A SURVEY ON STUDENTS’ PERCEPTIONS OF THE USE OF …

i

A SURVEY ON STUDENTS’ PERCEPTIONS OF THE USE OF

GOOGLE CLASSROOM IN ONLINE LEARNING

ON ENGLISH LESSON AT SMA N 5 TEBO

IN ACADEMIC YEAR

2020/2021

THESIS Submitted as Partial Fulfillment of Requirements to Obtain Undergraduate (SI) Degree at

English Education Program Faculty of Tarbiyah and Teacher Training

BY

VIRA LAFHIOLA

205172881

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING

STATE ISLAMICUNIVERSITY OF SULTAN THAHA SAIFUDDIN

JAMBI2021

i

A SURVEY ON STUDENTS’ PERCEPTIONS OF THE USE OF

GOOGLE CLASSROOM IN ONLINE LEARNING

ON ENGLISH LESSON AT SMA N 5 TEBO

IN ACADEMIC YEAR

2020/2021

THESIS

Submitted as Partial Fulfillment of Requirements to Obtain Undergraduate (SI) Degree at

English Education Program Faculty of Tarbiyah and Teacher Training

BY

VIRA LAFHIOLA

205172881

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TARBIYAH AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY OF SULTHAN THAHA SAIFUDDIN

JAMBI

2021

ii

KEMENTERIAN AGAMA RI

UIN SULTHAN THAHA SAIFUDDIN JAMBI

FAKULTAS TARBIYAH DAN KEGURUAN

Jl. Jambi-Ma.Bulian Km.16 Simp.Sungai Duren Kab.Muaro Jambi 36363

THESIS AGREEMENT/FINAL TASK

Document

code Form code Date valid

Revision

number

Revision

date Page

- - - R-0 - 1 from 1

Matter : Official Note

Attachment : -

The Dean Education and Teacher Training Faculty

The State Islamic University of Sulthan Thaha Saifuddin

In Jambi

AssalamualaikumWr.Wb.

After reading, giving guidance and making necessary correction, we agree that the thesis of:

Name : Vira Lafhiola

Student’s ID : 205172881

Department : English Education

Title : A Survey on Students’ Perceptions of The Use of Google Classroom in Online Learning

on English Lesson at SMA N 5 TEBO in Academic Year 2020/2021

Could be submitted to munaqosyah exam as one of the requirements for the undergraduate degree

(S1) in English Education Program Education and Teacher Training Faculty the State Islamic

University Sulthan Thaha Saifuddin Jambi. So, we submit it in order to be examined soon.

We would like to say thanks for attention.

Wassalamu’alaikumWr.Wb.

Jambi, Mei 2021

First Advisor

Dr.HJ. Dewi Hasanah,M.Ag

NIP. 197007111994032003

iii

KEMENTERIAN AGAMA RI

UIN SULTHAN THAHA SAIFUDDIN JAMBI

FAKULTAS TARBIYAH DAN KEGURUAN


THESIS AGREEMENT/FINAL TASK

Document

code Form code Date valid

Revision

number

Revision

date Page

- - - R-0 - 1 from 1

Matter : Official Note

Attachment : -

The Dean Education and Teacher Training Faculty

The State Islamic University of Sulthan Thaha Saifuddin

In Jambi

AssalamualaikumWr.Wb.

After reading, giving guidance and making necessary correction, we agree that the thesis of:


Student’s ID : 205172881

Department : English Education

Title : A Survey on Students’ Perceptions of The Use of Google Classroom in Online Learning

on English Lesson at SMA N 5 TEBO in Academic Year 2020/2021.

Could be submitted to munaqosyah exam as one of the requirements for the undergraduate degree

(S1) in English Education Program Education and Teacher Training Faculty the State Islamic

University Sulthan Thaha Saifuddin Jambi. So, we submit it in order to be examined soon.

We would like to say thanks for attention.

Wassalamu’alaikumWr.Wb.

Jambi, Mei 2021

Second Advisor

Hilma Suryai,M.Pd

NIP. 198612262015032005

iv

KEMENTERIAN AGAMA REPUBLIK INDONESIA UNIVERSITAS ISLAM

NEGERI SULTHAN THAHA SAIFUDDIN JAMBI FAKULTAS TARBIYAH

DAN KEGURUAN

Jalan Lintas Jambi-Muaro Bulian KM. 16 Simpang Sungai Duren Kab. Muaro Jambi 36363 Telp/Fax

: (0741) 583183 - 584118 website : www.iainiambi.ac.id

THESIS APPROVAL/ FINAL TASK

The Thesis entitled “ A Survey on Students’ Perceptions of The Use of Google Classroom in Online Learning

on English Lesson at SMA N 5 TEBO in Academic Year 2020/2021” has been thesis defense by Education

and Teacher Training Faculty (FTK) UIN STS Jambi on :

Day : Thurday

Date : 27 Mei 2021

Time : 13.00-14.00 WIB


Place : Online (Aplikasi Zoom)

Student’s Number : 205172881

Title : “ A Survey on Students’ Perceptions of The Use of Google Classroom in Online

Learning on English Lesson at SMA N 5 TEBO in Academic Year 2020/2021”

No Name Signature Date

1

Wahyuni Fitria,M.Pd

NIP.198606052015032004

(Chairman)

07 june 2021

2

Shynta Amalia,M.Pd

NIP.198606232015032006

(Secretary)

07 june 2021

3

Edi Rozal,M.Pd

NIP.198808032015031003

(Examiner I)

07 june 2021

4

Ayuliamita Abadi, M. Pd

NIP.198602202015032004

(Examiner II)

07 june 2021

5

Dr,Hj,Dewi Hasanah,M.Ag

NIP.197007111994032003

(advisor I)

07 june 2021

6

Hilma Suryani,M.Pd

NIP.19861226205032005

(advisoe II)

(Advisor II)

07 june 2021

Dean Education and Teacher Training Faculty The State of Islamic University

Sulthan Thaha Saifuddin Jambi

Dr. Hj.Fadlillah

NIP. 19670711 1992 03 2 004

http://www.iainiambi.ac.id/

v

STATEMENT OF ORIGINALITY

I who signed below state that the thesis which is end title “A Survey on Students’

Perceptions of The Use of Google Classroom in Online Learning on English Lesson at

SMA N 5 TEBO in Academic Year 2020/2021” is truly my own workAs certain parts of the

writing of which I quoted from the work other people, I have written the source clearly is

accordance with the norms, rules, ethics of scientific writing.In the case that if it is found or

parts of the thesis are not my own work or indicated the existance of elements plagiarism in

certain parts, I am willing to accept the sanction in accordance with the regulation from the

faculty.

Therefore ,in writing this thesis, I am in good health and mind.

Jambi . Mei 2021

Vira Lafhiola

205172881

vi

DEDICATION

Frist of all, the writer gives praise and thankfulness to ALLAH SWT because his blessing and

the merciful with deeply this thesis can be finished. I dedicated this thesis especially for :

My beloved parents ,there are my father (Hartanto) and my mother ( Hendri Marini ),thank

you for your love, material, advices, best support, motivation, care and prayer for me. Both

of you always make me strong to face the life. Your love give a power for me to finish this

thesis.

