Code

g. Now google classroom can be used, likeassignment, view

students, and grades.
 14

Figure 2. 11 List of students

2.1.1.4 Advantages and Disadvantages of Google Classroom

a. Advantages of Google Classroom

In learning using online, Google Classroom has been widely applied

in the world of education. However, the application it can't be said that the
application is perfect for the process learning. When viewed from the available
functions and features, the application Google Classroom has several advantages,
including:

1.) The display design is fairly simple, so it's easy used.

2.) Optimal time saving by relying on processes integration and automate the use
of other google apps such as google docs, cloud based applications,
spreadsheets.

3.) Its flexible nature so that it can be used anytime and anywhereanywhere.

4.) Very responsive and the use of the application is free or at no cost, you only
need to use internet quota.
 15

b. Disadvantage of Google Classroom

Although the Google Classroom application has many advantages,It is

undeniable that this application has drawbacks. Betweenother:

1.) The application must be connected to the internet, making it difficult some
students who do not have internet connection.

2.) The use of the application does not provide video conferencing features.

3.) No search field available.

4.) There is no hint of an error message in its use.

Apart from those mentioned above, here are some advantages, google
classroom is a person who is using google for the first time classroom certainly
does not experience difficulties when using it because Google itself is very
concerned about user comfort. Easy task management. When the teacher or admin
givesassignments on students easily students can look at oneassignment provider
page so that it won't be a hassle for students tolooking for assignments. Google
Classroom files are stored on Google Drive, all files that arein the form of MP4,
MP3, DOC, PDF, Zip, and others. All filesit auto login to google drive account.
Paper less, which is an online system that reduces paper usage.That is, it has
helped preserve the natural environment.

As for the weakness of Google Classroom, it is often found on the

internet which must be stable because networks in Indonesia are not always well
connected, and besides that, they can communicate verbally. Teacher with
students orstudents with other students can not communicate directlyverbal, only
with written communication.

2.1.1.5 Google classroom features

The google classroom application has several features that are support
the e-learning learning process. There are several features that offered by Google
Classroom, including the assignment feature (assignment), there is a measurement
 16

process (grading) with a scheme different assessment, two-way communication

between teacher and students which is supported by google drive, there is a
program archive feature and features the google classroom application can be
accessed by using the device android and iOS. All of these features are available
on Google Classroom and can be used by teachers during the learning process.

2.2 Online Learning

2.2.1 Definition Online Learning
Online learning media are media that are equipped with controllers that
can be operated by users, so that users can control and access what is needed, for
example downloading assignments or resources as learning materials. The
advantage of using online learning media is that teaching and learning activities
are independent and have high interactivity and are able to increase memory
levels, provide more learning experiences, with text, audio, video and animation
that can be used in the process of delivering information.
In addition, online learning media makes it easy to deliver, update
content, and download. Students can also interact with other students, by posting
comments on discussion forums, utilizing chat rooms, and being able to conduct
online meetings to communicate directly. Online learning is the flexibility of time
and place to learn. For example, learning can take place in a room, living room,
etc, adjusted to the time of the morning, afternoon, evening, night, and can exceed
the distance. There is a problem because students do not have to go to school or
college to study. There are no limits and can cover a large area.
Students can benefit from this online learning. This is to create an
atmosphere of new educational and learning activities that were usually done in
the classroom but now can only be done via the internet. Online learning also has
advantages in facilitating independent learning. Online learning may focus on
teaching life skills, including those related to the COVID-19 pandemic.
In addition, online learning challenges and activities may vary between
students based on their individual interests and conditions, including overcoming
gaps in access to housing/learning facilities. Educators actually cannot "educate"
 17

students, but the students themselves who "receive" it. There is no student activity
and learning outcomes are not achieved.As in the word of Allah SWT in Surah
Al-Ra'd verse 11:

ٰ ٰ ۢ
ِ ُ‫لَ ٗه ُم َعقِّ ٰبتٌ ِّم ْنبَ ْينِيَ َد ْي ِه َو ِم ْن َخ ْلفِ ٖهيَ ْحفَظُ ْونَ ٗه ِم ْنا َ ْم ِراللّ ۗ ِهاِنَّاللّ َهاَل يُ َغيِّ ُر َمابِقَ ْو ٍم َح ٰتّىيُ َغيِّ ُر ْوا َمابِا َ ْنف‬
‫س ِه ۗ ْم‬

‫س ۤ ْو ًءافَاَل َم َر َّدلَ ٗۚه َو َمالَ ُه ْم ِّم ْند ُْونِ ٖه ِم ْن َّوا ٍل‬ ٰ

ُ ‫َواِ َذٓااَ َرادَاللّ ُهبِقَ ْو ٍم‬

The meaning : For him (humans) there are angels who always take turns
guarding him, from the front and behind him. They guard it by Allah's command.
Verily, Allah will not change the condition of a people until they change the
condition of themselves. And if Allah wills evil for a people, then none can resist it
and there is no protector for them but Him.
Based on Q.S Al-Ra'd:11 that what can change something is self, not
because of help from educators, friends or other people.In this online learning,
students are required to find material that is delivered independently by using the
media Internet.
2.2.2 Advantage of Online Learning
Educational technology is very beneficial for students, especially those
who take special courses. Online learning is considered beneficial for the
following reasons:
a. Accessibility
Online learning provides accessibility as students can learn from
anywhere in the world. This is a very important aspect for students who
wish to study in another country. No matter where students live or what
they want to study, they can always find the right course of study and even
the degree they are pursuing from home. Student learning opportunities
are not limited by geographic location.
b. Personalised Learning
Online learning systems allow students to define and process
individual learning styles, content, goals, and current knowledge and
 18

skills. Therefore, by creating a personalized learning style, you can

provide a personalized education. E-learning allows individuals to plan
and direct their learning. Motivates, fosters self confidence and self-
esteem, overcomes many obstacles faced by learners, personalizes learning
experiences, improves access, enhances learning experiences, and at the
same time helps people acquire ICT skills (Clover, 2017).
c. Cost Effectiveness
Online learning is cost effective as it requires less travel, book
purchases, and college related expenses. This type of learning is more cost
effective than learning at a traditional institution because it can be done
anywhere geographically and without travel costs. Students who wish to
study in this mode need access to the necessary computer hardware and
often have to pay a premium to access internet service providers.
d. SelfPacing
Due to individual differences, not all students can complete their work
or assignments at once and face difficulties. Online learning allows
students to work and learn at their own pace, without time constraints.
Students are free to complete course work at their own pace and spend as
much time as they need without being slowly called upon by their peers.
e. Globalization
New technologies reduce geographic barriers to education. The world
has become a small village and the ability to have information about other
countries is within our own territory. An e-learning world where students
share ideas and resources, access information about current events and
archives of the past, interact with experts, and use online databases to
connect people around the world in the world of the electronic web. It's
very important to try.
2.2.3 Disadvantage of Online Learning
Technology is a good slave, but they say it is a bad master. Technology
teaches us to navigate and fly over water, but cannot give us the ability to live on
 19

earth. Excessive use of technology, poor planning, and implementation of e-

learning can actually cause many problems, including:
a. Poor Communication
When studying online, you don't have the opportunity to interact
directly with your teacher. It is very important to build bonds between
students and teachers. Studies from an international review of open and
distance learning studies show that online learning can be misleading
between students and teachers. This can have a negative impact on the
teaching and learning process and student learning outcomes because of
misunderstandings in assigning assignments.
b. Feeling Isolated
Online learners lack motivation while studying because they easily get
distracted towards any other thing. Working at their own pace becomes a
disadvantage for students who have difficulty with time management and a
tendency of procrastination. These students tend to be more successful
with the structure oftraditional learning.
c. Lack of Quality
It emphasizes the importance of exchanging ideas with fellow students
and cites students' unfamiliarity as a clear weakness of online learning.
Advances in modern technology have delayed the social development of
children. Students stay in touch with their remote online friends via
WhatsApp, Instagram, and Facebook, but never meet or greet the person
sitting next to them. This tendency leads to feelings of isolation that lead
to dropping out of school(Clover, 2017).
d. Poor accessibility in Remote Areas
Hardware, software and connectivity are prerequisites for enabling
online education and learning. Without this, online learning will not be
able to achieve that goal, some will not have direct access to a computer or
internet connection, while others will feel that those who have the
necessary equipment are not ready to use it.
 20

2.3 Students’ Perceptions

Perception means a conceptual framework, a set of assumptions, a set of
values, and a set of ideas that influence perceptions and actions taken in a given
situation (Charon, 2012).
Humans are created differently, each individual has a different perception.
It the existence of differences between individuals with one another by liking one
object and there are those who don't like the object, it really depends on how the
individual responds object with its perception. Perception is a series of processes
by which individuals become aware of and interpret information about the
environment. Perception refers to the way we try to make sense of the world
around us that we collect information through our senses. According to the term
perception used for express the experience of an object or an event experienced.
Perception is experience about information content, this representation can
compare it with previous experience and how you pay attention or understand
something using one of your wits.
It can be understood that perception means a place to see something from a
certain angle to know or observe something. It indicates their direction towards
objects, people, concepts, institutions, social processes, or situations, revealing
networks of beliefs and cognitions based on direct experience or observational
learning (Finch & Jacob, 2012).
Based on the explanation of the perception above, it may be related to the
learning process in which students acquire information through experience and
become part of the preservation of their facts. In other words, students can
recognize something if they experience the process mentioned by Joel. Therefore,
the way students recognize the use of language by teachers in the classroom can
have a significant impact on their academic performance.

