THE USE OF PROCESS WRITING THROUGH GOOGLE …

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THE USE OF PROCESS WRITING THROUGH GOOGLE CLASSROOM TO

INCREASE STUDENTS WRITING ABILITY

(Pre-Experimental Research at The Eleventh Grade of SMAN 1 Barru)

A THESIS

Submitted to the faculty of training and education Muhammadiyah university of

Makassar in partial fulfilment of the requirement for the degree of education in

English department

MARLIKA

10535658515

ENGLISH EDUCATION DEPARTEMENT

TEACHER TRAINING AND EDUCATION FACULTY

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2020

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SURAT PERNYATAAN

Nama : MARLIKA

NIM : 10535 658515

Jurusan : Pendidikan Bahasa Inggris

Fakultas : Keguruan dan Ilmu Pendidikan

Judul Skripsi : The Use Of Process Writing Through Google Classroom To

Increase Students Writing Ability In Barru

Skripsi yang saya ajukan di depan tim penguji adalah asli hasil karya sendiri,

bukan hasil jiplakan atau dibuatkan oleh orang lain.

Demikian pernyataan ini saya buat dengan sebenarnya dan saya bersedia

menerima sanksi apabila pernyataan ini tidak benar.

Makassar, Desember 2019

Yang Membuat Pernyataan

MARLIKA

10535 6585 15

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SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini:

Nama : MARLIKA

NIM : 10535 6585 15

Jurusan : Pendidikan Bahasa Inggris

Fakultas : Keguruan dan Ilmu Pendidikan

Judul Skripsi : The Use Of Process Writing Through Google Classroom To

Increase Students Writing Ability In Barru

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai selesainya skripsi ini, saya yang

menyusunnya sendiri (tidak dibuatkan oleh siapapun).

2. Dalam penyusunan skripsi ini yang selalu melakukan konsultasi dengan

pembimbingan yang telah ditetapkan oleh pimpinan fakultas.

3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan skripsi saya.

4. Apabila saya melanggar perjanjian saya seperti butir 1, 2 dan 3 maka saya

bersedia menerima sanksi sesuai aturan yang ada.

Demikian perjanjian ini saya buat dengan penuh kesadaran


Yang Membuat Perjanjian

MARLIKA

10535 6585 15

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MOTTO AND DEDICATION

Learn From the Past, Life for Today and Plan

for Tomorrow Kupersembahkan karya sederhana ini sebagai bukti

kecintaanku pada kedua orangtuaku tercinta, Ayahku

Kardima and ibuku Marlika serta saudara saudaraku Martati

dan Haeruddin. Beserta teman, sahabat, kerabat atas semua

dukungannya, perhatian, bantuannya dan doa tulus serta

support. Dan terimah kasih kepada teman saya Fira La Husen,

Rehmawati,Novita Eka Safitri, Lasmini, Nurul Indah

Ramadani, A.Sarifah Nur Rahmi, Marwiyati Ulfa, Sulfiana,

Dirgahayu, Fauisiatul Iffa dan teman-teman saya dari Lkim-

Pena yang selalu tulus membantu saya dan mensupport selama

soya proposal hingga selesainya skripsi ini terima kasih.

Semoga Allah membalas kebaikan kalian semua.

Aamiin Yaa Rabbal Alamiin

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ABSTRACT

Marlika 2019. The Use of Process Writing Through Google Classroom to Increase

Students Writing Ability (Pre-Experimental Research Senior High School 1 Barru).

Thesis of English Depertament the Faculty of Trining and Education.

Muhammadiyah University of Makassar Supervised by Sulfasyah and Asri Jumiaty.

This Research aimed to find out wheater or not the use of process writing through

Google Classroom to Increase Students Writing Ability Senior High School 1 Barru

Second academic year.

The Research applied a Pre-experimental Method, with one group Pre-test and Post-

test design which consisted of six meeting include the treatments. The sample was

taking by random sampling technique and the total of number of sample was 30

students in class in XI Science 1. The data was obtained by using writing text through

Google classroom.

The findings of research was the mean score of the students developments to their

writing was 71,9 pre-test and 83,5 post-test. The students development their writing is

16,4%. It was supported by the value of t-test that is bigger than the value of t-table

(-16.454>2.045). Therefore, the alternative was accepted and null hypothesis was

rejected.

Based on the result analysis, the researcher concludes that using process writing

through Google classroom was enhance students‟ writing to eleventh grade science 1

of senior high school 1 Barru it implies that the process writing through Google

Classroom is affective to Improve the Students‟ writing ability.

Keywords: Descriptive text, English Learning, Google Classroom, Pre-Experimental

research,writing

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ABSTRAK

Marlika,2019. Penggunaan Proses Writing melalui Google Classroom untuk

meningkatkan kebiasaan menulis siswa sekolah menengah atas 1 Barru (penelitian

pre-experimental). Skripsi jurusan pendidikan bahasa inggris fakultas keguruan dan

ilmu pendidikan, universitas muhammadiyah Makassar. Dibimbing oleh Sulfasyah

dan Andi Asri Jumiaty.

Penelitian ini bertujuan untuk mengetahui apakah penerapan proses writing melalui

google classroom meningkatkan kebiasaan menulis siswa atau tidak dalam bahasa

inggris menggunakan google classroom.

Penelitian ini menggunakan metode pre-experimental, dengan satu kelompok pre-test

dan post-test yang terdiri dari 6 pertemuan termasuk dengan perlakuan. Sampel

diambil dengan teknik cluster sampling dan jumlah sampel 30 siswa di kelas 11 ipa 1.

Data diperoleh dengan menggunakan test menulis melalui google classroom.

Temuan penelitian adalah skor rata-rata perkembangan siswa untuk menulis mereka

adalah 71,9 pada pra-test dan menjadi 83,5 pada post-test. Siswa mengembangkan

menulis mereka adalah 16,4%. Hal ini didukung oleh nilai t-test yang lebih besar dari

nilai t-table (16.454>2.045). oleh karena itu altenatif diterima dan hypothesis null

ditolak.

Berdasarkan analisis hasil, peneliti menyimpulkan bahwa menggunakan metode

process writing melalui google classroom efektif untuk meningkatkan kebiasaan

menulis siswa.

Kata kunci : Belajar bahasa inggris, Descriptive text, Google classroom, Menulis,

Penelitian pre-eksperimental

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ACKNOWLEDMENT

Alhamdulillahi Robbil Alamin, the researcher expresses her sincere gratitude to the

almighty God, Allah SWT, who has given guidance, mercy, and healthy, so she could

finish writing this thesis with title The Use Of Process Writing Through Google

Classroom To Increase Writing Ability Student High School 1 Barru salam and

shalawat are addressed to the beloved messenger, the Prophet Muhammad SAW

peace upon him.

The researcher would like to express deepest prost profound and gratitude to

my parents, and all family for their prayer, motivation, financial, sacrificed, and

support. The researcher would like to convey her high appreciation and sincere thanks

to Sufasyah, M.A., Ph.D and Andi Asri Jumiaty, S.Pd., M.Pd for their invaluable

clear perspective, professional expertise, and motivation along for finishing this This.