I really love you all

My beloved brother, for all my beloved family, and for my future husband Bripda Feby

Wahyu Widianto ,thank you for your support ,caring, kindness, and your prayer for me, I love

you so much.

For all my beloved teachers, my beloved lecturer ,my first advisor (Ibu Dr,Hj, Dewi

Hasanah,M.Ag) and my second advisor (Miss Hilma Suryani,M.Pd) thank you for your time,

helps, and advice, teaching me until I finished my thesis.

For my beloved best friend and also my friends in a boarding house thank you for a being my

best friends in giving giving support, giving material , giving advice, give care, giving

solution, always hear my troubles, and making a joke especially when I’m feeling down it

really helps me. Thank you for your helps, your time and everything . Thank you so much and

I love you all.

All my friends and especially ENGLISH MEMBER OF CLASS D who can’t mentioned one by

one thank you for being my friends and giving support to me.

Good Luck and success for you all.

vii

MOTTO

Once you stop learning, you start dying

(Albert Einstein)

ن ب ما و الل د ر جات العل م أوتوا والذي ن منكم آ منوا الذي ن الل يرف ع ف ت ع ملو

وا سز وا ان ل انشز وإذ قي

ر 11) : المجادلة سورة( خبي

And when you are told, “Arise,” then arise; Allah will raise those who have

believed among you and those who were given knowledge, by degrees. And

Allah is acquainted with what you do. (Q.S Al Mujadilah 58:11).

viii

ABSTRACK

Name : Vira lafhiola

Major : English Education Study Program

Title :A Survey on Students’ Perceptions of The Use of Google Classroom in Online

Learning on English Lesson at SMA N 5 TEBO in Academic Year 2020/2021.

Lafhiola, Vira. 2021. A Survey on Students' Perceptions of The Use of Google Classroom in

Online Learning on English Lesson at SMA N 5 TEBO in Academic Year 2020/2021.

Graduation paper, majoring in English, faculty of teaching and education at the State Islamic

University Sulthan Thaha Saifuddin Jambi. Supervisor :Dr,Hj,Dewi Hasanah,M.Ag & Hilma

Suryani,M.Pd.

This study aims to determine students' perceptions of online learning in English subjects

through google classroom at SMA N 5 Tebo during the covid-19 pandemic.

Data was collected by distributing questionnaires via google form to all students at SMA N 5

Tebo. This study explores student perceptions that come from student experiences during the

covid-19 pandemic, this study uses descriptive quantitative methods in the form of surveys.

This method is considered the right approach as a type of research.

The results of this study are presented descriptively to reveal students' perceptions

comprehensively, this study received a positive response about students' perceptions of online

learning in English subjects through google classroom, it can be concluded that google

classroom can be said to be good enough to still be used in online learning systems in this

covid-19 pandemic condition.

Key Words: Online Learning, Google Classroom, English Lessons, Student perceptions.

ix

ABSTRAK


Major : Pendidikan Bahasa Inggris

Title : Survei Persepsi Siswa tentang Penggunaan Google Classroom dalam

Pembelajaran Online pada Pelajaran Bahasa Inggris di SMA N 5 TEBO Tahun

Ajaran 2020/2021.

Lafhiola ,Vira.2021.A Survey on Students’ Perceptions of The Use of Google

Classroom in Online Learning on English Lesson at SMA N 5 TEBO in Academic Year

2020/2021.Makalah kelulusan , Jurusan Bahasa Inggris fakultas keguruan dan ilmu

pendididkan di Universitas Islam Negri Sulthan Thaha Saifuddin Jambi. Pembimbing

:Dr,Hj,Dewi Hasanah ,M.Ag & Hilma Suryani,M.Pd.

Penelitian ini bertujuan untuk mengetahui persepsi siswa terhadap pembelajaran online pada

mata pelajaran Bahasa inggris melalui google classroom di SMA N 5 Tebo pada masa

pandemic covid-19.

Pengumpulan data dilakukan dengan cara menyebarkan kuisioner melalui google form ke

pada seluruh siswa di SMA N 5 Tebo. Penelitian ini mengeksplorasi persepsi siswa yang

berasal dari pengalaman siswa selama pandemic covid-19, Penelitian ini menggunaka metode

kuantitatif deskripsif dalam bentuk suvey metode ini dianggap sebagai pendekatan yang tepat

sebagai jenis penelitian.

Hasil penelitian ini disajikan secara deskriptif untuk mengungkap persepsi siswa secara

komprehensif , penelitian ini mendapat tanggapan posisif tentang persepsi siswa terhadap

pembelajaran online pada mata pelajaran Bahasa inggris melalui google classroom maka

dapat disimpulkan bahawa google classroom dapat dikatakan cukup baik untuk ttap

digunakan dalam sistem pembelajaran online pada kondidi pandemic covid-19 ini.

Kata kunci: Pembelajaran Online, Google Kelas, Pelajaran Bahasa Inggris, Persepsi Siswa.

x

ACKNOWLEDGEMENTS

By using Alhamdulillahirabbil’aalamiinn all veneration to ALLAH SWT. The beneficence

and merciful , who has given us the morey , and blessing and guidance to complete writing

this thesis. May peace and salutation always be given to our prophet Muhammad SAW who

has given his life moral improvement and to be mercy to universe.

The goal of this thesis is partial requirements for the undergraduate degree (SI) In English

Education Study Program at the State Islamic University of Sulthan Thaha Saifuddin

Jambi Which is entitle “A Survey on Students’ Perceptions of The Use of Google

Classroom in Online Learning on English Lesson at SMA N 5 TEBO in Academic Year

2020/2021 “.

The writer would like to express my sincere gratitude to Mom Dr. Hj. Dewi Hasanah,M.Ag

as the firs advisor and miss Hilma Suryani,M.Pd as the second advisor who have give me

support, guidance for accomplishing this thesis. Then writer also would to ekpress many

thanks to the following people who provided my helps in finishing this thesis , namely :

1. Prof .Dr. H. Su’aidi Asy’ari,MA,.Ph.D as the rector of The State Islamic University of

Sulthan Thaha Saifuddin jambi.

2. Dr. Rofiqoh Ferawati,S.E, M.EI , Dr. As’ad,M.P, Dr.Bahrul Ulum,M.Ad as vice

rector the State Islamic University of Sulthan Thaha Saifuddin jambi.

3. Dr.Hj.Fadhillah,M.Pd as the dean of faculty of education and Teacher Training State

Islamic University of Sulthan Thaha Saifuddinjambi.

4. Dr. Risnita,M.Pd., Dr. Najmul Hayat,M.Pd.I, Dr. Yusria,M.Ag as Leader of The

Tarbiyah and Teacher Training Faculty Sulthan Thaha Saifuddin jambi.

5. Wahyuni Fitria ,M.Pd as chief of English Education Study Program of Education and

Teacher training Faculty in State Islamic University of Sulthan Thaha Saifuddin

jambi.