2.4 Corona Virus Disease (Covid-19)

Corona virus or severe acute respiratory syndrome coronavirus 2
(SARSCoV 2) is a virus that attacks the respiratory system. Diseases due to
infection this virus is called Covid 19. Corona virus can cause mild disturbances
 21

to the respiratory system, severe lung infections, to death. severe acute respiratory
syndrome coronavirus 2 (SARS-CoV-2), better known as the name corona virus is
a new type of corona virus that is transmitted to humans. This virus can attack
anyone, be it babies, children, adults, the elderly, pregnant women, and
breastfeeding mothers. Corona virus is a collection of viruses that can infect the
respiratory system (Kemenkes, 2020).
Decree of the Minister of Health of the Republic of Indonesia Number
HK.01.07/MENKES/382/2020 regarding health protocols for community in
public places and facilities in the context of prevention and control of corona virus
disease 2019 (COVID-19) stated that the community has an important role in
breaking the chain of transmission of COVID-19 so as not to cause new sources
of transmission/clusters in places where movement of people, interactions
between people and gathering of many people. People must be able to work
back in the COVID-19 pandemic situation by adapting to new habits that are
healthier, cleaner, and more obedient, which implemented by all components in
society as well as use all available resources. The role of society to be able to
break the chain of transmission of COVID-19 (risk contracting and transmitting)
must be done by applying health protocol.

2.5 English Lesson

English is a universal language because it is spoken by most countries
world as the primary language. Moreover, English is an international language
which is important for masters or studies. In Indonesia, English is a foreign
language, but occupies important position in the daily life of our society. This can
be seen clearly in the world of education in Indonesia. English is one of the
subjects taught to students from elementary to college.
English is a tool to communicate verbally and write. Communicating is
understanding and disclosing information, thoughts, feelings and develop science,
technology and culture. The ability to communicate in its full sense is the ability
to discourse, namely the ability to understand and or produce spoken and or
written texts realized in the four skills language, namely listening, speaking,
 22

reading and writing. Fourth this skill is used to respond or create discourse in
public life. Therefore, the language subject English is directed to develop these
skills so that graduates are able to communicate and discourse in English at a
certain literacy level.
English is the same as Indonesian is a communication tool that contains
several characteristics, namely: systemic, arbitrary, verbal, human and
communicative. It's called systemic because language is a system consisting of a
sound system and a sound system meaning. It is arbitrary because there is no
logical relationship between meaning and sound. It is called speech because in
language the most important thing is sound, because although something is found
in the written media but in the end it is read and make a sound. Called human
because language exists if humans existed and still need it.
Studying English is very important one might even say mandatory,
especially in early childhood. This is because English is international language.
The second reason is to master English then people can easily enter and can
access the world of information and technology. With the introduction of English
in elementary school, they have a better basic knowledge before proceeding to
higher level of education.

2.6 Conceptual Framework

The.Covid-19 pandemic affects.aspects of education, processes learning
shifts.from.conventional learning (face to face) in the classroom into online
learning. One of the important elements of.implementing online learning, namely
the availability of Google.Classroom that can be used in the online.learning
process. In this study, students' perceptions were analyzed and interpreted on the
use of google.classroom in the process learning during the Covid-19 pandemic. In
general, Google Classroom can affect the learning process of.students.various
aspects, both cognitive, affective, and.psychomotor.aspects. However, it is
necessary to.carry out periodic.analysis and.evaluation related to implementation
of google classroom, so that its.implementation is more optimal and can fully and
fully implemented. One.of the important indicators for analyzed, namely the
 23

student's perception on its implementation. The student's perceptions is important

indicators that are closely related to the learning process. Student perception is
very close relation to learning outcomes. In addition, the implementation of
flexible and simple google classroom make it easier for students to elaborate each
feature to support the development process competence. From the reasons above,
the researcher believes that the use of Google.Classroom is an alternative media
for online learning during the COVID-19 pandemic toward english lesson of
students MAN Pematangsiantar.

2.7 Related Study

1. I take the research by Siti Kholipah on her research title: “Students’
Perceptions on the use of Google Classroom in English Language
Teaching at SMP Ahmad Dahlan”. The result of this research shows that
students feel satisfy with Google Classroom. Google Classroom is the first
and the only one media for students and the teachers learning activity at
SMP Ahmad Dahlan (Kholipah, 2021).
2. The research ever done by Novalia Ranijayatrion her research tittle: “EFL
Students’ Perspective of Google Classroom (GCR) Online Learning
During the Covid-19 Pandemic”. I conclude that from this research it can
be stated that Google Classrooms is very useful in helping teachers and
students in carrying out online learning during the pandemic of covid-19
(Ranijayatri, 2021).
3. Previous study from Via Lhafiola on her research title: “A Survey on
Students’ Perceptions of the Use of Google Classroom in Online
Learningon English Lesson at SMA N 5 Tebo in Academic Year
2020/2021”. It can be concluded that online learning on EnglishSubjects
through Google Classroom can be said to be effective because most
students givepositive responses, therefore Google Classroom can still be
used properly again in the onlinelearning system in this covid-19 pandemic
condition (Lafhiola, 2021).
 24

4. I take the research from Ade Krisna Mulyaon her research title: “The
Students’ Perceptions on the use of Google Classroom (GCr) in Learning
English”. The purpose of this research is to identify Google Classroom can
help students and the teachers in online learning or not. The researcher use
descriptif qualitative as their method. They use questionnaire and
observation as their instrument (Mulya, 2020).
5. In research conducted byAnita Muslimahon her research title: “A Survey
on the use of Google Classroom in English Language Education
Department of Islamic University of Indonesia”. This research aims to
identify students’ responses on using Google Classroom. The participants
were students of English Language Education Department batch 2014-
2017 because students in English Language Education Department already
used Google Classroom (Muslimah, 2018).
6. Research conducted by Mariska Sepyandawith the title:“Students’ Attitude
Toward the Use of Google Clssroom on Translation Subject in English
Department of FKIP UMY Solok”. The results of this study found that
students' attitudes towards the use of Google Classroomin collecting their
assignments on the subject of translation are at the “good” level
(Sepyanda, 2018).
7. The study was conducted by Azhar Abid and N Iqbal,
whichtitle:“Evectiveness of Google Clssroom: Teachers’ Perceptions”.
From the findings it was revealedthat teachers apply it as document
management and basic classroomsmanagement, without having a major
influence on the methodologyteaching. The response given by the teacher
indicated thatthe reason for the inefficiency is the lack of a user friendly
interface(Abid & Iqbal, 2018).
8. The research was done by Rana and Saeed Al-Maroof under the title :
“Students’ Acceptance of Google Classroom: An ExploratoryStudying
Using PLS-SEM Approach”. The results of this studywill help decision
makers at higher education institutions forfurther understanding about the
effectiveness of Google's class use by student. It will definitely help
 25

students measure their level of acceptancewith the aforementioned

technology (Rana & Al- Maroof, 2018).
9. Research conducted by Fitri Rahmawatiwith the title: “Learning By
Google Classrom in Students’ Perceptions”. Researchers say that Google
Classroom is one of the interactive E-Learning media in Indonesiawhich is
equipped with communication facilities between students and teachers
andalso with other learning resources, previously at the school teachers
and studentsalready using internet services based on e-learning but its
usenot yet comprehensive globally(Rahmawati, 2019).
10. Research conducted by Aulia Khairani, Afriyanto Daud dan Mahdum
Adnanwith the title: “Students’ Acceptance of the Use of Google
Classroom as a Platform in Blended Learning”. This study implies that
students majoring in English experienced greater acceptance of using
Google Classroom compared to the other two majors (Khairani, Daud, &
Adnan, 2020).

2.8 Thinking Framework

Online learning is one of the consequences of the epidemic COVID-19,
which causes learning that normally takes place in school or face-to-face to be
online or study at home using the internet. Online learning also has its own
challenges. A number of The impact felt by students is that students do not yet
have a distance learning culture because so far the learning system has been
implemented through face-to-face contact face, students are used to being at
school to interact with their friends, play and joke with their friends and face to
face with the teachers, with the learning method long-distance distance makes
students need time to adapt and they face new changes that will indirectly affect
their learning absorption. The impact on parents is the obstacle faced by parents is
the additional cost Internet quota purchases increase, online technology requires a
connection network to the internet and quotas therefore the rate of quota usage
Internet will increase and will increase the burden of parental expenses. The
impact felt by teachers is that not all are proficient in using internet technology or
 26

social media as a learning tool, some senior teachers are not yet fully able to use
the device or facilities to support online learning activities and necessary
mentoring and training beforehand. So, support and cooperation parents for the
success of learning is needed. Communication teachers and schools with parents
must be intertwined smoothly.
The framework for this research can be seen in Fig following:

ONLINE GOOGLE
STUDENTS
LEARNING CLASSROOM

Figure 2. 12 Research framework

 CHAPTER III
RESEARCH METHOD
3.1 Research Background
Researchers determine the location of MAN Pematangsiantar which is
located on Jalan Singosari No. 84, Banten Village, West Siantar District,
Pematangsiantar City because according to field observations, using learning
media so far have not shown an aphorismal effort to achieve learning objectives.
Some teachers have not been creative in using learning media, teachers have not
been able to use learning technology, teachers are accustomed to using learning,
patterns through lectures, the lack of teacher discoveries in distributing media as a
result of less varied learning. The researcher chose the location using the aim of
knowing the efforts of teachers at Pematangsiantar MAN in spreading their
creativity in utilizing and using media in learning.
3.2 Data and Source Data
In collecting data about students' perceptions by using Google Classroom
in learning English, the writer chooses a mixed method using questionnaire for
methods and student interviews. In qualitative method to get the data, the author
got it not only numerical data but also opinions about the use of Google Classrom
from respondents. In this descriptive qualitative research, the data are in the form
of words.Qualitative investigators deal with data in the form of words orpictures
rather than numbers and statistics. In theresearch, selected data about Google
Classroom in the form of information. Datain the form of information obtained by
researchers from interviewstranscripts (results of interviews with several teachers
and students) and questionnaire (several questions).The data sources in this study
were teachers who used Google Classroom intheir teaching and students at MAN
Pematangsiantar. From several teachers,researchers obtained information about
what Google Classroom is, how teachers apply Google Classroom in teaching
English. From students, information including howstudents' responses to the use
of Google Classroom in teaching English.