The researcher realized that many people had given their helps and useful

suggestion for the finishing of this thesis. Without the assistance of them, this thesis

would never have existed. Therefore, the writer would like to express appreciation

and sincere and deepest thanks to all of them as follows:

1. Dr. H. Abd. Rahman Rahim, S.E., M.M, the Rector of Makassar Muhammadiyah

University.

2. Erwin Akib, M.Pd., Ph.D., the dean of Teacher Training and Education Faculty.

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3. Ummi Khaerati Syam, S., Pd., M.Pd., the Head of English Education Department

of FKIP UNISMUH Makassar.

4. Healthful thanks to all lectures of the English Department for their guidance during

her study

5. All thanks to my beloved friends in LKIM-PENA for all help, kind, and support

during study.

6.. All thanks to my beloved classmate, The Jungle class for all help, kind, and

support during study. You all cheerful friends.

7. For all who given their help in writing this thesis that the researcher Could not

mentioned one by one, may Allah almighty bless us now and forever.


The researcher

Marlika

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TABLE OF CONTENT

TITLE PAGE ............................................................................................................... i

APPROVAL SHEET .................................................................................................. ii

COUNSELLING SHEET .......................................................................................... iii

TABLE OF CONTENS .............................................................................................. v

LIST OF TABLES ..................................................................................................... vi

TABLE OF FIGURE ................................................................................................ vii

LIST OF APPENDIX .............................................................................................. viii

CHAPTER 1 INTRODUCTION

A. Background .......................................................................................................... 1

B. Problem Statement ............................................................................................... 3

C. Objective of Research .......................................................................................... 4

D. Significant of Research ........................................................................................ 4

E. Scope of the Study ............................................................................................... 4

CHAPTER II RIVIEW OF RELATED LITERATURE

A. Previous Related Research Findings ................................................................... 6

B. Vocabulary ........................................................................................................... 8

C. Media ................................................................................................................. 14

D. Kahoot ............................................................................................................... 11

E. Conceptual Framework ...................................................................................... 27

F. Hypothesis .......................................................................................................... 28

CHAPTER III METHODOLOGY

A. Research Design ................................................................................................ 29

B. Population and Sample ...................................................................................... 30

C. Variables and Indicators .................................................................................... 30

D. Research Instrument .......................................................................................... 31

E. Procedure of Data Collection ............................................................................. 31

F. Technique of Data Analysis ............................................................................... 32

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CHAPTER IV FINDING AND DISSCUSSION

A. Finding ............................................................................................................... 35

B. Discussion .......................................................................................................... 39

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ......................................................................................................... 42

B. Suggestion .......................................................................................................... 42

BIBLIOGRAPHY ..................................................................................................... 47

APPENDICES ........................................................................................................... 49

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LIST OF FIGURE

Figure 2.1 Google account login ................................................................................. 17

Figure 2.2 sig in Google account and password ......................................................... 17

Figure 2.3 join class .................................................................................................... 17

Figure 2.4 dashboard menu ......................................................................................... 18

Figure 2.5 menu for task ............................................................................................. 18

Figure 2.6 upload task ................................................................................................. 18

Figure 2.7 button select ............................................................................................... 19

Figure 2.8 conceptual framework ............................................................................... 27

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LIST OF TABLE

Table 3.1 research design ........................................................................................... 29

Table 3.2 score of the students‟ ................................................................................. 33

Table 3.3 Hypothesis testing ...................................................................................... 43

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CHAPTER I

INTRODUCTION

A. Background of the Research

English is learned everywhere because people have found out that

knowledge of English is a passport for better career, better pay, advanced

knowledge, and for communication with the entire world. English is also learned

for the literature it possesses, and for the variety and rich experience it provides

because English is important. Considering the importance of English, Indonesian

government has chosen English as the first foreign language and fundamental

subject in our educational system. English is taught as one of the main compulsory

subjects in junior and senior high school.

In the education system in Indonesia, English is included in the curriculum

for elementary schools, junior high schools, high schools, vocational high schools

or universities. Based on the Competency Curriculum, learning English teaching

has the aim of developing four language skills: listening, speaking, reading and

writing. Alexander LG in Batubara (2016) said that all of four basic language

skills are Listening, Speaking, Reading and Writing. In his book he also said that

the most important of all basic language skills are speaking and writing. "Speaking

and writing are the most important of these skills, since to some extent they

presuppose the other two".

In this study, the author focus more on writing skills because writing is one

of the language skills that must be taught in addition to other skills and writing is

considered a productive skill because it can aim to help students express their

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ideas in writing. Writing is use to show that students have mastered certain

grammar rules, rather than having good ideas about subject matter. In

in fact, correct spelling, grammar, and overall organization are the most important

evidence of second language proficiency.

Writing is the most difficult language skill. That requires complex thinking.

In the process of writing someone always involves thinking skills and creative

skills. Not only that, but also supported by the right rules. This is also considered

to be the most complicated language skill to learn, compared to other language

skills. Writing is a skill needed in written communication. Writing good is not

always easy and may be a challenge even for the best students. Mastering

vocabulary and tension is the key to getting good writing. We must choose the

right vocabulary to arrange words into sentences and develop them into

paragraphs. In addition, we also have to use compatible tense to express an event

in a certain time (Batubara, 2016).

Another cause students are lazy study English especially writing because

they don‟t concentrate in learning especially if the teacher does not maximize

using method and the method use also not very interesting in teaching but the

students prefer when the teacher using the method not compared and to know how

the improvement of students teachers have to use many methods.In this research

the researcher want to teach English use method Google classroom. Google

classroom is a platform for learning media specifically designed so that students

easily learn and follow the technological era so they are not bored in the process of

learning to teach the privileges of Google.

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Apps for Education which was released on August 12 2014 According to the

official website from Google, the Google Classroom application is free

productivity tools include e-mail, documents and storage. Classroom at design to

facilitate the teacher in saving time, managing class and improve communication

with students. Google classroom also media in learning that will help students in

the learning process so that student are not bored in the learning process because

students will study online but will still supervised by the teacher it‟s just that

teacher teach through Google classroom but when students don‟t understand the

material students will ask directly by the teacher and the teacher will explain in

detail and also through Google classroom students can do the task easily. With

Google classroom the researcher hope can improve English learning especially

writing for student because English is very important (Hegger & Jo, 2018).