6. All lecturer of Tarbiyah Science and Teacher Training Faculty in State Islamic

University of Sulthan Thaha Saifuddin jambi who gives knowledge to writer.

7. The official employes at State Islamic University of Sulthan Thaha Saifuddinjambi.

8. All friends who give me support and suggestion to finish this thesis. The writer hopes

that thesis will give contribution to teaching English. The writer realizes this thesis is

still far from being perfect. For that the writer hopes contructive critics and suggestion

from all readers.

Jambi, Mei 2021

The Writer

Vira Lafhiola

205172881

xi

TABLE OF CONTENTS

COVER

OFFICIAL NOTE ..................................................................................... i

THESIS APPROVAL/FINAL TASK ...................................................... iii

ORIGINALITY THESIS STATEMENT ................................................ iv

DEDICATION............................................................................................ v

MOTTO ...................................................................................................... vi

ACKNOWLEDGEMENT ......................................................................... vi

ABSTRACT ................................................................................................ ix

TABLE OF CONTENTS ......................................................................... xi

CHAPTER I INTRODUCTION .................................................................................... 1

A. Background of the Study .......................................................................................... 1

B. The Scope of the Study ............................................................................................. 3

C. Problem of the Study.................................................................................................. 3

D. Purpose of the Study ................................................................................................. 3

E. Limitation of the Study ............................................................................................. 3

F. The Significant of the Study ....................................................................................... 3

CHAPTER II LITERATURE REVIEW ........................................................................ 5

A. Reticence ................................................................................................... 5

1. Reticence in Language Learning ................................................................ 5

2. The Characteristic of Language Learning .................................................... 6

3. The Affective Factors in ESL/EFL Class ..................................................... 6

B. Speaking ................................................................................................ 10

a. Definition of Speaking .......................................................................... 10

b. The Type of Speaking ........................................................................... 11

C. Reticence and Speaking English ................................................................... 12

D. Previous Related ................................................................................... 12

CHAPTER III : RESEARCH METHOD....................................................................... 14

A. Design of the Study .................................................................................................... 14

B. Subject of the Study ..................................................................................................... 14

C. Source of Data................................................................................................................ 16

D. The Setting of the Data ............................................................................................... 16

E. Data Collection Techniques ........................................................................................ 16

xii

a. Observation ..................................................................................................................... 1

b. Interview ......................................................................................................................... 17

F. Data Collection Instrument .......................................................................................... 18

G. Data Collection Procedure .......................................................................................... 18

H. Data Analysis .............................................................................................................. 18

I. Triangulation ................................................................................................................ 19

CHAPTER IV : FINDINGS AND DISCUSSIONS ....................................................... 20

A. Findings ...................................................................................................................... 20

1. Result of Observation .................................................................................................. 20

2. Result ofInterview ....................................................................................................... 20

B. Discussion ................................................................................................................... 24

CHAPTER V : CONCLUSION AND SUGGESTION .................................................. 28

A. Conclusion .................................................................................................................. 28

B. Suggestion.................................................................................................................... 29

REFERENCES ................................................................................................................. 30

APPENDIX ....................................................................................................................... 33

A. Dialogue ........................................................................................... 33

1. Dialogue in Indonesia .................................................................. 33

2. Dialogue in English...................................................................... 61

B. Documentation ................................................................................. 83

1. Class Absent............................................................................... 83

2. Interview .................................................................................... 84

xiii

LIST OF TABLE

Table.1.1 Interview in Indonesia ................................................................. 33

Table 2.1 Interview in English ..................................................................... 61

xiv

LIST OF PICTURES

Pictures 1.1 Class Absens ............................................................................ 83

Pictures 2.1 Interview .................................................................................. 84

1

CHAPTER I

INTRODUCTION

A. Backgroun of Research

English is the international language used to communicate throughout the

world. There are even some countries that make English the official language or the

main language. United States, Canada, Australia, Ireland, New Zealand and various

island nations in the Caribbean Sea and Pacific Ocean, English is the dominant and

official language. According to Brumfit (2001), English is an international language

which is the most extensive medium of communication. This statement implies that

English is the most extensive means of communication that can be used in almost all

countries. Language differences of each country can be unified with English.

It is undeniable that English is a language of international association.

.English is used that official sessions of United Nations Nation (UN). English is also

used as the standard language of aviation anywhere in the world ,we are faced with

use English the first time we set foot at the airport or the air port of the country we are

headed to.

This proves that English is very widely spoken. Therefore, learning and mastering

English is a necessity, if we don’t want to say a must. For in Indonesia, learn English

is still something that is very difficult for most people, and even somethings scary for

some.

In Indonesia, English is categorized as a foreign language. The language is

taught to students since elementary school until university. This policy is made by

department of Education conceding the importance of English as lingua franca in this

globalization era (cite, in Makarim,2020) The policy ought to result in good students “

skill in English. However, most of student” capability in English can be categorized in

bad criteria. Many student still lack confidence and bravery to communicate in

English . Some of them are shy speak English to their friends although they are

students of English department. The phenomena indicate that the teaching of English

Indonesia has not succeeded yet. Manyresearch about teaching and learning in

Indonesia have been held. Some factors in successful English teaching . The factors

are teachers, student, curriculum ,materials, and learning facilities

2

(Yusuf,2010:2).Talking about student, one part that can indicate the successful or

unsuccessful learning of foreign language is student” Language attitude.

Some researchers found that the attitude towards language which is being

learn by students is in line with the success in learning the language. Currently,

Covid-19 is becoming a hot topic of conversation. In any hemisphere, Covid-19 still

dominates public spaces. Covid-19 is contagious caused by the newly discovered

corona virus. The Covid-19 disease was first discovered in the city of Wuhan, China

in December 2019. The virus is spreading very quickly and has spread to almost all

countries, including Indonesia in just a few months.

Since the outbreak of the pandemic due to Covid-19 in Indonesia, there have

been many ways by the government to prevent its spread. One of them, several local

governments have decided to implement a student leave policy and have started

implementing an online learning system method. This government policy came into

effect in several fields. provinces in Indonesia on Monday 16 March 2020 which were

also followed by other provinces. Harnani (2020) .

One of the alternative forms of learning that can be carried out during an

emergency Covid-19 is Online learning. According to Moore, Dickson-Deane,&

Galyen (2011) Online Learning is learning that used internet network with

accessibility, connectivity, flexibility ,and the ability to generate various types of

learning interactions (as cited Firman& Rahman,2020). Internet and multimedia

technology is able to change the way of conveying knowledge and can be an

alternative to learning carried out in traditional classroom (Zhang,2020).

According to Gikas & Grand (2013) said that In practice, Online Learning

requires the support of mobile devices such as smartphone, tables and laptop which

can used to access information anywhere and anytime. Various media can also be

used to support theimplementation of online learning. For example ,virtual classes

using google classroom ,Edmodo, Schoology services , and WhatsApp

(Enriquez,2014).

There have been several previous studies on online learning in English lesson.

The first was done by Sabar & Rahman (2011). The result of the research revealed

that multimedia center in Briton International English School of Makasar has a role as

3

supporting facility for syllabus of English learning process in Briton International

English School of Makasar. The second research was done by Yuliana (2018).