27
 28

3.3 Research Design

The research approach that will be used in this research is a
qualitative approach. With qualitative research, researchers intend to
understand phenomena or events aboutwhat is experienced by the research
subject in the form of behavior, perception, motivation, or
actionholistically and by means of a description of words. With qualitative
research, researchers can findand understand what is hidden behind
students' perceptions. Researchers choose qualitative researchbecause it is
considered appropriate to describe students' perceptions of online learning
media inEnglish subjects.The design chosen is descriptive qualitative.
Designqualitative descriptive is the most appropriate design used to
describe perceptionsstudents towards online learning media in English
lessons.With our qualitative data can follow and know the flow of
incidents chronologically, assess cause and effect in the scope of the minds
of local people and get enlightenment poly and useful. And again,
qualitative data is more likely toguide us to achieve unexpected
innovations andcreate a new theoretical framework.

This data helps researchersto move forward according to preconceived

notions and frameworks to.answer the research.objectives in this.proposal,
the.author.uses a qualitative.research.paradigm. The.research design.that was
applied.in this.research was descriptive.qualitative research. Qualitative.research
was research.that used methods.such as participant observation or case studies that
produce narrative, descriptive explanations about settings or practices.
Researchers who use qualitative methods observe research objects in their natural
setting, to gain understanding and interpret phenomena in terms of the meanings
they contain.
From.the definition.above, the.researcher concluded that.descriptive
qualitative.research was a type.of research which.aimed to explain a.phenomena
on the based.on description.and situation on the.field, without.the involvement of
statistics to reveal the facts.
 29

.
 29

3.4 Subject of The Research

The subject of this research are the students of MAN Pematangsiantar,
especially at the second grade (XI) of IPA-1 which was consisted of 32 students.
This research was conducted in class XI IPA-1 because the emotions of class XI
students his emotional way is more stable which is no longer in the transitional
phase, moreover students are more responsive than other classes.
3.5 Instrument of collecting data
In qualitative research, data collection is mostly done by
participantobservation, in depth interviews and documentation. Sugiyono states
thatthe basic method of qualitative researchers rely on to collectinformation is
participation in setting, direct observation, in depthinterviews, and review of
documentation (Sugiyono, 2008). In this study, researchers usedquistionnaire
supported by interview.
3.5.1 Questionnaire
The collection.technique is.done by giving.a set of.questions or
in.writing.statement to the.respondent.to answer.In this research, researchers.will
use aquestionnaire system by distributing questionnaires.in Google
forms.Experiments support thisquestionnaire.because the instrument is.really
doable and appropriatewith the requirements of the researcher. The pen uses.the
questionnaire to viewthe perception.of online literacy scholars on.English
assignments through google classroom.at MAN Pematangsiantar.
In this study, a questionnaire was used to.determine the effectiveness
of online.literacy. Experiments.using the Likert scale a list of questions in likert
according.to Sugiyono a scale.is one in which the bar includes a value.or direction
andreplier.indicates agreement or.disagreement (Sugiyono, 2008). Which
statement is in.Likert scale.form has 5 voluntary.answers:
- Strongly Agree (SA) score 5;
- Agree (A) score 4;
- Undecided (U) score 3;
- Disagree (D) score 2
- and Strongly Disagree (SD) got a score of 1.
 30

We can see the table below:

Table 3. 1 Likert Scale

SCORE
OPTIONAL
NO
EFFECTIVE EFFECTIVE

Strongly Agree 5 1

Agree 4 2

Undecided 3 3

Disagree 2 4

Strongly Disagree 1 5

3.5.2 Interview
Interview is a procedure for collecting information that requires
direct communication between researchers and the subject under study
correspondents. In the application of this interview, the researcher tries to find an
atmosphereconducive environment, so that a good psychological atmosphere can
be formed whererespondents can be invited to work together, are willing to
respond to problems and provide data that matches the actual conditions.In this
research, researchers are more likely to useunstructured interviews, because this
subject provides more freedom andbroad mindedness to research subjects so that
there is no bound atmosphere that makes the subject tense in sharing answers.The
interview process is carried out online via Zoom Meeting.
3.6 Technique of Analyzing Data
The data analysis technique used is the analytical technique used for
qualitative research. The resulting data cannot be classified statistically, but by
interpreting the phenomena that occur then providing systematic conclusions so
that the results of research with data and processes are found to be valid and
systematic. The data processing process is done by editing, namely the activity of
checking and re examining the data obtained from the results of questionnaires
 31

and interviews, to find out whether the existing data is sufficient and complete or
whether there is a need for correction.
Furthermore, coding is the activity of classifying data from respondents'
answers by providing codes/symbols and scores according to existing criteria. The
answer to each item of the instrument uses a Likert scale in the form of choices.
Likert scale is used to measure attitudes, opinions and perceptions of a person or
group of social phenomena. For each statement item, a score of one to five is
given from the lowest to the highest result. And the last is tabulation, which is the
activity of processing data into tabular form by processing the frequency count of
each category, either manually or with the help of a computer (Sugiyono, 2008).
In this study, researchers used data analysis techniques based on Miles and
Huberman are involves four steps (Miles, 2014), the process that referred are
follows:
3.6.1 Data Collection
Data collection is the process of collecting and measuring information
about the targeted variables in an established system, which then enables one to
answer relevant questions and evaluate the results (Moleong, 2018). Data
collection is a component of research in all fields of study.In collecting data,
researchers distributed questionnaires via Google Form and conducted interviews
via WhatsApp. The procedure of collecting data by researcher is adopting the
questionnaire, piloting the instrument, distributing the questionnaire to the
participants, validity and realibity the questionnaire.
3.6.2 Data Reduction
The process of summarizing, reviewing, or summarizing the results of
research so that being a single focal point is a real form of reduction data
(Sugiyono, 2008). Data reduction can make it easier for researchersto conduct a
study of the data that has been obtained. Data reductionmust be done continuously
because the data in the researchqualitative is fluctuating so it must be done
constantlyuntil the research ends. Researchers perform data reduction withmake a
summary of the development of the object of research thatwill later become the
basis for decision making in the context ofanswer the problem statement.
 32

3.6.3 Data Presentation

In qualitative research, data presentation is done in the form of brief
descriptions, charts, relationships between categories, and flowcharts (Sugiyono,
2008). The presentation of this data has a purposeto present various findings
obtained from data reduction so that the research results can be interpreted.
Research to requires a systematic presentation of data as a form of
embodimentfrom the answers to the formulation of the problem posed. In other
words, presentationthe data must refer to the formulation of the problem posed so
thatdoes not extend to other topics of discussion. Data presentation can be donein
various forms such as tables, charts, or histograms so thatmake it easier for the
reader to understand each of the findingsserved. Researchertake an analysis of the
phenomena that occur and takealternative if there is an error in the presentation of
the data, this steppossible because there is data that is not valid so it is
necessaryreduction and restatement are carried out if the results obtained are
notqualify.
3.6.4 Verifying
The conclusion here is a new finding and has never existed. The
findings are still dim and become clear after research, Accountability for the
conclusionsobtained is the most important aspect in presenting data
conclusionsbecause the conclusion is the most referenced part. So that the
researcher concludes withdescribe the mindset of researchers to the phenomena
that occurso that the conclusions obtained must be accountablelater.

Figure 3. 1 Technique of Data Collection

Source:(Miles, 2014)
 CHAPTER IV
RESEARCH FINDING AND DISCUSSION
This chapter discusses the findings and discussion of the research based on the
research question posed in chapter one, what are students’ perceptions on online
learning using Google Classroom during the time of Covid-19 Pandemic in
English lesson at MAN Pematangsiantar and why do have those students’
perceptions on online learning using Google Classroom during the time of Covid-
19 Pandemic in English lesson at MAN Pematangsiantar.

4.1 Research Finding

The results of the research on student perceptions of online learning using
google classroom for class XI IPA-1 students in a study conducted on June 13 and
4 July 2022. The purpose of this study was to determine students' perceptions of
online learning through google classroom. The data of this study were obtained
through a questionnaire and interview. This study is measured by 32 students and
the findings are:

4.1.1 Students’perceptions on the use of Google Classroom as an online

learning media during the Covid-19 pandemic in English lesson at
MAN Pematangsiantar.
The research data obtained through a questionnaire was measured by 32
students and 20 statement items with a score of 1-5. The results of the distribution
of student perception questionnaires are as follows.