According to Hardiyana in her research Google classroom can improve

student‟s learning because Google classroom can creating a learning atmosphere

that can stimulate the ability of student to explore their potential optimally with

creative, innovative, and fun. Juridical, based on UUD no 19 of 2005 concerning

the national education standard pasal 19 states that the learning process in

educational units is held interactively, inspirational, fun, challenging, motivating

students to actively participate, and providing sufficient space for initiatives,

creativity, and independence in accordance with the talents, interest, and physical,

and psychological development of students but Google classroom in writing

learning has never been the result of research so the researcher are interested in

doing research using Google classroom and based on the statement above the

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researcher can conclude that can improve student‟s writing because Google

Classroom can make students write description text is enjoy because they will

always be trained to write using Google classroom and they no longer need to

write in their notes that can make them feel bored, they while also learning to use

online media will make student more interested because one of problems of

students in indonesia is that they are lazy to write directly in their notebook so that

the because evidence of effective teaching can be found in the quality of work

produced by students. They are in the form of their thoughts at the level that

students are able to convey again through talks (presentations) and writings

(essays) of their disciplinary efforts to learn so as to produce authentic works. In

science or science lessons students design experiments, for example, make series.

The manufacturing steps until the results obtained from their experiment can be

photographed, videotaped, and written in the form of a description essay. Finally,

from what the gets from his learning outcomes, it is expected that he will continue

to benefit octopus, both for himself and others by collaborative efforts, both real

and learning and sharing online (Hnedri,2018).

Google Classroom also represent a fitur by Google. This Application

offer school activity like within lesson in class. This application can enrich us to

other applications which there are in smartphone. Do not deny again that in

sophisticated all generation now, individual pittance which do not understand to

regarding technology because the mentioned have come to “requirement of

fundamental" in this generation. This matter which make student feel to interest

proud at the same time in usage of application, because not all schools use

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application of Google Classroom as study media support by wearing contribution

of technology by Google. Previous, this application have been Use in West world

as supporter of study to progress of technology now. Google classroom as one of

English learning media aims to facilitate learning and improve performance.

Google classroom too as a learning resource that supports learning

including support systems, material, and learning environment. This application

can be an alternative as one source of learning English because every material that

will be presentence by student uploaded via Google classroom and the researcher

will the student can accept the teaching and learning process well besides that

researchers also want to create a fun and technology- based classroom atmosphere

and Google classroom one application that can be used by teachers also want to

introduce Google classroom to teachers who have not used and understand about

Google classroom.

Based on the problem the researcher interested to conduct research with

title “The Use of Process Writing through Google Classroom to Increase

Students Writing Ability”. Why the researcher choose Senior High School 1

Barru because in this school for English lessons in class XI using a computer to

study but only use to search for material, after students search for material

according to the instructions of the teacher and students do not understand, so the

teacher explains about the material besides it is about grammar and procedures for

writing as well this school is still lacking, so researchers are interested in

researching in this school using Google classroom so students can improve their

writing skills.

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B. Problem Statement

Related to the background above, problem statement is formulated the as

follows: Does the using of process writing method use Google classroom improve

student writing ability?

C. Objective of Research

Based on the problem statement above, the objective of the research is

formulated the as follows to find out the use of process writing approach use

Google classroom improve student writing ability.

D. Significant of research

1. Theoretical significant

Result of this study will become a reference what lecturer would be like in

the future, especially in pedagogical competence characteristics.

2. Practical significant

Improving quality learn English to student to be pleasing, and not boring

on so that knowledge they will increase and can be made as one of the trouble-

shooting alternative faced to utilize to improve the quality of study.

E. Scope of the study

The research focused in the directional, hence looked into that problems of

lifted research have to limit. Therefore, researcher limit research variable only

covering “result teach student, students activity during study process, and student

response to study about English learning especially descriptive text with Google

Classroom in Senior High School 1 Barru application in English learning for the

student and consist in assessment grammar from a study.

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CHAPTER II

RIVIEW OF RELATED LITERATURE

A. Previous Related Research Findings

Sabran & Sabara, 2019. The effectiveness of Google classroom in

learning media. This study is an evaluation study with a discrepancy model. The

evaluation of the discrepancy model is a program gap evaluation, seeing the

program gap that occurs between what is expected and the implementation of the

program (reality). The standard of implementation used in Google classroom

learning evaluation in this study is the quality standard for implementing e-

learning that has been developed by several universities. The study was

conducted in the department of electronic engineering education in multimedia

learning subjects. Samples were taken by purposive sampling method, that is,

from population and students who attended the lecture. The achievement of the

effectiveness of the implementation of Google classroom learning from each

variable is the learning planning component, the component of designing and

making the material, the component of learning delivery, and the evaluation

component of the implementation are all quite effective.

Google Classroom is one type of a learning system that is used to

facilitate teachers/lectures in making, distributing and classifying tasks

peerlessly. This research is to know the use of Google Classroom in the

Accounting major of the Accounting department in Universitas Islam Indonesia.

The aim of this research is to know the impact by the use of Google Classroom in

supporting learning in the accounting major. This research is represented by 314

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active students stood from 2014, 2015, 2016 and 2017 year students. The

method used in collecting data from the respondents are questionnaires which is

then analyzed using the SPSS 17 program. Results to this research shows that

there is no significant impact from the ease of use in Google Classroom and

student‟s expectation from Google Classroom in supporting learning in the

accounting major. Whereas there are significant impacts in performance of

Google Classroom and Social Influence in using Google Classroom in supporting

learning in the accounting major.

Misba 2017, the research to examine the effectiveness of the use of

Jeopardy Method in the teaching of writing descriptive text to the eight grade

student of Madrasah Tsanawiah Darul Istiqamah Makassar. The researcher

applied quasi-experimental design with non-equivalent control group design, and

the researcher suggest that Jeopardy Method in teaching was able to use in

teaching writing and the researcher concluded that the use of Jeopardy Method

was effective and interesting strategy in teaching writing especially in teaching

descriptive text.

Based on opinion above, it can be concluded that Study using media has a

positive effect for students and increases students‟ enthusiasm for learning,

except that that method they use is not based online, therefore researcher use

online-based media Google classroom. The researcher use Google classroom

because according to Hunam in Sabran &sabara (2019) that learning use e-

learning can be used as a tool on learning in vocational schools that have

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percentage of learning in school between theorist smaller percentage compared

with practice. E- Learning can improve understanding of material and expand

teaching material sources and increase learning activities and helps teachers to

make time efficient classroom learning and also can improve student learning

activities with media Google classroom. The researcher want to see a positive

effect on students‟ in English learning their motivation has increased or not using

Google classroom and my thesis also use internet in my treatment so that the

student study through hand phone or laptop and then student no longer need to

use notebooks in the assignments.

To start using Google Class Room we first enter the Google account and

then search for the Google product. After entering on our Google classroom

account, we face three main menus, namely stream / flow, classwork / activities

of students and people. Stream is a Google class facility that can be used to

make announcements, discuss ideas or see the flow of tasks, material, and

quizzes on topics taught by the teacher. Classwork can be used by the teacher to

make test questions, pretest, and quiz, upload material and hold reflections. In

the people menu the teacher can invite students to use the access code that is

already available on the people bar, while to invite other teachers as collaborators

is enough to invite the teacher through each email (Millatana,2018).