Based on the result of the data analysis, the application of Moodle E-Learning

effective as media in teaching reading at the first grade students of SMAN Colomadu

in academic year 2018. The last research was found by Permata sari (2016).The result

of the study showed that : (1) there were differences in self-confidence of students

took part in the learning by using the internet proven by significant of Anova test

0,001,(2) there were differences in learning independence between students took part

in the learning by using the internet and those took part in learning without using the

internet proven by significance of Anova test.

Based on preliminary research the researcher conducted through the interview

one of the student at SMA N 5 TEBO , it was found that the English teacher used

various kinds of platforms on English Lesson. They used platforms to give attendance

,materials and assessment. Usually in the use of platform between student and teacher

can do online obtained (Video call) ,various files and exchanges of photos related to

the on going material.

Through there have been a lot of studies conducted on online learning, the use

of multiple platforms in the instruction during the era of pandemic is still limited.

Based on the descriptions above the writer is interested in conducting the study on the

use of online learning (zoom, google form, google classroom ,WhatsApp) in English

Lesson. Hence, the researcher is interested in conducting the research on the use of

online learning on English lesson.

B. Identification of the Problem

Based on the background of the research could be identified as follows :

1. The problems in the internet connection.

2. The inability of students and teacher in using the application.

3. The teacher might not know the real capability of each students.

C. Limitation of the Problem

Given the limitation of the researcher’s ability and avoiding the breadth of the

research and so as not to deviate from the scope of the research, the authors limit the

problems as follows :

4

1. The subject of this research is the students of SMAN 5 TEBO.

2. The classes involved only those using the multiple platforms during the

instruction.

3. This study focused on one platform namely Google Classroom.

D. Formulation of the Problem

The problem of the study is formulated as follows,

How did the students perceptions the use of online learning platforms?

E. Objective of the Research

The objective of this research is to see Students’ Perceptions of The Use of Google

Classroom in Online Learning on English Lesson at SMA N 5 Tebo.

F. The Significances of Research

This study is expected to be useful for the students, teacher and other researchers.

a)Students

Contributing to knowledge about the Students can carry out English

lesson learning anywhere and anytime if E-learning is used optimally.

Students can learn according to their abilities and interests. Students have

extensive learning resources.

b) Teachers

Assisting teachers in implementing individual, interactive, and

creative, and creative learning with extensive learning resources. Teacher can

facilitate the development of potential, learning, styles, and student diverse

learning needs. Teacher are motivated to develop E-learning. The teacher can

act as a facilitator in learning.

c) Other researchers

for other researchers, there is a need for further research methods to increase

the effectiveness and use of the internet as an online learning model during the Covid-

19 pandemic using platforms.

5

CHAPTER II

REVIEW OF RELETEF LITERATURE

Theory Description

In this chapter, the researcher attempts to explain the theoretical foundation that

includes definition of perception, learning English, Internet , E-learning,and google

classroom .

1. Perception

a. The Definisi of Perception

According to Walgito (2010) state that perception is a process that is preceded

by the sensing process, which the process of receiving stimulus by individuals

through the sensory devices or also called sensory process . But the process do not

just stop , but the stimulus is continued and the next process of perceptions. And

than according to Purwodarminto (1990) ,perception is a direct response from an

absorption or the process of someone knowing several things through sensing .

So , from the explanation above that it can be concluded that students

perception is the way students interpret understanding of what the picture is

feeling . This process goes through the stages of starting from gathering ,

recognizing , and interpreting sensory information it it obtained.

b. Perception Process

According to Qoing ( 2017) there are three stages of the perception process

as follow :

1. Selection

Selection is the first stage the process of perception, in this stage in

the environmental stimulus into meaningful experience.

2. Organization

The second stage in the process of perception is an organization.

After getting information from the outside world, information needs to

be arranged in a certain way by finding meaningful patterns . There are

two characteristic in this stage. First ,the organizing process provides

the structure of human perception . In this stage raw stimulate from the

outside world are placed into meaningful experience of structured

humans. Second , the process shows that human perception has stability

. In other words, after selecting a stimulus and putting it into a category ,

the selected stimulus becomes more durable.

6

3. Interpretation

The third stage in perception is interpretation , that is referred to the

process of attaching meaning to what is chosen by the stimulus , However, each

person will give a different interpretation despite getting the same stimulus.

2 . Language Learning

Learning is a systematic process or activity that is interactive and communicative

between educators and students, learning resources, and the environment to

create a condition that allows student learning actions to occur. According

to Arifin (2010). English is an important instrument in various fields of

scientific communication, business, cultural exchange, and political issues.

Fluency in the ability to speak English is very helpful for us in various

situations

3.Internet

Internet is a computer network system that is connected globally by

using the internet protocol packet (TCP / IP) to connect devices around the

world. According to Allan (2005). explained that the internet is a collection

of computer networks that are physically connected to each other and also

have the ability to read and decipher certain communication protocols

which we often know as the Internet Protocol (IP) and Transmission

Control Protocol (TCP). The protocol it self is further defined by Alan as a

simple specification of how two or more computers can exchange

information (as cited, Sutyono, 2020).

4. Google Classroom

a. Understanding Google Classroom

Accoding to abdul Barrir Hakim, Google Classroom is a service

internetbased provided by google as system e-learning . This service is

designed to help teachers create and distribute assignments to students in a

paperless manner. User this service must have an account on google apart

from that ,google classroom can only be used by schools that have Google

Apps for Education.

Thus Google Classroom is an application provided by google for Education to

create space class in cyberspace. This application can help make it easier teachers and

7

students in carrying out the learning process more deeply, Learning using a classroom

design applying Google Classroom is actually environmentally friendly. This is

because no longer use inner paper collect task.

The use google classroom in multiplatform namely through computers and

cell phones. Teachers and students can visit the site

https://classroom.google.comor download application via play store on

android app store on Ios with google classroom keywords. Use of the LMS

without is charged a fee, so that its utilization can be carried out

accordingly needs.

a. Google Classroom Functions

Google classroom is a product part of google for education is very special ,

because it is one product content has many facilities in it such as giving

announcements or assignments , collect assignments and see anyone who

already submitted the assignment. On the google classroom site it is also

written that google that google classroom is connected to all google for

Education services others, so that educators can take advantage of google

Mail, Google Drive, Google Calendar, Google Docs, Google Sheets,

Google

Slides and Google Sites in the process of learning. So that the moment

Educators use Google Classroom as educators can make use of Google Calendar to

remind students about existing schedules or task, while using Google drive as a place

to store learning needs such as power point, files that need to be used in learning and

others. That way, Google Classroom can help facilitate teachers and students in

carrying out activities learn to teach more deeply. This is caused by both students and

teachers can collect assignments, distribute assignment, anywhere without being

bound b boundaries time or class time . It makes up for the learning process more

attractive and more efficient in terms of time management, and there is no reason

students forget about the assignment that have been given by teacher.