Table 4. 1 Questionnaire Score Results

NO NAME QUESTIONNAIRE
SCORE

1. BA 34

2. AY 30

3. BAP 34

4. SS 43

33
5. MFH 34

6. SN 28

7. RSB 68

8. FS 56

9. DDA 33

10. PA 44

11. CNB 31

12. SMH 70

13. LFM 32

14. AQ 29

15. MHNA 33

16. AP 44

17. TZ 49

18. NB 41

19. CSF 36

20. MI 34

21. CT 32

22. DF 52

23. EZ 40

24. MHI 36

25. FA 37

26. MFN 30

27. NA 34

28. ATN 17

29. AZ 46

30. IS 34

45
 31. RAN 30

32. NZ 52

After that, the data are categorized or grouped according to with levels,
namely very positive, positive, moderate, negative, and very negative. Table of
results of research on student perceptions of online learning using Google
Classroom on Students Class XI-IPA 1 MAN Pematangsiantar can be categorized
as follows.

Table 4. 2 Description of Student Perception Results

INTERVAL CATEGORY AMOUNT PERCENT (%)

81-100 Very Positive 0 0

61-80 Positive 3 9,4

41-60 Undecided 9 28,1

21-40 Negative 19 59,3

0-20 Very Negative 1 3,2

Amount 32 100%

The results of the research above can be displayed in the form of a

diagram below:

46
 Figure 4. 1 Result of student's perceptions

70%
Student's Perceptions
60%

50%

40%

30%

20%

10%

0%
Very Positive Positive Moderate Negative Very Negative

Based on the results above, it can be seen that students' perceptions on

online learning by using Google classroom on students class XI-IPA 1 with a
research sample of 32 students studied, as many as 0 students have a very positive
perception with a percentage of 0%, 3 students have a positive perception with
percentage 9.4%, 9 students have a undecided perception with a percentage
28,1%, 19 students have a negative perception with a percentage of 59,3%, and 1
students have a very negative perception with a percentage of 3,2%. The result it
means that students' perceptions of online learning using google classroom in
class XI-IPA 1 MAN Pematangsiantar are negative.

4.1.2 The Reason Student on the use of Google Classroom as an Online

Learning Media.
Next, the researcher obtained the data by interviews with the participants,
in which in this interview the researcher only took 7 participants as representative
(BA, AY, BAP, SS, MFH, SN and RSB). In this study, there were 11 questions
posed by researchers to 7 participants. The findings in this study are five theme,
namely:

47
 1.) Learning Conditions

The teaching and learning process in class XI-IPA 1 during this pandemic
is carried out online using the google classroom media, this is done based on
consideration of the conditions and abilities of students, parents and teachers to
continue to maximize the learning process during the pandemic, so that the
expected learning objectives can be achieved. achieved as desired without
forgetting the efforts of the government and schools to break the chain of the
spread of the corona virus in Indonesia. Online learning is the same as face-to-
face learning, it's just that online learning makes students have to be able to
understand the material themselves. These findings can be seen in the following
data based on interviews with student XI IPA 1 MAN Pematangsiantar, BA said
as follows.

“Saya baru saja menggunakan aplikasi ini karena sebelumnya saya tidak
memiliki pengalaman belajar online, dan saya sedikit bingung dalam
mengakses Google Classroom pada mata pelajaran bahasa Inggris karena
guru tidak pernah memberikan tutor”.

SS, she said as follows.

“Menurut saya pembelajaran online banyak pro dan kontra di kalangan

siswa, banyak positif dan negatifnya. Positifnya bisa dilihat dari situasi
pandemi saat ini, yang membutuhkan pembelajaran online untuk
keselamatan bersama. Meskipun banyak sisi baik yang dialami siswa
dalam pembelajaran online. Namun banyak juga keluhan yang
disampaikan dari segi perekonomian yang semakin terpuruk saat pandemi
ini terjadi, apalagi pelajaran online membutuhkan akses internet yang
cukup dan biaya yang tidak sedikit”.

BAP, he said as follows.

48
 “Pembelajaran online cukup sulit karena merasa materi pembelajaran
tidak tersampaikan secara lengkap. Tidak hanya itu, terkadang koneksi
internet yang kurang baik sangat mengganggu proses pembelajaran
online. Selain itu, guru yang menggunakan Google Classroom hanya
mengirimkan video link dari Youtube tanpa membuat sendiri video
penjelasan tentang penjelasan materi yang akan disampaikan".

Based on this statement, it show that Google Classroom is a pretty good

application to be used as a media in online learning, but in learning English at
MAN Pematangsiantar it is still not optimal in implementing Google Classroom,
where teachers have not taught and provided directions on how to use Google
Classroom so that it makes students a bit difficulty. In addition, the online
learning process is currently only by giving assignments, attendance and
explanations from Youtube videos.

2.) Learning Materials

The online learning system is considered more modern because it follows

technological developments. Many people question the effectiveness of online
learning. This is of course despite the government's recommendation to study and
work from home and implement social distancing. Looking back, this e-learning
system is indeed profitable. You can access any material only by using a PC or
smartphone that is connected to the internet. Due to the ease of access, now more
and more educational institutions to government agencies are migrating from
conventional modes to online systems. For example, online seminars, online
meetings, online schools to online lectures. However, despite the technological
sophistication of this online learning system, it is still not capable enough to
replace conventional learning. Because basically conventional learning methods
are much more effective because participants or audiences can interact directly
with the teacher.In online learning, the delivery of material in English lessons is
not optimal, so many students miss lessons. These findings can be seen in the

49
following data based on interviews with student XI IPA 1 MAN Pematangsiantar,
SS said as follows.

“Menurut saya Google Classroom bisa menjadi alternatif yang efektif

dalam pembelajaran online, namun Google Classroom tidak dilengkapi
dengan fitur Video Call sehingga materi yang disampaikan oleh guru
tidak diterima secara maksimal”.

MFH, he said as follows.

“Respons saya tentang pembelajaran online adalah pembelajaran online

bisa efektif. Namun dalam hal ini sekolah saya belum efektif dalam
pembelajaran online karena guru hanya memberikan tugas, mengisi
absensi dan memberikan materi melalui link Youtube”.

SN, she said as follows.

“Belajar bahasa Inggris sudah sulit dipahami, ditambah penyampaian

materi yang belum maksimal, sehingga membuat saya tidak aktif dalam
pembelajaran online”.

Based on this statement, online learning using Google Classroom can be

said to be effective, it's just that the delivery of teacher material is less than
optimal, and only relies on material from Youtube instead of making self-
explanatory videos. So that online learning is only interpreted as giving a lot of
assignments.

3.) Interaction Dimension

The quality of interaction between learners and online content is one of the
important factors in determining the efficacy of web-based learning towards the
creation and maintenance of sustainable learning communities. Interaction with
content is an internal dialogue of reflective thinking that occurs between the
learner and the substance. Interactions are often triggered and supported by events
in the learning environment that focus on how the learner interacts with what is to

50
be learned. These findings can be seen in the following data based on interviews
with student XI IPA 1 MAN Pematangsiantar, RSB said as follows.

"Interaksi dengan teman sangat kurang, walaupun di Google Classroom

ada fitur diskusi, tapi sangat jarang digunakan".

BA, she said as follows.

“Interaksi selama pembelajaran online minim, selain guru yang jarang

memberikan feedback, kami sesama siswa juga tidak aktif dalam
bertanya”.

AY, she said as follows.

“Karena saya tidak begitu mengerti cara menggunakan Google

Classroom, saya masih bingung jika ada materi yang ingin saya tanyakan
kepada guru. Dan biasanya interaksi antar siswa hanya dilakukan oleh
teman dekat saja, tidak seluruhnya”.

From these findings, it can be seen that the interaction of teachers and
students in online learning using Google Classroom is still lacking. Teachers who
rarely provide feedback make it difficult for students to ask for material that is not
understood, and usually the interaction between students is only done with their
closest friends.

4.) School Facility

The distance learning that is being carried out is still looking for the best
pattern to be effective and efficient. However, there are still many problems that
arise at the implementation level of distance learning. Problems that arise in
distance learning are teacher competence, facilities, internet network, and student
readiness. Parents must accompany their children in online learning. The
independence of students' learning is also an obstacle, so a media that motivates
independent learning is needed. Teachers and schools still need to better
understand the essence of distance learning. Students have low learning

51
independence, so they cannot manage distance learning activities, teachers tend to
stutter about technology, and parents do not understand the nature of teaching and
learning activities.

Another obstacle. Students feel bored, so it is less effective, facilities,

parents are busy. However, it has advantages for schools that are ready for
distance learning, including listening at home, not being limited by place, time,
and studying with anyone. Online Distance Learning will also improve IT skills
and expand learning resources from various sources on the internet. In addition,
the teacher's role is also needed in the process of planning a mature learning
activity, one of which is by choosing an appropriate learning model, computer-
based learning media always follow the times, including online learning. Online
teaching media which is often referred to as e-learning is a media to support
education and not as a substitute for education. Teachers can not be replaced in
teaching, but online learning based on computers and the internet needs to be
mastered so as not to be left behind.

Distance learning has the same stages as face-to-face offline learning as

usual. The difference lies in the place, method, and learning media. If it is
appropriate to apply and minimize the obstacles faced, distance learning can be
recommended. The important thing is to choose the appropriate media for
effective and efficient learning. These findings can be seen in the following data
based on interviews with student XI IPA 1 MAN Pematangsiantar, BAP said as
follows.

“Sekolah telah memenuhi syarat kuota siswa untuk belajar dari rumah”.

MFH, he said as follows.