B. Some Patients Idea

1. English Learning

a. Definition

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According to Unal (2017), English is usually considered a foreign

language for Indonesian students because they use mother tongue more often

so that at the beginning learning English becomes Unyielding main obstacle

for them so they can learn English. And English has become the Lingua

franca language, and the center of attention is not only from many

researchers and scholars but also teachers and parents. Many European

countries, together with The Czech Republic, has the best language for

foreign language education in an effort improve the effectiveness of the

acquisition process. Therefore, it is also foreign pre-primary language

education has been introduced (Grossjen in Hrda 2017).

Teaching English has become one of the main concerns of the last

centuries. New methods and techniques have emerged with new

technologies and recent developments. Many institutions and schools are

pursuing the best methodology, curriculum and teaching Syllabus. There are

various studies on language program evaluation. English learning must

involve four factors, namely the teacher, language teaching, language

teaching methods, and subject matter. These four facts bi the most important

part of the effort to help and facilitate the process of learning the language

(Akbari, 2015).

English learning is one of important elements because that influence

international communication and the people do all of they want to learn

English often learn read, write and speak. English learning also unable to

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communicate fluently or learn effectively in English, and how to the people

speak and understand the language until their can duplicate for the other

(Amadi, 2018).

b. Benefit of English Learning

According to Tsebrota (2018) benefit of English learning follows:

1) Academic goals

English learning is indeed a compulsory lesson for all students

who are not even majoring in English.

2) Career development

Tempted by proficient people in English. These skills will be of

more value prospective jib applicants because they are considered more

competitive.

3) The opportunity to go abroad

For student, continuing study abroad is very prestigious, however

pass the TOEFL.

Based on the statement, English learning is very important because

English is the international language and effectively in English, and how

to the people speak and understand the language until their can duplicate

for the other. English learning also involve four factors, namely the

teacher, language teaching, language teaching methods, and subject

matter.

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2. Media

a. Definition

Definition of Media s from Latin s which is The word middle

meaning, intermediary or introduction the message from the recipient of the

message Gerlach & Ely in Arsyad (2017) says that the understood to be

human, material, when it builds conditions that make students gain

knowledge, skills, or understanding, teachers, textbooks, and school

Environments adopt the media more specifically, the notion of media in

teaching and learning processes tends to be interpreted as tools to

photograms want electronics to capture, process, and reconstruct visual or

verbal information.

According to Meril in Amiruddin (2016), teach designer the most

important purpose of this discussion is to identify the learning condition

variables which have the main influence on the three method variables that

are described above. On this classify the learning conditions variable into 3

(three) groups, namely 1 Objectives and characteristics of the field of study 2

Obstacles and characteristics of the study field 3 Characteristics of the

learning 1. Learning Objectives Learning objectives are statements about

what learning outcomes it is hoped that the aim bus will be very general,

special signal or anywhere continuous special 2. Constraints and

Characteristics of the Field of Study Characteristics of the field of study are

aspects of a field of study which can provide a very useful foundation in

describing learning strategies. Constraints are the limitations of resources,

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such as time, media, personnel, and money. 3. Characteristics of Students

Characteristics of students are aspects or qualities of individual students such

as the talent, motivation, and learning that they have.

b. The aims to media

According to Amiruddin (2016) aims to media follows:

1) Simplify the teaching-learning process.

2) Improve the efficiency of teaching and learning

3) Maintain relevance to learning goals

4) Help concentration of student

Based on the opinion, media is the tool for teach and with using

media can improve talent and motivation student in English learning and

improve the efficiency of teaching and learning. Media also make

students gain knowledge, skills, or understanding, teachers, textbooks,

and school environments.

3. Google classroom

a. Definition

Google classroom is a program for teachers to create digital

classrooms for students to communicate with their friends and peers (Hammi,

2017) this is an application th1at integrates e-mail and documents to connect

to storage Teachers can upload beer, videos, connect, support, and

assignments to view retrieval ads. Document files can be edited in class and

shared with friends to rely on collaboration. When students complete the

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assignment, they can send it by posting on the binding teacher board or on the

classroom program board Tusk can be accessed using the device in the any

place. Convenient for platforms both testers and modernist, Google allows

leaners to chat and discuss topics discussed in class, and teachers to facilitate

and utilize new posts. Different assistants can be found such as drivers and

users of PowerPoint presentation and documents.

Google classroom is a platform for learning media specifically

designed so that students easily learn and follow the technological era so they

are not bored in the process of learning to teach the privileges of Google Apps

for Education which was released on August 12 2014 According to the official

website from Google, the Google Classroom application is Free productivity

tools include e-mail, documents and storage. Classroom at design to facilitate

the teacher in saving time, managing class and improve communication with

students (Sunarman, 2018)

Google classroom can make it easier for students and instructors to

interact with each other connected inside and outside the school This is the

first time that you have a Casual Cession Processing, the app will ask you to

assign a player or student role to your account to correctly correct the cachet

role, otherwise your account will be set as student. You will be able to manage

to or manage dashes unless your teacher is in Google Classroom that they can

change your questions with a test lecher (Lynch, 2018).

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b. Benefit to Use Google Classroom

Google classroom benefits, Teachers can add students directly or share

code with the class to join. It only takes a few minutes to prepare it. Simple and

paperless task flow allows the instructor to make, examine, and assess

assignments quickly, in one place. Students can see all their tasks at task page,

and all class material is automatically saved to in a folder on Google Drive.

Google Classroom allows instructor to send announcements and start

discussions directly. Students can share resources with each other or provide

answers to questions in the stream. Like Google services Other Apps for

Education (Lynch, 2018).

Based on the statements, Google classroom is one of media for teaching

and learning. With Google classroom can make a simple for teaching and

learning because the student can study with application. This is an application

that integrates e-mail and documents to connect to storage Teachers can upload

beer, videos, connect, support, and assignments to view retrieval ads and

Students can share resources with each other or provide answers to questions in

the stream.

c. Layout of Google Classroom

Layout of Google classroom as follow:

1) Display to open Class

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Figure 2.1 open class

Click the “open class to enter Google account login page

2) Sign in Google account

Figure 2.2 Google account

Sign in your Google account and your password

3) Join with Class

Figure 2.3 join with class

Register or join the class and click “join class (+)” enter the class code

from the teacher.

17

4) Dashboard Menu

Figure 2.4 dashboard menu

a) When you click there will be a class link, calendar link, task link

that needs to be complete, setting link.

b) Information about name of class, name of teacher, your lesson

c) Sign out from Google classroom, list your classmate, deadline task.

5) Menu for task

Figure 2.5 menu for task

For beginning task click button open on item title of task to be work

the task

6) Upload task

Figure 2.6 upload task

18

Figure 2.7 button select file

Click the “add” button then select “upload file. Choose one that will

be sent later, click the button open and upload file and wait until the file finish

to upload (Ginanjar, 2018).