Relevan Research

There is a previous study by Mihhailova (2005) which conducted a study to

investigate how the use of E-Learning as an internationalization strategy in higher education

https://classroom.google.com/

8

by exploring the perceptions of lecturers and students. Participants in this study involved 15

lecturers and 115 students. In conclusion, it can be said that the main problem areas for

lecturers related to E-learning are: lack of time, lack of interest/motivation, lack of co-

operation, compensation system does not take into account the specifics of e-learning and

lecturers are concerned about the quality of. teaching in a virtual environment. The most

problematic of them appear to be lack of time and inappropriate compensation system.

Students appear to have an interest in ecourses, but the level of knowledge regarding

specifics of web-based learning as well as about e-courses offered was unexpectedly low.

This is an especially problematic case as open university students were the main target group

for whom the e-courses were designed in the first place. Web-based learning is 100 percent

unsuitable for many subjects and achieves the result that all programs taught are web-based

or mixed learning programs cannot be self-directed. The discussion has and will maintain its

important role as a teaching tool and it requires quick feedback and responses that can only

be achieved in face-to-face meetings.

Another study is from El-Seoud et al. (2014) which conducted research to investigate

student motivation towards the effects of E-Learning. In this study, there were 159 students

who participated and 124 questionnaires were completed correctly and used in this study.

Then the results are obtained that one of the important factors for the success of students in

the E-Learning process is self-motivation. The integration of information and communication

technology with the learning process depends on the personal motivation of the participants.

Lack of confidence and experience in using technology might be an additional obstacle for

other students. In the E-Learning process, students work independently and some students

may find it difficult to understand its contents, due to the lack of face-to-face contact with

instructors and other fellow students. All these factors indicate that these students will not do

so can participate effectively and successfully in the E-Learning process. As a result, in order

to progress well and successfully use all of the E-Learning tools to effectively access online

information, some students need the necessary hardware and some special skills. Of course,

E-Learning will increase student motivation and involvement to learn and help them become

independent learners.

The last previous study is from Sabah (2013) which conducted a study about students'

attitudes and motivation toward E-Learning. In this study, the sample size of 100 students are

taken randomly, male (52) and female (48). The results of this study revealed a good

9

correlation between technical abilities and students’ attitudes towards E-Learning.

Furthermore, influences 22 are registered due to field of study, computer experience, and

dedicated time to computer use. Therefore, students with computer experience and frequent

users are more likely to accept E-Learning. Students with no experience of E-Learning are

not aware of its importance and have weak motivation to participate in the e-learning process.

Interactivity and motivation are valuable means of enhancing and improving learning

effectiveness. Therefore, they suggest incorporating the three stages of the learning process.

This is to engage students in deep interaction in the learning environment, resulting in more

positive attitudes towards the intended behavior and object.Previous studies have similarities

with this study where they all use E-Learning in education. However, this study is slightly

different from the above study where this study analyzes students' perceptions and

motivations towards E-Learning which can be used as an evaluation and for further research

on E-Learning. In addition, the striking difference from this research is the time spent in this

study, namely when the Covid-19pandemic is an epidemic in Indonesia so that E-Learning is

the only option to continue learning activities.

Frame Work of Thingking

Based on theoretical review and conceptual framework . It can be illustrated

the research paradigm as follow :

Online

Learning

Subject of Research

Not Effective

Effective

10

CHAPTER III

RESEARCH METODOLOGI

A. Place And Time Research

1. Research Place

This research was conducted at SMAN 5 TEBO. The location is on Jln.

Anggrek, Desa Suka Damai Unit 9 Rimbo Ulu, Tebo Regency. The reason for the

research choosing SMAN 5 TEBO TEBO is because the school is implementing

Online Learning during this pandemic by using Google Classroom.

2. Research Time

This research was conducted in 2021, with the schedule bellow :

No

Activity Plan

Execution Time

Agust Sept Okt Nov Des Jan Feb Mar Apr Mei Jun Jul

1

Preparations

x

a. Observasi X

b. Identifcation of

problems X

c. determination of

action X

d.submission of title

X

e.Title announcement X

f.compile a proposal x

2 Implementation

Proposal seminar X

Proposal revision X

Application for a

research permit x

Composing intrument x

Research data collect x

3 Compile reports X

(Note: The schedule is subject to change)

B. Research Design

11

This research is quantitative in the form of a survey. According Nazir (2005)

,Survey research can be defined as an investigation to obtain facts from existing

phenomena and seek factual information , whether about the social, economic or political

institutions of a group or an individual . According to Margono (2005),Thus, survey

research method is a critical observation/investigation to obtain clear and good

information on a particular area.

C. Populasi and Sampel

1.Population

Population is the whole or set of research objects with the same characteristics. Population is

also all data that is of concern or the whole object of research consisting of humans, animals,

plants, values, or tests as data sources that have certain characteristics in a study. The

population of this research is all students of SMAN 5 TEBO.

Total Population of the Study

CLASS Male Student Female student Total

Class X

Class XI

Class XII

27

30

37

43

33

63

70

63

100

2.Sample

The sample is part of the many characteristics possessed by this population. If

the population is large and it is not possible for the researcher to study

everythingin the population, the researcher can use a sample taken from that

population. according to Emzir (2008.p.39) sampling is a procedure that causes a

number of special elements to be drawn from the sampling frame which represents

the actual list of possible elements in the population. In this study, total sampling

is used. According to Riduwan (2013,p.64) Total sampling / Saturated sampling is

a technique sampling when all population are used as samples.

D. Research Variabel

12

The variable is an object that can be in any form, which is determined by the

researcher with the aim of being able to obtain information so that conclusions can

be drawn in the research process. according to Sugiyono (2015,p.38) are an

attribute or nature or value of an object or activity that has certain variations that

have been determined by researchers to be studied and than conclusions are

drawn.

E. Research Instrumen

After data collection, the data obtained were selected according to the group of

certain variable variables and analyzed through the quantitative aspect of this data

collection technique as follows:

1.Questionnaire

According to Sugiyono (2013:199), The questionnaire is a data

collection technique which is done by giving a set of questions or written

statements to the respondent to be answered. There are 2 kinds of

questionnaires, namely structured questionnaires and unstructured or open

questionnaires. According to Walgito (199; 35-37) a questionnaire is a

research data method using a list of questions that must be answered by

respondents. The form of the questionnaire can be divided into three,

namely a closed questionnaire, an open questionnaire, and a closed-open

questionnaire. A closed questionnaire is a questionnaire that provides

alternative answers to the questions given so that you do not have the

freedom to answer questions outside the alternative answers provided in

the questionnaire. An open questionnaire is a questionnaire that does not

provide answers to the questions given, so that the respondent has the

freedom to provide answers. The closed-open questionnaire is a

combination of a closed questionnaire and an open questionnaire. In this

study, researchers will use a questionnaire method by distributing

questionnaires in the google form.