“Meskipun sekolah telah memberikan kuota yang cukup agar siswa dapat
mengikuti pembelajaran online, sekolah tidak memberikan bekal kepada
siswa untuk mengakses teknologi, sehingga masih banyak guru dan siswa
yang masih gaptek dalam menggunakan aplikasi berbasis pembelajaran
online”.

52
RSB, he said as follows.

“Fasilitas di sekolah kurang memadai dalam pembelajaran online karena

guru belum dibekali dengan pemahaman teknologi khususnya Google
Classroom ini”.

Based on the data above, it can be seen that there is still a lack of schools
in facilitating the online learning and teaching process, although schools provide
quotas for free, the Pematangsiantar MAN school does not provide understanding
of technology, especially Google Classroom.

5.) Location

With advances in cellular and wireless technology, completing academic

studies anywhere at any time should become feasible. Research in distance
education and online learning has focused on computer-mediated communication,
instructional design, learner characteristics, educational technology, and learning
outcomes. These findings can be seen in the following data based on interviews
with student XI IPA 1 MAN Pematangsiantar, BA said as follows.

“Kendala utama dalam pembelajaran online adalah jaringan, dimana

tidak semua lokasi rumah siswa mudah diakses internet. Dan tidak sedikit
dari teman-teman saya yang tidak bisa hadir dan mengisi absensi di
Google Classroom, sehingga membuat materi pembelajaran tertinggal.
Tapi alhamdulillah jaringan rumah saya stabil”.

SS, she said as follows.

“Jaringan rumah saya yang tiba-tiba hilang karena padam dan hujan
membuat saya malas belajar, jadi saya lebih aktif belajar tatap muka
daripada belajar online”.

SN, she said as follows.

“Jaringan rumah saya cukup, hanya saja pada waktu-waktu tertentu saya
tidak bisa mengakses internet, seperti mati lampu dan hujan”.

53
 Based on the findings above, it can be seen that not all student home
locations support the online teaching and learning process using Google
Classroom. Sometimes the internet is difficult to access also when it rains and the
lights go out, the problem of not being able to access the internet can affect
student activity in learning.

4.2 Discussion
Reviewing the description of the data above, the researcher discusses
several other relevant studies about students' perceptions of Google Classroom as
an alternative media in online learning. Most students have a negative perception
of Google Classroom. They have many reasons such as: First, signal interference
and supported by research conducted by Ade Krisna Mulya (2020), the findings
show that in general, students perceive negatively in the use of Google Classroom.
In addition, other relevant research, namely the study of Siti Kholipah (2021) in
which the results of the research were positive. They think that Google Classroom
can help them in the teaching and learning process, making learning easier and
more effective. However, the obstacles they face are usually technical problems,
such as missing signals and limited quotas.

Second, students cannot express themselves freely through Google

Classroom meetings such as in face-to-face classes, and supported by research
conducted by Novalia Ranijayatri (2021), she shows from her research that the
use of Google Classroom in discussions is not effectively used. In the classroom,
the use of Google Classroom cannot provide students with real social interaction
and make students become silent learners without having adequate feedback and
special opportunities to conduct discussions in class. Furthermore, the difficulty of
students improving speaking skills using Google Classroom, and supported by
research by Via Lafhiola (2021), the data shows that most students are very
difficult to improve their skills online by using Google Classroom. Students will
be more interested and understand the teacher's explanation face-to-face because
when learning is done face-to-face, students will get direct feedback from the
teacher and peers. Furthermore, Anita Muslimah's research, where the findings

54
show that online learning using the Google Classroom application during the
COVID-19 pandemic is known to have a positive impact on independent learning
and makes students more confident, and able to manage time. This can be seen
from students feeling more confident when studying on their own and having the
courage to answer questions given by the teacher in English. This research is
supported by relevant research conducted by Mariska Sepyanda (2018), which
from the results of his research states that students are satisfied in online learning
by using Google Classroom. Furthermore, research conducted by Abid Azhari and
Iqbal (2018) considers that Google Classroom is not effective in online learning
because it consumes a lot of internet quota and features face-to-face with non-
existent teachers.

Supported by further relevant research, namely that conducted by Rana

and Saeed (2018), the results of this study, namely Google Classroom is very
suitable to be used for the online learning process so that students can master
existing technological developments, further supported by Fitri Rahmawati's
research (2019) which stated that with Google Classroom, communication
between students and teachers can be well established. Finally, a relevant research
by Aulia Khairani and Afriyanto (2020), namely Google Classroom is not
effective in online learning because the material presented is difficult to
understand so that many students give negative perceptions.

55
 CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter consisted of two sections. The first section dealt with the
conclusions of the research, and the second section dealt with suggestions.

5.1 Conclusion
After conducting the analysis and discussion above regarding students'
perceptions in online learning using Google Classroom, it can be concluded that:

1. The majority of students have a negative perception of online learning

by using Google Classroom on English subject. This is because the
majority of studentsdo not understand the online learning material
delivered, how todelivery of English material that is considered less
attractiveas well as student opinions regarding online learning using
Google Classroom which is considered lackingeffective.
2. The obstacles faced when learning online using Google Classroom are a
signal who are less powerful to access material during online
learning,spend a lot of internet quota, and students' understanding of the
material presented by the teacher is not optimally accepted.
3. Solutions to solve online learning problems using Google Classroom in
English subjects at MAN Pematangsiantar, namely in an effort to
improve teacher competence so that they canusing learning media
during a pandemic, teachers can learn andsharing with other teachers is
not only in one school but canin other schools so that teaching can vary,
teachers can also attend seminars and training in certain forums in order
toimprove learning and appropriate use of technology when pandemic.
In addition, students must be more active and more enthusiastic, this
must also be done accompanied by parents to check on their children,
here is the role parents, teachers and students are indispensable. For
problems lack of understanding of students, students can look for
learning referencesothers not only from the teacher's explanation but

45
 46

students must be diligent read and see learning videos on youtube about
material taught by the teacher so that students can have insight and
broad understanding.
5.2 Suggestions
From the research results that have been obtained, the researchers provide
the following suggestions:
1.For teachers
To improve the competence of teachers in operating the mediatechnology-
based teachers must learn from tutors/peers andteachers should further
develop their respective competencies,including skills in using Google
Classroom so that the processlearning during this pandemic can achieve its
goals optimally.
2. For students
Students should equip themselves with knowledge aboutonline learning,
so that learning can run smoothlyoptimally and should keep the spirit of
learning even though learning is done fromhome and online based.
3. For parents
Should pay more attention to the child's learning process when study from
home and learn to use technology to monitor children's learning process.
4. For Other Researchers
This researcher is only limited to students' perceptions of learning online
using Google Classroom in English lessons. Other researchers are
expected can add theories and better solutions so that they can additional
knowledge about online learning.
 46

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Clover, I. (2017). Advantages And Disadvantages Of eLearning.

Devayanti, Ekawarna, & Yantoro. (2020). Pengembangan Media E-Learning

Berbasis Google Classroom Untuk Meningkatkan Hasil Belajar Siswa
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Keeler, A., & Miller, L. (2014). 50 Things You Can Do With Google Classroom.
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Lafhiola, V. (2021). A Survey on Students’ Perceptions of The Use of Google

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based Inquiry. Pearson.
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Miles, M. H. (2014). A Methods Sourcebook. USA: EAI Publishing.

Moleong, L. J. (2018). Metode Penelitian Kualitatif. Bandung: PT Remaja

Rosdakarya.

Mulya, A. K. (2020). The Students’ Perceptions on the use of Google Classroom

(GCr) in Learning English.

Muslimah, A. (2018). A Survey on the use of Google Classroom in English

Language Education Department of Islamic University of Indonesia.

Muttaqin, A. (2020). Implementasi Media Pembelajaran Google Classroom dalam

Meningkatkan Minat Belajar Mahasiswa pada Perkuliahan di Fakultas
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Rahmanto, M. A., & Bunyamin. (2020). Effectiveness of Online Learning Media

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Rahmawati, F. (2019). Learning By Google Classrom in Students’ Perceptions.

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Alfabeta.
 48

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Classroom. Create Space Independent Publishing Platform.
 APPENDICES

Appendix I

Questionnaire Plane
“Questionnaire Students’ Perceptions on Google Classroom As an Alternative
Online Learning Media to Overcome Physical Distancing in Covid-19 toward
English Lesson at MAN Pematangsiantar”

Name :

Class :

Instructions for filling out the questionnaire:

1. Put a mark ( √) in the column that has been provided according to your
answer.
2. Each question only requires one answer.
3. There are five alternative answers, namely:
SA : If you strongly agree with the questionnaire
A : If you agree with the questionnaire
U : If you undecided with the questionnaire
D : If you disagree with the questionnaire
SD : If you strongly disagree with the questionnaire

ANSWER CHOICES

NO STATEMENT SA A U D SD

1. I feel happy in using Google

Classroom in English subjects
because I can access it through
applications and websites.

49
 50

2. I feel comfortable using Google

Classroom because it can be used
anywhere.

3. I am always punctual in taking

English lessons online.

4. In my opinion, Google Classroom

is the right choice of media to use
in online English learning because
it is more familiar and can
minimize the use of paper in
learning materials.

5. I am interested in using Google

Classroom because I can take
advantage of information and
communication technology in
education.

6. I am interested in using Google

Classroom in online English
learning because of its complete
and easy to understand features.

7. For me Google Classroom can be

a means to carry out English
learning in online learning.

8. I have a smartphone or laptop that

is adequate to be able to use
Google Classroom.