4. Writing

a. Definition

Writing is one of four language skills which has important role in

conveying thoughts, ideas or opinions in written form, writing is the mental

work of inventing ideas, thinking about how to express and organize hem

into paragraphs that will be clear to the reader. The ideas and thoughts are

informed into paragraphs and have a meaning, so the readers can understand

the meaning of the content. In conclusion, writing is a process to put some

thoughts into words in a meaningful form that used to express the ideas

(Fatmawati, 2019).

Writing is the process or result of recording language in the form of

conventionalized visible marks or graphic signs on a surface. “Writing is

functional communication, making learners possible to create imagined

worlds of their own design.” It means that, through writing, learners can

19

express thought, feeling, ideas, experiences, etc. to convey a specific

purpose. The purpose of writing is to give some information (Batubara,

2016).

b. Types of Writing

There are four main types of writing: expository, descriptive, persuasive,

and narrative. Each of these writing styles is used for a specific purpose. A

single text may include more than one writing style.

1) Expository

Expository writing is one of the most common types of writing.

When an author writes in an expository style, all they are trying to do is

explain a concept, imparting information from themselves to a wider

audience. Expository writing does not include the author‟s opinions, but

focuses on accepted facts about a topic, including statistics or other

evidence.

2) Descriptive

Descriptive writing is often found in fiction, though it can make an

appearance in nonfiction as well (for example, memoirs, first-hand

accounts of events, or travel guides). When an author writes in a

descriptive style, they are painting a picture in words of a person, place,

or thing for their audience. The author might employ metaphor or other

literary devices in order to describe the author‟s impressions via their five

senses (what they hear, see, smell, taste, or touch). But the author is not

20

trying to convince the audience of anything or explain the scene merely

describe things as they are.

3) Persuasive

Persuasive writing is the main style of writing you will use in

academic papers. When an author writes in a persuasive style, they are

trying to convince the audience of a position or belief. Persuasive writing

contains the author‟s opinions and biases, as well as justifications and

reasons given by the author as evidence of the correctness of their

position. Any “argumentative” essay you write in school should be in the

persuasive style of writing.

4). Narrative

Narrative writing is used in almost every longer piece of writing,

whether fiction or nonfiction. When an author writes in a narrative style,

they are not just trying to impart information, they are trying to

construct and communicate a story, complete with characters, conflict,

and settings (Jeffrey, 2016).

c. The Concept of Writing

Five significant components in writing. There are content, organization,

vocabulary, language use and mechanic. The detail explanation are follows:

1) Content

The content of writing should be clear for the readers, so that the

readers can understand the message convoyed and gain information from

it. In order to have a good contents writing, its contents should be well

21

unified and completed. This learn usually known as unity and

completeness, which become characteristic of good writing.

2) Organization

In organization of the writing, the writer focuses on how arrange and

organized the ideas chronologically. The also should present their ideas

based on the order which flow from the beginning to the end. There are

many ways used to organized or arrange the writing. This organization is

mainly recognized as order.

3) Vocabulary

Vocabulary is one of the language aspect dealing with the process of

writing study. In the process of writing, the writer always think about

putting words into sentences and then putting sentences into paragraph

until they can create a piece of writing. So, mastering word choice can

help us to develop or writing.

4) Language Use

Language use in writing involves correct usage of the rules of

language or grammar. It focus on verbs, noun, and agreement. Specific

nouns and strong verbs give a reader a mental image to description. This

specific noun can be characterized by using modifier of adjective,

adverbs, and for errors in the use of verb and mistake in arrangement.

5) Mechanics

22

Mechanics in writing deal with capitalization, punctuation and

spelling appropriately. This aspect is very important since it leads reader

to understand to recognize immediately what the writer means to express

definitely. The use of favorable mechanics in writing will make readers

easy to understanding the conveying ideas other message stated in the

writing. Mechanics concerns with the ability to use correctly words to the

written language such as using of capitalization, punctuation, spelling

(Heaton in sari, 2019).

d. Process of Writing

1) Pre-writing

This stage can be said as generative activities that lead a first

draft. This stage can stimulate students” idea for getting started. Pre-

writing activities can lead students in generating indefinite idea and

collected information for writing. in this stage, the students”

motivation will increase if they are provided with a variety of means

for gathering information.

2) Drafting

In drafting stage, some ideas are gathered. After gathering the

ideas, the student scrawl down ideas that they have got in the previous

stage. In this stage, the student do not need to secure about the

grammar of their writing. They are just motivated in gathering the

ideas into the draft. They just need to scrawl down their ideas. It will

be a rough draft of their writing.

23

3) Revising

This stage can be said a rethinking stage. The students will rethink

about the rough draft that has been written in the first draft, whiter

there are some ideas to be omitted or not. Then the students are also

able to add the ideas if it is necessary. In this stage the student can

check the content, vocabulary, grammar, and so on.

4) Editing

Editing is considered to be the final step of revising, with special

attention to implement all those three stages. The writers have to think

about all of the parts of their writing in order to achieve a good writing

( gebharrd in sari, 2019).

e. The Steps of Process Writing Through Google Classroom

1. Students do pre-writing by writing concepts according to the topic given

by teacher

2. Students do outlining or plans that will be summarized in descriptive

writing

3. Students do drafting or compile descriptive text to start from the

beginning of writing

4. Students do revising this stage in the writing process where the writer

reviews, changes, and changes what has been written in the draft.

24

5. Students do the writing process where the writer can improve his writing

and be prepared to do the publication.

6. Students do publishing where students upload their writings in the

Google class room.

Based on the paragraph the writer can conclusion, writing is the mental

of work and the writer can pour everything their thinks through with write.

Writing is functional communication, making learners possible to create

imagined worlds of their own design.” It means that, through writing, learners

can express thought, feeling, ideas, and experiences. The purpose of writing is

give information to readers so that the readers can understand about what they

read.

5. Descriptive Paragraph

a. Descriptive Text Definition

Descriptive text is part of the factual genre. The social function is for

describe a certain person, place or thing. Descriptions in writing are the

process of creating visual images and sensory impressions through words.

More often, descriptions are part of other writings and are used for that tell

the audience about how something or someone looks or does persuade the

audience to see things from the author's perspective. Descriptions create

sense impressions by translating into words, taste, sound, taste, smell, and

appearance of objects. Emotion maybe also illustrates, feelings such as

happiness, fear, loneliness, gloom, and joy. Description helps the reader,

25

through his imagination, to visualize a scene or someone, or to understand

sensations or emotions (alawi, 2011).

Buscemi in sadana (2017) states that the description is the type of

writing used present a person's verbal portrait, or object. This article is

used when the author wants to provide detailed information and make clear

writing. In other words, used to develop an image of "what looks like"

seems an interpretation the author will color the results of writing. That's

because the author doesn't only provide the information itself, but also

create the image of a particular object.

b. Generic Structure of Descriptive Paragraph.

Bima in Sadana (2017) states that descriptive text has the following

structure:

1) Identification; identify the phenomenon to be explained.

2) Description; describe phenomena in parts, quality, or / and characteristics.

c. Language Features:

1) Use attributive processes and identification.

2) Using adjective adjectives.