The instrument used in this study adopted from Sari (2015)

,Ernawati (2018), Permata & Bhakti (2020). Researchers adopted this

questionnaire because the instrument was very feasible and in accordance

with the needs of the researcher.The writer use the questionnaire to see the

students’ perception of online learning on English lesson through google

13

classroom at SMA N 5 TEBO . In this study, a questionnaire was used to

find out the effectiveness of online learning. It consist of written questions

with 21 items about the perceptions of online learning on English lesson

through google classroom. The researcher use the likert scale

questionnaire. in the according to McMillan and Schumacher (2010) likert

scale is one in which the stem includes a value or direction and the

respondent indicates agreement or disagreement which statement. It is in

the form of scale likert it has 4 optional answers ; Strongly Agree (SA)

scored 4, Agree (A), scored 3,Disagree (D) scored (2),and Strongly

Disagree (SD) scored 1. We can see the table below :

Optional

Score

Effective Not Effective

Strongly Agree 4 1

Agree 3 2

Disagree 2 3

Strongly Disagree 1 4

F. Data Analysis

Descriptive statistical analysis intended to find a general description of the

research data. According to Hasan (2001) explains that descriptive statistics are part

of statistics that study how to collect data and present data so that it is easy to

understand. Descriptive statistics are only related to describing or providing

information about a data or situation. With word descriptive statistics function to

explain the condition, symptom, or problem .Drawing conclusions on descriptive

statistics (if any 0 is only aimed at existing data sets). To support the research results,

the research data obtained will be analyzed using statistical tools with the help of the

SPSS tool.

Then the data obtained will be analyzed by: 1) classifying the

average score of students' answers based on categories on the Likert scale,

2) looking for the results ofstudent responses, 3) interpreting student

answers based on the percentage results, in order to find out how effective

14

the use of google classroom is in learning English during the Covid-19

pandemic on an online learning system.

The data from this study are in the form of students' opinions about

the ease of google classroom in learning English, student acceptance of the

ease of interacting when learning in google classroom as a virtual class and

expectations about the use of google classroom.

15

CHAPTER VI

DATA PRESENTATION AND DATA ANALISIS

In this chapter , the researcher presents the presentation of data and data analysis . This

study was conducted to determine students’ perceptions of online learning in English lesson

through Google Classroom at SMA N 5 Tebo during the pandemic covid-19.

Questionnaire Result Presentation In this questions , there are 21 questions about students perceptions of online learning in

English lesson through google classroom during the covid -19 pandemic . As much 233

students gave responses to this questionnaire . Students only give checklist in the box provide

in the google form . In this questionnaire the questions are presented in English along with

the translation so that the respondents can answer easily and understands the questions.

Figure 1. Percentage of classes filling out the questionnaire

Figure 1. Show the total number of classes participating in the questionnaire . From

these data , it can be concluded that there were six classes participating . Class XI IPA with

the most total respondents with a percentage 27%, Then class X IPA with the percentage

19,7%, and then class XI IPS with the percentage 15,9% , then class XII IPA and XII IPS

with the same percentage of 13,3%, and the last is class X IPS with the percentage 10,3%.

The questions used in the questionnaire will answer students’ perceptions of online

learning in English Lesson through Google classroom . Questions point 1 to 21 discuss

students’ perceptions of online learning in English subjects through google classroom. The

researcher use the likert scale questionnaire. in the according to McMillan and Schumacher

(2010) likert scale is one in which the stem includes a value or direction and the respondent.

16

indicates agreement or disagreement which statement. It is in the form of scale likert it has 4

optional answers ; Strongly Agree (SA) scored 4, Agree (A), scored 3,Disagree (D) scored

(2),and Strongly Disagree (SD) scored 1.

1. Students’ Perceptions

The research problem is about the perceptions where there are 21 questions in the

questionnaire to get the data . The data is classified in the four scales namely strongly

agree, agree, disagree , and strongly agree.

The following tables shows the results of data about students perceptions.

No Questionnaire Statements Scale Frequency Percentage

1. I know and understand what E-Learning is (Saya

mengenal dan mengerti apa itu E-Learning)

4

39 16,7%

3 150 64,4%

2

35 15%

1 9 3,9%

2. I know and understand what Google classrooms are(Saya

mengenal dan mengerti apa itu Google clasroom ).

4 83 35,6%

3

132 56,7%

2 8 3,4%

1 10, 4,3%

3. The Goggle Classroom application is very flexible for

students in utilizing online learning media (Aplikasi

Goggle Classroom sangat fleksible bagi siswa dalam

memanfaatkan media pembelajaran daring).

4

63 27%

3 118 50,6%

2 40 17,2%

1 12 5,2%

4. I like how bold learning is held using Google classroom 4 43 18,5%

17

at SMAN 5 Tebo (Saya suka dengan diselenggarakannya

pembelajaran daring dengan menggunakan Google

classroom di SMAN 5 Tebo).

3 109 46,8%

2 57 24,5%

1 24 10,3%

5. There is no difficulty in operating Google Classroom on

an online learning system. (Tidak ada kesulitan dalam

mengoprasikan Google clasroom pada system

pembelajaran daring) .

4 37 15,9%

3 108 46,4%

2 74 31,8%

1 14 6%

6. Google classroom is the right learning medium to be

implemented at SMAN 5 Tebo (Googleclassrom adalah

media pemebelajaran yang tepat untuk diterapkan di

SMAN 5 Tebo).

4 36 15,5%

3 109 46,8%

2 69 29,6%

1 19 8,2%

7. The facilities at my house support access to E-Learning

(Fasilitas di rumah saya menunjang untuk mengakses E-

Learning).

4 19 8,2%

3 108 46,4%

2 80 34,3%

1 26 11,2%

8.

Aplikasi google classroom memberikan saya manfaat

dalam proses pembelajaran.

4 49 21%

3 134 57,5%

2 41 17,6%

1 9 %

4 58 24,9%

18

9.

With the application of google classroom, I can study and

do assignments wherever I am when I am connected to

the internet (Dengan diterapkanya google classroom,

saya dapat belajar dan mengeerjakan tugas dimana pun

saya berada ketika saya terhubung dengan internet).

3 131 56,2%

2 32 13,7%

1 12 5,2%

10.

I am happy to be able to ask questions and answers from

class teachers and classmates (Saya senang dapat saling

tanya jawab kepada guru kelas dan teman kelas).

4 51 21,9%

3 148 63,5%

2 28 12%

1 6 2,6 %

11.

The appearance of google classroom is very clear and

easy to understand (Tampilan google classroom sangat

jelas dan mudah dipahami).

4 43 18,5%

3 144 61,8%

1 11 4,7%

12.

With google classroom it is easy to get material

announcements and efficient assignment submissions

(Dengan google classroom memudah memperoleh

pengumuman materi dan pengumpulan tugas menjadi

efisien).

4 44 18,9%

3 139 59,7%

2 41 17,6%

1 9 3,9%

13. By using google classroom ,I’m more active in the

learning process (Dengan menggunakan google classroom

saya lebih aktif dalam proses pembelajaran).

4 25 10,7%

3 109 46,8%

2 86 36,9%

1 13 5,6%

14.

Google classroom is easy to access(Google classroom

mudah diakses).

4 46 19,7%

3 125 53,6%

2 48 20,6

1 14 6%

19

15.