9. I get more information by using

 51

Google Classroom because the

teacher provides various learning
resources (ppt, learning videos
etc.)

10. Google Classroom is one of the

media to support the creation of
learning during the pandemic
even though it is through distance.

11. It's easy for me to interact with

teachers and friends through
private comments in Google
Classroom.

12. Through Google Classroom, the

material or assignments given by
the teacher can be stored properly,
making it easier for me to learn.

13. I received feedback from the

teacher regarding my questions on
material that I did not understand.

14. I am proficient in
accessinginternet in
learningonline.

15. I often have problems in the

learning process online.

16. I'm lazy to study online when the

signal is not good.
 52

17. When doing assignments from

teacher, I study withclosest friend.

18. English subjects are not difficult

in understanding.

19. I have a hard time studying at

house.

20. I'm expecting covid-19 go so that

can study as usual.
 53

Appendix II

Interview Sheets
NO THEMES QUESTIONS

Did you start using Google Classroom,

did your teacher/school give you a
tutorial on how to use Google
1. Learning Conditions
Classroom?

What obstacles do you face when using

Google Classroom?

What features do you use in Google

Classroom?

What do you think about online learning?

What do you think about Google

2. Learning materials Classroom as an alternative media for
online learning?

Can the material of English lesson being

taught be understood?

How to interact with friends class, during

learning using Google Classroom?

3. Interaction Dimension How is your interaction with teacher

during learning through Google
Classroom?

Are you actively participating during

online learning?

4. School facility Is school have facilities complete for

 54

online learning?

5. Location What is the location of student is located

easy to get signals?
 55

Appendix III

Interview P1 Bella Ananda ( BA )

Researcher : Apakah Anda mulai menggunakan Google Classroom
guru/sekolah Anda memberikan tutorial tentang cara menggunakan
Google Classroom?

Participant : Tidak.

Researcher : Kendala apa yang anda hadapi saat menggunakan Google

Classroom?

Participant : Saya agak bingung mengakses Google Classroom pada mata

pelajaran bahasa Inggris karena guru tidak pernah memberikan
tutor.

Researcher : Fitur apa yang kamu gunakan di Google Classroom?

Participant : Fitur siswa yang digunakan adalah fitur pengumpulan tugas,

kehadiran dan link video materi yang diberikan oleh guru mata
pelajaran bahasa Inggris.

Researcher : Bagaimana pendapat anda tentang pembelajaran online?

Participant : Pembelajaran online ini cukup sulit karena merasa materi

pembelajaran belum tersampaikan secara utuh. Tidak hanya itu,
terkadang koneksi internet yang kurang baik sangat mengganggu
proses pembelajaran online.

Researcher : Bagaimana pendapat anda tentang Google Classroom sebagai

media alternatif pembelajaran online?

Participant : Menurut saya Google Classroom dapat dijadikan sebagai media

alternatif dalam pembelajaran online, hanya saja Google
Classroom tidak dilengkapi dengan fitur Video Call sehingga
 56

membuat saya kurang maksimal dalam belajar menggunakan

Google Classroom.

Researcher : Apakah materi pelajaran bahasa Inggris yang diajarkan dapat

dipahami?

Participant : Tidak

Researcher : Bagaimana cara berinteraksi dengan teman sekelas, selama

pembelajaran menggunakan Google Classroom?

Participant : Interaksi selama pembelajaran online sangat minim, selain dari

guru yang jarang memberikan feedback, kami sesama siswa juga
tidak aktif dalam bertanya.

Researcher : Bagaimana interaksi anda dengan guru selama pembelajaran

melalui Google Classroom?

Participant : Interaksi dengan guru juga belum maksimal, karena guru jarang
memberikan feedback.

Researcher : Apakah anda aktif mengikuti pembelajaran online?

Participant : Tidak

Researcher : Apakah sekolah memiliki fasilitas yang lengkap untuk

pembelajaran online?

Participant : Pihak sekolah hanya memberikan fasilitas kuota gratis, namun

tidak memberikan bimbingan belajar online.

Researcher : Di manakah lokasi siswa yang mudah mendapatkan sinyal?

Participant : “Kendala utama dalam pembelajaran online adalah jaringan,

dimana tidak semua lokasi rumah siswa mudah diakses dengan
internet. Dan tidak sedikit dari teman-teman saya yang tidak bisa
hadir dan mengisi absensi di Google Classroom, sehingga
 57

membuat materi pembelajaran tertinggal.” Tapi alhamdulillah

jaringan rumah saya stabil.

Interview P2 Alfira Yani ( AY )

Researcher : Apakah Anda mulai menggunakan Google Classroom
guru/sekolah Anda memberikan tutorial tentang cara menggunakan
Google Classroom?

Participant : Tidak

Researcher : Kendala apa yang anda hadapi saat menggunakan Google

Classroom?

Participant : Saya sering terlambat mengisi absensi di Google Classroom

karena saya merasa belajar dari rumah seperti liburan.

Researcher : Fitur apa yang kamu gunakan di Google Classroom?

Participant : Mengumpulkan tugas dan daftar hadir.

Researcher : Bagaimana pendapat anda tentang pembelajaran online?

Participant : Pembelajaran online menggunakan Google Classroom cukup

efektif karena dapat membantu siswa belajar dari rumah dalam
rangka menanggulangi penyebaran virus Covid-19.

Researcher : Bagaimana pendapat anda tentang Google Classroom sebagai

media alternatif pembelajaran online?

Participant : Menurut saya Google Classroom belum efektif digunakan di

MAN Pematangsiantar karena penerapannya dalam pembelajaran
belum optimal.

Researcher : Apakah materi pelajaran bahasa Inggris yang diajarkan dapat

dipahami?

Participant : Karena saya belum begitu paham cara menggunakan Google

Classroom, saya masih bingung jika ada materi yang ingin saya
tanyakan kepada guru. Dan biasanya interaksi antar siswa hanya
dilakukan oleh teman dekat saja, tidak seluruhnya.

Researcher : Bagaimana cara berinteraksi dengan teman sekelas, selama

pembelajaran menggunakan Google Classroom?
 58

Participant : Biasanya interaksi hanya terjadi antara teman dekat.

Researcher : Bagaimana interaksi anda dengan guru selama pembelajaran

melalui Google Classroom?

Participant : Guru jarang memberikan tanggapan dan menjawab pertanyaan

siswa di kolom komentar.

Researcher : Apakah anda aktif mengikuti pembelajaran online?

Participant : Saya jarang mengisi absensi di Google Classroom karena saya

lupa jadwalnya.

Researcher : Apakah sekolah memiliki fasilitas yang lengkap untuk

pembelajaran online?

Participant : Ya, sekolah melengkapi fasilitas untuk pembelajaran online.

Researcher : Di manakah lokasi siswa yang mudah mendapatkan sinyal?

Participant : Jaringan rumah saya sering mati saat mati lampu dan hujan.

Interview P3 Bayu Andika Pratama ( BAP )

Reseacher : Apakah Anda mulai menggunakan Google Classroom
guru/sekolah Anda memberikan tutorial tentang cara menggunakan
Google Classroom?

Participant : Tidak

Researcher : Kendala apa yang anda hadapi saat menggunakan Google

Classroom?

Participant : Saya tidak masalah menggunakan Google Classroom.

Researcher : Fitur apa yang kamu gunakan di Google Classroom?

Participant : Daftar hadir, kumpulkan tugas dan kolom komentar.

Researcher : Bagaimana pendapat anda tentang pembelajaran online?

Participant : Pembelajaran online cukup sulit karena merasa materi

pembelajaran tidak tersampaikan secara utuh. Tidak hanya itu,
terkadang koneksi internet yang kurang baik sangat mengganggu
proses pembelajaran online. Selain itu, guru yang menggunakan
Google Classroom hanya mengirimkan link video dari Youtube
 59

tanpa membuat video penjelasan sendiri tentang penjelasan materi

yang akan disampaikan.

Researcher : Bagaimana pendapat anda tentang Google Classroom sebagai

media alternatif pembelajaran online?

Participant : Menurut saya Google Classroom cukup efektif sebagai media

alternatif pembelajaran online.

Researcher : Apakah materi pelajaran bahasa Inggris yang diajarkan dapat

dipahami?

Participant : Saya dapat menerima materi yang disampaikan oleh guru dengan
baik.

Researcher : Bagaimana cara berinteraksi dengan teman sekelas, selama

pembelajaran menggunakan Google Classroom?

Participant : Saya hanya berinteraksi dengan teman jika ada tugas yang tidak
saya mengerti.

Researcher : Bagaimana interaksi anda dengan guru selama pembelajaran

melalui Google Classroom?

Participant : Guru tidak pernah menjawab pertanyaan saya di kolom komentar.

Researcher : Apakah anda aktif mengikuti pembelajaran online?

Participant : Iya, saya aktif

Researcher : Apakah sekolah memiliki fasilitas yang lengkap untuk

pembelajaran online?

Participant : Saya rasa sudah cukup lengkap.

Researcher : Di manakah lokasi siswa yang mudah mendapatkan sinyal?

Participant : Rumah saya memiliki jaringan yang lancar dan tidak ada
masalah dalam mengakses internet.

Interview P4 Sri Satitah ( SS )

Researcher : Apakah Anda mulai menggunakan Google Kelas Guru/sekolah
Anda memberi Anda tutorial tentang cara menggunakan Google
Kelas?

Participant : Tidak.
 60

Researcher : Kendala apa yang Anda hadapi saat menggunakan Google

Classroom?