3) Using a simple present tense (sadana, 2017)

d. Types of Description Text

Most writing contains description language:

1) Descriptions of a person, place or thing contain sensory details that bring

to life actual people, place and things.

26

2) Observation describe an event the writer has witnessed. Often, the event

takes places over an extended period of time.

3) Travel Brochures contain factual information as well as persuasive

language to encourage tourism.

4) Character sketches describe fictional character-their appearances,

personalities, hopes and dreams (Susanti, 2017).

e. The assessment of Descriptive Paragraph

The goal of classroom assessment is to enhance student learning result.

Instructors use variety of method in the classroom to get feedback about

student‟s learning in terms. There are nine categories of writing descriptive

text assessment taken from Collage Academic Writing: A Genre-Based

Perspective book. Each category is rated on five point scale. The highest

score possibly acquired is 100 if a student gets the highest point in each

category (Susanti, 2017).

Based on the opinion above, the writer can conclude descriptive

paragraph is the process of creating visual images and sensory impressions

through words and how to the writer explain about something base the

characteristic and base what they look. Example about sensory experience

something looks, sounds, feels. Mostly, it's about visual experience, but

Descriptions also relate to other types of perceptions.

C. Conceptual Framework

Anom ,et.al (2018) Framework based on existing theory in the field of inquiry

related and / or reflecting the hypothesis of a study. This is the blueprint often

27

'borrowed' by researchers to build their own homes or research investigation. It

serves as the foundation on which research is based built. Compared the role of

theoretical framework with the map or travel plans.

Figure 2.1 Conceptual Framework

This research focused on writing skill especially descriptive text. The researcher

use Google classroom for the student make paragraph descriptive and the researcher

control the student in Google classroom, the are many aspect that could be observed

to get student understanding and the researcher can saw use Google classroom in

writing skill effective or not effective, but the researcher took two aspect is write

paragraph about descriptive and general understanding about descriptive.

Pre-test

Post- test

Descriptive text Write paragraph

about descriptive

Treatment

(Teaching using by

Google Classroom)

28

D. Hypothesis

Based on the above theory can be arranged hypothesis as follows:

H1: There is an effect of using the Google classroom learning model on the

Subject‟s learning outcomes English learning

H0: There is no effect of using Google classroom in learning model on the

subject's learning outcomes in English learning

29

CHAPTER III

METHODOLOGY

A. Research Design

Type of research used experimental. This experimental research can be

interpreted as a method of research used to found the effect of certain treatment

against others in controlled conditions. In this research used pre- experimental

design that was pretest-Posttest, it consist of single class, the researcher gave

pre-test, a treatment and post test.

The pre- experimental researchdesign as follows:

Table Research Design

T1 X T2

(GAY,2012)

B. Population and Sample

1. Population

Population is a generalization region consisted of objects or subjects that

have certain qualities and characteristics set by the researchers to be studied

Where :

T1 : the pre-tes

T2 : the post tes

X : treatment

30

and then drawn conclusions. In this research used the population all students

of second year senior high school 1 Barru in academic 2019/2020. It is

divided in to the XI Science class which consist of 6 classes and the students

from all classes of 180 students.

2. Sample

The sample was part of the number and characteristics possessed by that

population. When large populations, researchers are not likely to study

everything in the population due to time constraints and so researchers take

samples from that population. In this research used cluster sampling. Cluster

sampling was the object to be examined used extensive data and the

determination of data through two stages, namely the stage of determining the

grade level and the second determination of the class will be examine which

provides data based on problem statement in the researcher. The sample in

this research was all student class XI science 1 consist 30 student 19 female

and 11 male. Why the researcher choose this class because this class a lot of

student really like English and they always want to improve their English

skill. All of the class good but the researcher just choose class XI science 1

and this class will gave treatment through Google classroom.

C. Variables and Indicators

1. Variables

In this study there are two variables, namely the independent variable

and the dependent variable.

31

a. Independent Variable

The independent variable in this research was Google classroom

teaching model.

b. Dependent variable

The dependent variable in this study was the students‟ writing skill

2. Indicators

The indicator of writing skill focused on paragraph descriptive and

general understanding in descriptive text.

D. Research instrument

1. Test

The instruments of this Writing test. The researcher gave the student test

about descriptive text and the students make text paragraph descriptive with

method process writing after that the students upload the text in Google

classroom, weather the student understand what they have make descriptive test

or not. The researcher applied writing test by using Google classroom technique

in pre-test and post-test segment. The pre-test use to find out the student‟ prior

level writing skill, while the post-test was design to find out the increase

writing skill student and significance of treatment by process writing through

Google classroom.

E. Procedure of Data Collection

1. Pre- Test

The writer gave the test a pretest to measure prior knowledge on the

student before gave treatment and to knew the problems that the students

32

have. After that the researcher are going to explain about Google classroom

and how to used Google classroom

2. Treatment

After doing pre-test. The students are given treatment by used Google

classroom Application. It took seven meeting in treatment and spent 2 hours

in each meetings. In each meeting the researcher gave different topic.

In each meetings, the researcher using some procedure as follows:

1. The researcher tell to student for open Google classroom

2. The researcher explain about Google classroom and explain about

Descriptive text.

3. The researcher gave student task about Descriptive text

4. The student made descriptive text

5. After that student upload their task in Google classroom

6. The last researcher checks the assignments of students and

compering students‟ learning interests trough the result that they

can used Google classroom and manually.

Base on the explanation procedure of used Google classroom above

the researcher conclude that the step in use Google classroom in learning

process are submit task and student can finished their task in all places. The

procedure of use Google Classroom is simple.

3. Post-test

33

After gave treatment, the researcher gave post-test, the content of the

posttest is similar as pre-test. The aim of post-test is to find out the result of

the treatment.

F. Technique of Data Analysis

In the analysis the data, the data was collected through pre-test and post-test.

The researcher used the formula as follows:

1. Computing the frequency and the rule percentage of the students‟ pre test and

post test score:

Where:

P= Percentage

F= Frequency of wrong number

N = The total number of students

(Gay, 2012)

2. Classifying the score grammar of the students‟ using the following scale:

Table 3.1 Score of the students’

Score 91-100 Very good

Score 76-90 Good

Score 61-75 Fairly

Score 51-60 Poor

Score less than 50 Very poor

(Depdikbud in Inayah,2019)

34

3. To find the students‟ improvement the formula as follows:

Where:

% = the students‟ improving

X1 = the mean score of post-test

X2 = the mean score of pre-test

(Gay, 2012)

4. Finding out the significant difference between the score of the pre-test and

post-test by using the formula:

T =

Where:

=Mean Score

∑ = The Sum all of Score

= The total number of students

T = Test of significance

(Gay,2012)

35

5. The criteria for the hypothesis testing is as follows:

Table 3.3 Hypothesis Testing

Comparison Hypothesis

H0 H

t-test < t-table Accepted Rejected

The table above meant (1) the t-test value is smaller than t-table value,

the null hypothesis is accepted, while the alternative hypothesis is rejected, and

(2) the t-test value is equal to greater than t-table value, the null hypothesis is

rejected while the alternative is accepted.