Some teachers never use E-Learning in learning

(Beberapa guru tidak pernah menggunakan E-Learning

dalam pembelajaran).

4 25 10,75%

3 109 46,8%

2 79 33,9%

1 20 8,6%

16.

E-Learning learning is more fun than face-to-face learning

(Pembelajaran E-Learning lebih menyenangkan

dibandingkan dengan pembelajaran tatap muka).

4 21 9%

3 56 24%

2 84 36,1%

1 72 30,9%

17.

I open E-Learning only if there are assignments (Saya

membuka E-Learning jika ada tugas saja).

4 43 18,5%

3 126 54,1%

2 52 22,3%

1 12 5,2%

18.

.

I find it difficult to study with google classroom. (Saya

merasa kesulitan belajar dengan google classroom ).

4 26 11,2%

3 98 42,1%

2 83 35,6%

1 26 11,2%

19.

In my opinion, collecting assignments in the form of files

is difficult for students (Menurut saya mengumpukan

tugas dalam bentuk file adalah mempersulit siswa).

4 39 16,7%

3 84 36,1%

2 84 36,1%2

1 26 11,2%

20.

I don't feel confident, if my assignment file is sent to the

google classroom group (Saya merasa tidak percaya

diri,jika file tugas saya dikirim ke grup google classroom).

4 31 13,3%

3 95 40,8%

2 86 36,9%

20

1 21 9%

21.

.

I am not interested in the online learning system via

google classroom. (Saya tidak tertarik dengan system

pembelajaran daring via google classroom).

4 24 10,3%

3 88 37,8%

2 93 39,9%

1 28 12%

Data Analysis 1. Students’ Perception

The first research problem is to investigate students' perceptions regarding

learning English through E-learning during the COVID-19 pandemic. The

researcher distributed a questionnaire with a total of 21 questions to all

students at SMA N 5 Tebo, the questions were of course about students'

perceptions of online learning on English subjects at SMA 5 Tebo during

this covid-19 pandemic. As a theoretical basis related to students'

perceptions of E-learning, there is a previous study from Mihhailova

(2005) who conducted research to find out how the use of E-learning as an

internationalization strategy in universities by exploring the perceptions of

lecturers and students and the results of using E-learning did not match.

used for various subjects, this is due to the low knowledge of students

about the use of E-learning. Good learning is learning that is carried out in

a face-to-face or conventional way that can deliver learning materials and

respond quickly. The data that the researcher has obtained through the

questionnaire can be described as follows:

a. The first is the question listed in the number one questionnaire

regarding perceptions related to understanding E-learning, in this case

the data obtained in the questionnaire shows the highest frequency of

150 with a percentage of 64.4% answering agree. So for this it can be

interpreted that most students are ready to carry out online learning.

b. Furthermore, in question number 2 about students' understanding of

google classroom, in this case there are 132 frequencies with a total

percentage of 56.7%, it can be concluded that google classroom is

suitable for use in the online learning system at SMA N 5 Tebo.

21

c. In question point 3 about google classroom, which is very flexible in

using bold learning, there is the highest frequency of 188 with a

percentage of 50.6%, it can be interpreted that google classroom is

very helpful in the learning system carried out during the covid-19

pandemic.

d. Question point 4 about student perceptions regarding the

implementation of online learning using google classroom at SMA N

5 Tebo, respondents gave very positive responses, namely with a high

frequency of 109 with a total percentage of 46.8%.For this reason,

Google Classroom can still be used in online learning systems during

the COVID-19 pandemic.

e. Furthermore, in question point 5 about student perceptions regarding

how difficult it is to operate Google Classroom on an online learning

system, there is a positive response, namely that many students agree

about this, so there are 108 frequencies with a total percentage of

46.4%.

f. Question point 6 about students' perceptions regarding the appropriate

use of google classroom as an online learning medium at SMA 5 Tebo

also received positive responses with 109 frequencies with a

percentage of 46.8%. So it can be said that students can take part in

online learning through google classroom well.

g. then on question point 7 about student perceptions which discusses the

facilities in the homes of students who strongly support the system,

there are 108 frequencies with a percentage of 46.4%.

h. at point 8 questions about students' perceptions of Google Classroom

providing benefits in the learning process with 134 positive answer

frequencies with a total percentage of 57.5%.

i. Question number 9 about online learning via google classroom can be

carried out anywhere and anytime as long as it is connected to the

internet, there are 131 frequencies and 56.2% total percentage.

j. Students' responses to the question point 10 about student perceptions

related to students and teachers can ask each other questions while

conducting online learning activities through google classroom, there

are 140 agreed responses with a total percentage of 63.5%. So it can

22

be interpreted that Google Classroom can help students and teachers

in the teaching and learning process even though they are not face to

face.

k. The question point 11 about the appearance of google classroom is

very easy to understand, there are 144 students who answered agree

with the percentage of 61.8%.

l. Furthermore, the question about 12 about the ease of collecting

assignments, students think they agree with the number of frequencies

139 with a total percentage of 59.7%.

m. Question 13 about online learning via Google Classroom, students feel

more active in participating in learning, there are 109 students who

answer agree with a percentage of 46.8%.

n. Question number 14 related to students' perceptions of easy access to

Google Classroom as many as 125 frequencies with a total of 53.6%,

it can be interpreted that Google Classroom is very supportive of

being used in rural areas where the network is not as strong as in SMA

N 5 Tebo.

o. The questions contained in the questionnaire about teachers who have

never used E-learning there are 109 students who agree with a total

percentage of 46.8%.

p. Question point 16 which discusses E-learning is more enjoyable than

face-to-face learning, there is the highest answer from respondents,

namely 84 disagree with a total percentage of 36.1%.

q. Furthermore, in question number 17 about students only opening E-

Learning when there are assignments, there are many students who

answered agree that as many as 126 students with a total percentage of

54.1%.

r. Question number 18 about students' perceptions of learning

difficulties using google classroom, there are 83 answers that agree

with a percentage of 35.6%, so in this case it can be interpreted that

students have not fully adapted to the online learning system.

s. Questions about collecting assignments in the form of files made it

difficult for students to get the same response, namely as many as 84

students agreed and 84 other students answered disagreed with both

23

responses as much as 36.1%, it can be said that not all students were

able to make assignments in the form of submitting.

t. Then in question number 20 about students not being confident when

submitting assignments to the Google Classroom group, there are 95

responses with a percentage of 40.8%.

u. The last question on the questionnaire about student perceptions

regarding not being interested in online learning via Google

Classroom,there were many student responses that did not agree with

this statement, namely 88 percentages with 37.8 percent percentages.

24

CHAPTER V

CLOUSER

A.CONCLUSION

Based on the results of the research that the researcher has done by distributing

questionnaires through google forms at SMA N 5 Tebo regarding students' perceptions of

online learning in English lesson. So it can be concluded that online learning on English

subjects through Google Classroom can be said to be effective because most students give

positive responses, therefore Google Classroom can still be used properly again in the online

learning system in this covid-19 pandemic condition.