Participant : Saya tidak mengerti cara menggunakan fitur-fitur di Google

Classroom karena tidak ada tutor dari sekolah/guru mata
pelajaran.

Researcher : Fitur apa yang Anda gunakan di Google Classroom?

Participant : Fitur absen, pengumpulan tugas dan diskusi.

Researcher : Apa pendapat Anda tentang pembelajaran online?

Participant : Menurut saya pembelajaran online memiliki banyak pro dan

kontra di kalangan siswa, banyak positif dan negatifnya.
Positifnya dapat dilihat dari situasi pandemi saat ini, yang
membutuhkan pembelajaran online untuk keselamatan bersama.
Padahal banyak sisi baik yang dialami siswa dalam pembelajaran
online. Namun banyak juga keluhan yang disampaikan dari segi
perekonomian yang semakin terpuruk saat pandemi ini terjadi,
apalagi pelajaran online membutuhkan akses internet yang cukup
dan biaya yang tidak sedikit.

Researcher : Apa pendapat Anda tentang Google Classroom sebagai media

alternatif pembelajaran online?

Participant : Menurut saya Google Classroom dapat menjadi alternatif yang

efektif dalam pembelajaran online, namun Google Classroom
tidak dilengkapi dengan fitur Video Call sehingga materi yang
disampaikan oleh guru tidak dapat diterima secara maksimal.

Researcher : Apakah materi pelajaran bahasa Inggris yang diajarkan dapat

dipahami?

Participant : Tidak, tidak bisa

Researcher : Bagaimana cara berinteraksi dengan teman sekelas, selama

belajar menggunakan Google Classroom?

Participant : Interaksi dengan teman sangat terbatas karena kita tidak pernah
bertemu teman.

Researcher : Bagaimana interaksi Anda dengan guru selama pembelajaran

melalui Google Classroom?
 61

Participant : Guru jarang memberikan tanggapan dan menjawab pertanyaan

siswa di kolom komentar.

Researcher : Apakah Anda berpartisipasi aktif selama pembelajaran online?

Participant : Saya hanya aktif mengumpulkan tugas tetapi saya sering

terlambat mengisi absensi karena jaringan rumah saya yang tidak
stabil dan membuat saya kesulitan untuk membuka aplikasi
Google Classroom.

Researcher : Apakah sekolah memiliki fasilitas yang lengkap untuk

pembelajaran online?

Participant : Tidak, Sekolah belum cukup memenuhi fasilitas pembelajaran

online, karena guru belum menguasai sepenuhnya teknologi
sehingga kita sebagai siswa sulit menerima pelajaran.

Researcher : Di manakah lokasi siswa yang mudah mendapatkan sinyal?

Participant : Jaringan rumah saya yang tiba-tiba hilang karena listrik padam
dan hujan membuat saya malas belajar, jadi saya lebih aktif
belajar tatap muka daripada belajar online.

Interview P5 Muhammad Farel Harahap ( MFH )

Researcher : Apakah Anda mulai menggunakan Google Classroom,
guru/sekolah Anda memberikan tutorial tentang cara
menggunakan Google Classroom?

Participant : Tidak

Researcher : Kendala apa yang Anda hadapi saat menggunakan Google

Classroom?

Participant : Pemahaman materi yang kurang optimal, dan melawan

kemalasan yang semakin meningkat.

Researcher : Fitur apa yang Anda gunakan di Google Classroom?

Participant : Daftar hadir dan kumpulkan tugas.

Researcher : Apa pendapat Anda tentang pembelajaran online?

Participant : Pembelajaran online adalah pemberian tugas yang banyak dari

guru.
 62

Researcher : Apa pendapat Anda tentang Google Classroom sebagai media

alternatif pembelajaran online?

Participant : Selama ini Google Classroom belum menjadi media yang efektif
untuk digunakan dalam pembelajaran online di MAN
Pematangsiantar.

Researcher : Apakah materi pelajaran bahasa Inggris yang diajarkan dapat

dipahami?

Participant : Tanggapan saya tentang pembelajaran online adalah bahwa

pembelajaran online bisa efektif. Namun dalam hal ini sekolah
saya belum efektif dalam pembelajaran online karena guru hanya
memberikan tugas, mengisi absensi dan memberikan materi
melalui link Youtube.

Researcher : Bagaimana cara berinteraksi dengan teman sekelas, selama

belajar menggunakan Google Classroom?

Participant : Interaksi dengan teman selama pembelajaran online

menggunakan Google Classroom sangat terbatas dan selama
pembelajaran online siswa tidak saling mengenal teman satu sama
lain.

Researcher : Bagaimana interaksi Anda dengan guru selama pembelajaran

melalui Google Classroom?

Participant : Guru hanya memberikan materi dengan membagikan link video

dari Youtube tanpa memberikan masukan di kolom komentar
siswa.

Researcher : Apakah Anda berpartisipasi aktif selama pembelajaran online?

Participant : Tidak

Researcher : Apakah sekolah memiliki fasilitas yang lengkap untuk

pembelajaran online?

Participant : Walaupun sekolah telah memberikan kuota yang cukup agar

siswa dapat mengikuti pembelajaran online, namun sekolah tidak
memberikan bekal kepada siswa untuk mengakses teknologi,
sehingga masih banyak guru dan siswa yang masih gaptek dalam
menggunakan aplikasi berbasis pembelajaran online.

Researcher : Di manakah lokasi siswa yang mudah mendapatkan sinyal?

 63

Participant : Jaringan rumah saya masih terputus-putus, yang membuat saya

malas belajar online.

Interview P6 Syifa Nizrina ( SN )

Researcher : Apakah Anda mulai menggunakan Google Classroom,
guru/sekolah Anda memberikan tutorial tentang cara
menggunakan Google Classroom?

Participant : Tidak.

Researcher : Kendala apa yang Anda hadapi saat menggunakan Google

Classroom?

Participant : Akses internet menjadi salah satu kendala yang dialami saat
melakukan pembelajaran online. Salah satu faktornya adalah
ketersediaan sinyal yang kurang bagus di daerah rumah saya.

Researcher : Fitur apa yang Anda gunakan di Google Classroom?

Participant : Kumpulkan tugas

Researcher : Apa pendapat Anda tentang pembelajaran online?

Participant : Pembelajaran online merupakan sistem pembelajaran tanpa tatap

muka langsung antara guru dan siswa tetapi pembelajaran
dilakukan melalui jaringan internet.

Researcher : Apa pendapat Anda tentang Google Classroom sebagai media

alternatif pembelajaran online?

Participant : Google Classroom telah efektif sebagai alternatif pembelajaran

online, hanya saja guru dan siswa belum siap untuk
menggunakannya.

Researcher : Apakah materi pelajaran bahasa Inggris yang diajarkan dapat

dipahami?

Participant : Belajar bahasa Inggris sudah sulit dipahami, ditambah

penyampaian materi yang belum maksimal, sehingga membuat
saya tidak aktif dalam pembelajaran online.

Researcher : Bagaimana cara berinteraksi dengan teman sekelas, selama

belajar menggunakan Google Classroom?
 64

Participant : Saya hanya berinteraksi dengan teman ketika saya tidak

mengerti tugas, jadi saya bertanya kepada teman melalui obrolan
pribadi.

Researcher : Bagaimana interaksi Anda dengan guru selama pembelajaran

melalui Google Classroom?

Participant : Guru tidak memberikan umpan balik.

Researcher : Apakah Anda berpartisipasi aktif selama pembelajaran online?

Participant : Ya, saya aktif dalam menyampaikan tugas yang diberikan oleh
guru dan selalu mengisi absen.

Researcher : Apakah sekolah memiliki fasilitas yang lengkap untuk

pembelajaran online?

Participant : Sekolah telah memberikan fasilitas kuota gratis namun tidak

memberikan fasilitas penunjang yaitu pembekalan tentang
pembelajaran online.

Researcher : Di manakah lokasi siswa yang mudah mendapatkan sinyal?

Participant : Jaringan rumah saya cukup, hanya saja pada waktu-waktu

tertentu saya tidak bisa mengakses internet, seperti mati lampu
dan hujan.

Interview P7 Rafsyanzani Saufi Batubara ( RSB )

Researcher : Apakah Anda mulai menggunakan Google Classroom,
guru/sekolah Anda memberikan tutorial tentang cara
menggunakan Google Classroom?

Participant : Tidak.

Researcher : Kendala apa yang Anda hadapi saat menggunakan Google

Classroom?

Participant : Belajar online justru menambah rasa malas dan juga membuat
saya sulit berkonsentrasi. Selain pusing dengan tugas-tugas yang
diberikan, saya juga punya waktu lebih banyak untuk bermain di
gadget saya. Seperti bermain game, membuka Instagram, Twitter,
YouTube, dan media sosial lainnya dibandingkan dengan belajar.

Researcher : Fitur apa yang Anda gunakan di Google Classroom?

 65

Participant : Hanya daftar kehadiran.

Researcher : Apa pendapat Anda tentang pembelajaran online?

Participant : Saya kurang suka belajar online karena guru lebih banyak
memberi tugas tapi kurang penjelasan dan materi

Researcher : Apa pendapat Anda tentang Google Classroom sebagai media

alternatif pembelajaran online?

Participant : Google Classroom belum menjadi media yang efektif untuk

digunakan dalam pembelajaran online di MAN Pematangsiantar.

Researcher : Apakah materi pelajaran bahasa Inggris yang diajarkan dapat

dipahami?

Participant : Belajar bahasa Inggris tatap muka sudah sulit dipahami, apalagi
belajar online semakin sulit saya pahami.