36

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter presents research findings and discussion. Findings from

the study include a description of students' improvement in writing and

presentation of student progress or development with process writing through

Google classroom (pre-test and Post-test). And then, the discussion further

explains the explanation and interpretation of the findings

A. Findings

The findings research described the results of data analysis. The writing test

consists of pre-test and post-test. Pre-test gave to know about writing students

before presenting process writing method through the media or gave treatment,

and posttest gave to know the increase in students writing after gave treatment.

The improvement of writing skill knew from the result of the pre-test and post-test.

The researcher compered the result of pre-test and post-test, if the result of post-

test was higher than pre-test,it means the media is effective.

Table 4.1 frequency and percentage of the Classifying the score content of the

students’ using the following scale:

No Score Category

Pre-test Post-test

Frequency percentage Frequency percentage

1. Score 91-

100

Very good 0 0 3 10%

2. Score 76-90 Good 12 40% 21 70%

3. Score 61-75 Fairly 14 46.7% 6 20%

4. Score 51-60 Poor 4 13,3% 0 0

5. Score less

than 50

Very poor 0 0 0 0

30 100% 30 100%

37

The table 4.1 showed about, in the pre-test there were 12 students or 40%

classified into the good category, 14 students or 46, 7% classified the fairly category.

There were 4 students or 13, 3% classified poor category. Then, in the table above

also showed the result of post-test. There were 3 students or 10% classified very good

category, 21 students or 70% classified good category, and 6 students or 20%

classified fairly category. It means that the score content of the students of the post-

test were better than in the pre-test because the rate percentage of the post-test was

higher than the percentage of the pre-test.

Figure 4.1 successful and unsuccessful pre-test

The Figure 4.1 showed 30 students as sample in pre-test 14 students successful

and 16 students unsuccessful in pre-test. From pre-test there are still many students

who are unsuccessful compared to those who successful in writing

13

13.5

14

14.5

15

15.5

16

16.5

successful unsuccessful

Series 1Pre-test

Pre

-tes

t

38

Figure 4.2 improvement of student’s writing

The Figure 4.2 showed 30 students as sample in post-test 26 students successful

and 4 students unsuccessful in post-test. From the table showed an increase in student

score from pre-test to post-test in writing process.

Table 4.2 Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Pair 1 PRETEST 71.9667 30 8.05363 1.47038

POSTEST 83.5000 30 7.32850 1.33799

The table 4.2 showed 30 students as samples in the pre-test and post-test, then

the table also showed the mean score of students 'writing. The mean score of students'

writing about 71,9667 in the pre-test with a standard deviation of 8.05563 and

standard error 1.47038 and The post-test was 8.2 with a standard deviation of 7.32850

and a standard error of 1.33799 it is provided by the students‟ mean score of pre-test

and post-test where the score is higher and significant improvement the mean score of

pre- test after gave treatment.

0

5

10

15

20

25

30

successful unsuccessful

Series 1 Post-Test

Post

-tes

t

39

Figure 4.2 the improvement of the students writing

The figure 4.2 above showed the improvement of students‟ score from pretest to

posttest. The score got after assessed the students' writing tests after treatment was

given. Mean score were significantly improve from 7.9667 in the pre-test to 8.5000 in

post-test. It was proven to use process writing through Google classroom as media in

teaching writing with an increase of 16,4%.

2. Hypothesis Testing

Table 4.3 The T-test of the Students’ Improvement

Component t-Test t-Table Descriptive

Writing (content) 16.454 2.045 Significant

0

2

4

6

8

10

12

14

16

18

students pretest students post-test the students'improvement

Improvement of the students‟ writing Im

pro

vem

ent

of

the

studen

ts‟

wri

ting

40

The table 4.3 above showed the t-test value is higher than t-table value. The

table showed result of 16.454>2.045.it means that there was improvement in the

student‟s writing ability before and after given treatment used process writing

through Google classroom of the eleventh grade students at SMAN 1 Barru.

Based on the elaboration above, it could be concluded that the null

hypothesis (H0) was rejected whereas the alternative hypothesis was accepted

before and after used process writing of the seventh grade students at SMAN 1

Barru.

B. Discussion

1. Process writing method use Google classroom improve student skill in

writing at SMAN Barru

Meanwhile the results of this study indicate that students are writing

students in eleventh grade of SMAN 1 Barru in the academic field 2019/2020 has

improved. Based on the results applied to Google Classroom because teaching

media is better than before gave treatment to students. Before provided treatment

were 12 students classified into the good category, 14 students classified the

fairly category. There were 4 students classified poor category from 30 students.

There were 3 students classified very good category, 21 student‟s classified good

category, and 6 students classified fairly category. This research use Google

classroom success to improve student writing because the Google classroom used

in learning is interested and all that students want to use Google classroom in

teaching and learning. They become enthusiastic about their studies and make

them serious to write descriptive text. The Google classroom was fun, made the

41

students mood in learning English and their attention to the teacher's

explanations and instructions in Google classroom. They are actively involved in

the learning process, ask questions, and make comments about descriptive text in

Google classroom. That means presence the Google classroom can improve

students' writing ability to focused and concentrate lesson. This is because of

simplicity, easily to use Google classroom and Google classroom can use in

everywhere, and easy to apply in teaching. This can be seen from the increase in

student scores.

In this part, the discussion was cover about the interpretation of the

research findings derived from the result of the student‟s writing the previous

research shows by Sabran & Sabara (2019) found that the effectiveness of

Google classroom in learning media. From this study was an evaluation study

with a discrepancy model. The achievement of the effectiveness of the

implementation of Google classroom learning from each variable was the

learning planning component, the component of designing and making the

material, the component of learning delivery, and the evaluation component of

the implementation are all quite effective. Then in this study, based on the results

of student answers before and after being treated, the researcher used Google

classroom in teaching writing concluded that students lack in writing and

difficult to write, it's because they don't pay attention to lessons.

After the researchers gave treatment used process writing through media

(Google Classroom) they become more focused, get motivation and start trying

to write with Google Classroom Then, Misba 2017, the research to examine the

42

effectiveness of the use of Jeopardy Method in the teaching of writing descriptive

text to the eight grade student of Madrasah Tsanawiah Darul Istiqamah

Makassar. The researcher applied quasi-experimental design with non-equivalent

control group design, and the researcher suggest that Jeopardy Method in

teaching was able to use in teaching writing and the researcher concluded that the

use of Jeopardy Method was effective and interesting strategy in teaching writing

especially in teaching descriptive text and also change the classroom situation

into more conducive to teaching and learning.

Meanwhile the results of this study indicate that students are writing

students in eleventh grade of SMAN 1 Barru in the academic field 2019/2020 has

improved. Based on the results applied to Google Classroom because teaching

media is better than before gave treatment to students. Before provided treatment

were 12 students classified into the good category, 14 students classified the

fairly category. There were 4 students classified poor category from 30 students.