B. SUGGESTION

Based on the conclusions that have been stated above, the learning process can still be

carried out even though it is not face-to-face but in an online system. Therefore, for students

who are doing online learning in this pandemic, students are expected to optimize the use of

google classroom in learning so that they can improve their understanding of learning

material. With it is known that google classroom is quite effective in using online learning in

English, teachers are expected to increase professionalism, namely by optimizing technology-

based online learning to improve learning methods for the future. Then for further

researchers, it is hoped that they can continue research on the use of google classrooms. in

online learning using other indicators.

25

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28

A

P

P

E

N

D

I

X

29

QUESTIONNAIRE

Students

• Regarding student interests, the E-Learning process as well as the

effectiveness of using Google classroom English Learning and the availability

of facilities and infrastructure.

• About the results of the evaluation.

No Questions SA A SD D

1 I know and understand what E-Learning is (Sayamengenaldanmengertiapaitu

ELearning)

2 I know and understand what Google classrooms

are(Sayamengenaldanmengertiapaitu Google clasroom).

3 The Goggle Classroom application is very flexible for students in utilizing

online learning media (Aplikasi Goggle Classroom

sangatfleksiblebagisiswadalammemanfaatkan media pembelajaran daring).

4 I like how bold learning is held using Google classroom at SMAN

5 Tebo(Sayasukadengandiselenggarakannyapembelajaran daring

denganmenggunakan Google classroom di SMAN 5 Tebo).

5 There is no difficulty in operating Google Classroom on an online learning

system. (Tidakadakesulitandalammengoprasikan Googleclasroompada system

pembelajaran daring) .

6 Google classroom is the right learning medium to be implemented at SMAN 5

Tebo(Googleclassromadalah media pemebelajaran yang tepatuntukditerapkan di

SMAN 5 Tebo).

7 The facilities at my house support access to E-Learning (Fasilitas di

rumahsayamenunjanguntukmengakses E-Learning).

8 Aplikasi google classroom memberikan saya manfaat dalam proses

pembelajaran.

9 With the application of google classroom, I can study and do assignments

wherever I am when I am connected to the internet (Denganditerapkanya google

classroom, sayadapatbelajardanmengeerjakantugasdimana pun

sayaberadaketikasayaterhubungdengan internet).

10 I am happy to be able to ask questions and answers from class teachers and

classmates (Sayasenangdapatsalingtanyajawabkepada guru

kelasdantemankelas).

11 The appearance of google classroom is very clear and easy to understand

(Tampilan google classroom sangatjelasdanmudahdipahami).

30

12 With google classroom it is easy to get material announcements and efficient

assignment submissions (Dengan google classroom

memudahmemperolehpengumumanmateridanpengumpulantugasmenjadiefisien).

13 By using google classroom ,I’m more active in the learning process

(Denganmenggunakan google classroom sayalebihaktifdalam

proses pembelajaran).

14 Google classroom is easy to access(Google classroom mudahdiakses).

15 Some teachers never use E-Learning in learning (Beberapa guru

tidakpernahmenggunakan E-Learning dalampembelajaran).

16 E-Learning learning is more fun than face-to-face learning (Pembelajaran

ELearning lebihmenyenangkandibandingkandenganpembelajarantatapmuka)

17 I open E-Learning only if there are assignments (Sayamembuka E-Learning

jikaadatugassaja).

18 I find it difficult to study with google classroom.

(Sayamerasakesulitanbelajardengan google classroom ).

19

In my opinion, collecting assignments in the form of files is difficult for students

(Menurutsayamengumpukantugasdalambentuk file adalahmempersulitsiswa).

20

I don't feel confident, if my assignment file is sent to the google classroom group

(Sayamerasatidakpercayadiri,jika file tugassayadikirimkegrup google

classroom).

21 I am not interested in the online learning system via google classroom.

(Sayatidaktertarikdengan system pembelajaran daring via google classroom).

31

32

Format questionnaire via google form.

Principal of SMA N 5 TEBO

33

Location of SMA N 5 TEBO

34

ISLAMIC MINISTRY RI

THE STATE ISLAMIC UNIVERSITY

SULTHAN THAHA SAIFUDDIN JAMBI



CONCULTATION CARD


Student’s ID :205172881


Title of Script : A Survey on Students’ Perceptions of The Use of Google Classroom in

Online Learning on English Lesson at SMA N 5 TEBO in Academic Year

2020/2021.

Advisor II : Hilma Suryani, M.Pd

No Day /Date Material Consultation Signature

1. 27 November

2020

Penyerahan surat

penunjukan dosen

pembimbing

2. 07 Desember

2020

Bimbingan Proposal

3. 08 Desember

2020

Perbaikan Proposal

4. 14 Desember

2020

ACC Proposal untuk

Diseminarkan

5. 08 januari 2020 Seminar Proposal

6.

28 Januari

sampai

Perbaikan Proposal Sesuai

Hasil Seminar

7. 29 januari 2021 ACC Riset

8. 30 maret 2021 Bimbingan Bab I, II, III,IV

dan V

9. 06 April 2021 Perbaikan Skripsi Lengkap

10. 03Mei 2021 ACC Skripsi

35

Jambi,Mei 2021

Pembimbing II

Hilma Suryani,M.Pd

NIP.198612262015032005

36

ISLAMIC MINISTRY RI

THE STATE ISLAMIC UNIVERSITY

SULTHAN THAHA SAIFUDDIN JAMBI



CONCULTATION CARD


Student’s ID :205172881


Title of Script : A Survey on Students’ Perceptions of The Use of Google Classroom

in Online Learning on English Lesson at SMA N 5 TEBO in Academic Year 2020/2021.

Advisor II : Dr,Hj,Dewi Hasanah,M.Ag

No Day /Date Material Consultation Signature

1. 08 September 2020 Penyerahan surat penunjukan dosen

pembimbing

2. 12 Oktober 2020 Bimbingan Proposal

3. 20 Oktober 2020 Perbaikan Proposal

4. 13 November 2020 ACC Proposal untuk Diseminarkan

5. 03 Desember 2020 Seminar Proposal

6. 20Januari sampai

03Februari 2021

Perbaikan Proposal Sesuai Hasil Seminar

7. 23 Februari 2021 ACC Riset

8. April 2021 Bimbingan Bab I, II, III,IV dan V

9. April 2021 Perbaikan Skripsi Lengkap

10. April 2021 ACC Skripsi

37

CURRICULUM VITAE

Personal Details:


Place/Date of Birth : Rimbo Bujang ,23 juli 1999

Address : JL. Jaya pura Rt 08 Desa Sumbersari

KEC. Rimbo ulu KAB. Tebo

Gender : Female

E-mail Address : [email protected]

Phone Number : 0822-8015-9152

Religion : Moslem

Education Background:

No Education Graduated Year Place

1. SDN 157 Rimbo Ulu 2011 TEBO

2. SMP N 11 Rimbo Ulu 2014 TEBO

3. SMA N 2 Rimbo Bujang 2017 TEBO

4. UIN Sulthan Thaha Saifuddin

Jambi 2021 Muaro Jambi

Documents

A SURVEY ON STUDENTS’ PERCEPTIONS OF THE USE OF …