Researcher : Bagaimana cara berinteraksi dengan teman sekelas, selama

belajar menggunakan Google Classroom?

Participant : Interaksi dengan teman sangat kurang, walaupun di Google

Classroom terdapat fitur diskusi, namun sangat jarang digunakan.

Researcher : Bagaimana interaksi Anda dengan guru selama pembelajaran

melalui Google Classroom?

Participant : Saya tidak pernah bertanya atau memberi masukan kepada guru
di kolom komentar.

Researcher : Apakah Anda berpartisipasi aktif selama pembelajaran online?

Participant : Tidak.

Researcher : Apakah sekolah memiliki fasilitas yang lengkap untuk

pembelajaran online?

Participant : Fasilitas di sekolah kurang memadai dalam pembelajaran online

karena guru belum dibekali dengan pemahaman teknologi
khususnya Google Classroom ini.

Researcher : Di manakah lokasi siswa yang mudah mendapatkan sinyal?

Participant : Jaringan rumah saya bagus dan mudah untuk mengakses aplikasi
Google Classroom.
 66

Appendix IV

Transcription of Interview
No Themes Participants Transcription of Interview
 67

1. Learning BA “Saya baru saja menggunakan

Condition aplikasi ini karena sebelumnya saya
tidak memiliki pengalaman belajar
online, dan saya sedikit bingung
dalam mengakses Google
Classroom pada mata pelajaran
bahasa Inggris karena guru tidak
pernah memberikan tutor”.

AY “Menurut saya, Google Classroom

belum efektif digunakan di MAN
Pematangsiantar karena
penerapannya dalam pembelajaran
belum optimal”.

BAP “Pembelajaran online cukup sulit

karena merasa materi pembelajaran
tidak tersampaikan secara lengkap.
Tidak hanya itu, terkadang koneksi
internet yang kurang baik sangat
mengganggu proses pembelajaran
online. Selain itu, guru yang
menggunakan Google Classroom
hanya mengirimkan video link dari
Youtube tanpa membuat sendiri
video penjelasan tentang penjelasan
materi yang akan disampaikan".

SS “Menurut saya pembelajaran online

banyak pro dan kontra di kalangan
siswa, banyak positif dan
negatifnya. Positifnya bisa dilihat
dari situasi pandemi saat ini, yang
membutuhkan pembelajaran online
untuk keselamatan bersama.
Meskipun banyak sisi baik yang
dialami siswa dalam pembelajaran
online. Namun banyak juga
keluhan yang disampaikan dari segi
perekonomian yang semakin
terpuruk saat pandemi ini terjadi,
apalagi pelajaran online
membutuhkan akses internet yang
cukup dan biaya yang tidak
 68

sedikit”.

MFH “Selama ini Google Classroom

belum menjadi media yang efektif
untuk digunakan dalam
pembelajaran online di MAN
Pematangsiantar”.

SN “Akses internet menjadi salah satu

kendala yang dialami saat
melakukan pembelajaran online.
Salah satu faktornya adalah
ketersediaan sinyal yang kurang
bagus di daerah asal saya”.

RSB “Belajar online justru menambah

rasa malas dan juga membuat saya
sulit berkonsentrasi. Selain pusing
dengan tugas-tugas yang diberikan,
saya juga punya waktu lebih
banyak untuk bermain di gadget
saya. Seperti bermain game,
membuka Instagram, Twitter,
YouTube, dan media sosial lainnya
dibandingkan dengan belajar”.

2. Learning BA “Pembelajaran online ini cukup

Materials sulit karena mereka merasa materi
pembelajaran belum sepenuhnya
tersampaikan. Tidak hanya itu,
terkadang koneksi internet yang
kurang baik sangat mengganggu
proses pembelajaran online”.

AY “Karena saya belum sepenuhnya

mengerti cara menggunakan
Google Classroom, saya masih
bingung jika ada materi yang ingin
saya tanyakan kepada guru. Dan
biasanya interaksi antar siswa
hanya dilakukan oleh teman dekat
saja, tidak seluruhnya”.

BAP “Saya dapat menerima materi yang

disampaikan oleh guru dengan
baik”.

SS “Menurut saya Google Classroom

 69

bisa menjadi alternatif yang efektif

dalam pembelajaran online, namun
Google Classroom tidak dilengkapi
dengan fitur Video Call sehingga
materi yang disampaikan oleh guru
tidak diterima secara maksimal”.

MFH “Respons saya tentang

pembelajaran online adalah
pembelajaran online bisa efektif.
Namun dalam hal ini sekolah saya
belum efektif dalam pembelajaran
online karena guru hanya
memberikan tugas, mengisi absensi
dan memberikan materi melalui
link Youtube”.

SN “Belajar bahasa Inggris sudah sulit

dipahami, ditambah penyampaian
materi yang belum maksimal,
sehingga membuat saya tidak aktif
dalam pembelajaran online”.

RSB “Belajar bahasa Inggris tatap muka

sudah sulit dipahami, apalagi
pembelajaran online semakin sulit
saya pahami”.

“Interaksi selama pembelajaran

online minim, selain guru yang
3. Interaction BA jarang memberikan feedback, kami
Dimension sesama siswa juga tidak aktif dalam
bertanya”.

AY “Karena saya tidak begitu mengerti

cara menggunakan Google
Classroom, saya masih bingung
jika ada materi yang ingin saya
tanyakan kepada guru. Dan
biasanya interaksi antar siswa
hanya dilakukan oleh teman dekat
saja, tidak seluruhnya”.

BAP “Saya hanya berinteraksi dengan

teman jika ada tugas yang tidak
saya pahami”.

SS “Interaksi dengan teman sangat

 70

terbatas karena kita tidak pernah

bertemu teman”.

MFH “Interaksi dengan teman selama

pembelajaran online menggunakan
Google Classroom sangat terbatas
dan selama pembelajaran online
siswa tidak akrab dengan teman
satu sama lain”.

SN “Saya hanya berinteraksi dengan

teman ketika saya tidak mengerti
tugas, jadi saya bertanya kepada
teman melalui obrolan pribadi”.

RSB "Interaksi dengan teman sangat

kurang, walaupun di Google
Classroom ada fitur diskusi, tapi
sangat jarang digunakan".

4. School Facility BA “Sekolah hanya memberikan

fasilitas kuota gratis, tetapi tidak
memberikan bimbingan belajar
online”.

AY “Ya, sekolah melengkapi fasilitas

untuk pembelajaran online”.

BAP “Sekolah telah memenuhi syarat

kuota siswa untuk belajar dari
rumah”.

SS “Belum, Sekolah belum cukup

memenuhi fasilitas pembelajaran
online, karena guru belum
menguasai sepenuhnya teknologi
sehingga kita sebagai siswa sulit
menerima pelajaran”.

MFH “Meskipun sekolah telah

memberikan kuota yang cukup agar
siswa dapat mengikuti
pembelajaran online, sekolah tidak
memberikan bekal kepada siswa
untuk mengakses teknologi,
sehingga masih banyak guru dan
siswa yang masih gaptek dalam
 71

menggunakan aplikasi berbasis

pembelajaran online”.

SN “Sekolah sudah memberikan

fasilitas kuota gratis namun tidak
memberikan fasilitas penunjang
yaitu pembekalan tentang
pembelajaran online”.

RSB “Fasilitas di sekolah kurang

memadai dalam pembelajaran
online karena guru tidak dibekali
dengan pemahaman teknologi
khususnya Google Classroom ini”.

5. Location BA “Kendala utama dalam

pembelajaran online adalah
jaringan, dimana tidak semua lokasi
rumah siswa mudah diakses
internet. Dan tidak sedikit dari
teman-teman saya yang tidak bisa
hadir dan mengisi absensi di
Google Classroom, sehingga
membuat materi pembelajaran
tertinggal. Tapi alhamdulillah
jaringan rumah saya stabil”.

AY “Jaringan rumah saya sering mati

saat mati lampu dan hujan”.

BAP “Rumah saya memiliki jaringan

yang lancar dan tidak ada masalah
dalam mengakses internet”.

SS “Jaringan rumah saya yang tiba-tiba

hilang karena padam dan hujan
membuat saya malas belajar, jadi
saya lebih aktif belajar tatap muka
daripada belajar online”.

MFH “Jaringan rumah saya masih

terputus-putus, yang membuat saya
malas belajar online”.

SN “Jaringan rumah saya cukup, hanya

saja pada waktu-waktu tertentu
saya tidak bisa mengakses internet,
 72

seperti mati lampu dan hujan”.

RSB “Jaringan rumah saya bagus dan

mudah untuk mengakses aplikasi
Google Classroom”.

Appendix V
73
 74

Appendix VI

Documentation of interview by Zoom Meeting

 75

BIOGRAPHY

Full Name : Audina Syafirah Purba

Place/ Date of Birth : Pematangsiantar/ Nov 13th, 2000
Father’s Name : Muhammad Syahrul Purba
Mother’s Name : Saimah Lubis
Father’s Job : Bussinesman
Mother’s Job :-
Address : Jalan Dahlia No 5, Pematangsiantar, North Sumatra
Education : - SDN 124402 Pematangsiantar, North Sumatera,
Graduated in 2012
- MTsN Pematansiantar, North Sumatra, Graduated in
2015
- MAN Pematngsiantar, North Sumatra, Graduated in
2018
- State Islamic University of North Sumatra, Department
of English Education, Faculty of Tarbiyah and Teacher
Training