There were 3 students classified very good category, 21 student‟s classified good

category, and 6 students classified fairly category. This research use Google

classroom success to improve student writing because the Google classroom used

in learning is interested and all that students want to use Google classroom in

teaching and learning. They become enthusiastic about their studies and make

them serious to write descriptive text. The Google classroom was fun, made the

students mood in learning English and their attention to the teacher's

explanations and instructions in Google classroom. They are actively involved in

the learning process, ask questions, and make comments about descriptive text in

43

Google classroom. That means presence the Google classroom can improve

students' writing ability to focused and concentrate lesson. This is because of

simplicity, easily to use Google classroom and Google classroom can use in

everywhere, and easy to apply in teaching. This can be seen from the increase in

student scores.

The relation of this research with the previous study that this research

used Google classroom in learning media and researchers take reference from

previous study to be used as a reference and the result of the study both show that

using media in the teaching-learning process is effective and can improve

students‟ ability to learn.

44

BAB V

CONCLUSION AND SUGESTION

A. Conclusion

Based on the findings and discussion, it can concluded This research use

process writing through Google classroom success to improve student writing

because the Google classroom used in learning is interested and all that

students want to use Google classroom in teaching and learning. They become

enthusiastic about their studies and make them serious to write descriptive text.

The students become enthusiastic about their studies and made them serious to

write descriptive text. The Google classroom was fun, made the students mood

in learning English and their attention to the teacher's explanations and

instructions in Google classroom.

B. Sugestion

Based on the result of data analysis and conclusion, the researcher suggested

as follow:

1. For the teacher of Senior high school 1 Barru, it is Suggested used process

writing method through use Google classroom for students‟ enthusiasm to learn

writing especially descriptive text.

2. For next researcher used this thesis as an addition reference or further research

with different discussion

45

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Sunarman, SG.2018. Pengembangan Kelas Virtual Dengan Google Classroom dalam

Keterampilan Pemecahan Masalah (Problem Solving) Topik Vektor Pada

Siswa SMK Untuk Mendukung Pembelajaran.Yogyakarta: Universitas Sanata

Dharma.

Susanti,Indah.2017. Improving Students‟ Ability at Writing Descriptive Text By

Using The Learning Cell Learning Strategy at The First Year of Mts Yayasan

Islamiyah Medan. Medan: State Islamic University of North Sumatra Medan.

Tanggaro,Urip. A‟‟The Use of Instructional Media to Improve Students‟ Motivation

In Learning English,‟‟Dialekkita Journal,Vol 3 no 1 hal 100, March 2015.

Tsebrota.2018.ManfaatBelajar Bahasa Inggris.

https://www.kampunginggrispare.info. Access 11 Januari 2019

Unal,Sulaima. 2017. Evaluation of the English Language Teaching Curriculum.

https://www.researchgate.net. Access February 10, 2019.

https://www.openorogen.pressbooks.pub/

https://www.thetechedvocate.org/

https://www.thetechedvocate.org/

https://www.kampunginggrispare.info/

https://www.researchgate.net/

APPENDIX A

RencanaPelaksanaanPembelajaran

(RPP)

NamaSekolah : SMAN 1 Barru

Mata Pelajaran : BahasaInggris

Pertemuan ke : 1

AlokasiWaktu : 2x45 Menit

A.Kompotensi Inti

1. Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,

seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan,

kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta

menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai

dengan bakat dan minatnya untuk memecahkan masalah.

2. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait

dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan

mampu menggunakan metoda sesuai kaidah keilmuan

B. Kompotensi Dasar

. 1. Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks

deskriptif lisan dan tulis dengan memberi dan meminta informasi terkait tempat

wisata dan bangunan bersejarah terkenal, pendek dan sederhana, sesuai dengan

konteks penggunaannya

2. Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan

unsur kebahasaan teks deskriptif, lisan dan tulis, pendek dan sederhana terkait

tempat wisata dan bangunan bersejarah terkenal

3. Menyusun teks deskriptif lisan dan tulis, pendek dan sederhana, terkait tempat

wisata dan bangunan bersejarah terkenal, dengan memperhatikan fungsi sosial,

struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks

C. Indikator Pencapaian Kompotensi

IndikatorPencapaia

nKompotensi

NilaiBudayadanKarakterBangsa

Mengidetfikikasi

struktur dalam

sebuah cerita

deskriptif

Religius,Jujur,toleransi, disiplin,kerjakeras, mandiri,de

mokratis,rasa ingintahu,semangat kebangsaan,cinta

tanah air,menghargai prestasi, bersahabat, cinta damai,

gemar membaca,peduli lingkungan, peduli social,

tanggung jawab mandiri

D. Tujuan Pembeajaran

Siswa dapat mengidentifikasi struktur dalam cerita deskriptif

E. Materi Pokok

Find specific information from descriptive teks

Identify the structure f descriptive text

Read and understand descriptive text

The National Monument

The National Monument (or Monument Nasional) is a 132 meters

tower in the center of Merdeka Square, Central Jakarta. It symbolizes

the fight for Indonesia‟s independence. The monument consist of a

117,7 m obelisk on a 45 m square platform at a height of 17 m.

The towering monument symbolizes the philosophy of Lingga and

Yoni. Lingga resembles, rice pestle (alu) and Yoni resembles a

mortar rice (lesung), two important items in Indonesian agricultural

tradition.

The construction began in 1961 under the direction of President

Soekarno and the monument was opened to the public in 1975. It is

topped by a flame covered with gold foil. The monument and

museum is opened daily from 08.00 – 15.00 every day throughout

the week, except for the last Monday of the month the monument is

Identi

fication

D

E

S

C

R

I

P

T

I

O

N

closed.

F. Pembelajaran/Teknik

Strategi Pembelajaran : Cooperative learning

Strategi Pembelajaran

Tatap muka Terstruktur Mandiri

Siswa dapat

mengidentifikasi makna

kata dalam sebuah

cerita narasi, kejadian

dalam teks, cirri-ciri

dari benda,orang dan

tempat yang di

deskripsikan, langkah-

langkah retorika,

tujuan, komunikasi dari

teks yang dibaca

Siswa mampu menganalisa

makna kata dan kalimat

dalam teks komplikasi

dalam sebuah cerita narasi,

kejadian dalam teks, ciri-

ciri dari benda,orang dan

tempat yang

dideskripsikan, langkah-

langkah retorika, tujuan

komunikasi dari teks yang

dibaca,

Siswa mampu

mengerjakan dan mengerti

makna kata dalam teks

kompikasi dalam sebuah

cerita narasi,kejadian

dalam teks, ciri-ciri dari

benda,orang dan tempat

yang dideskripsikan,

langkah-langkah retorika,

tujuan komunikasi dari

teks yang dibaca

G.Langkah-langkah Kegiatan Pembelajaran

Kegiatan awal

(10*)

1. Mengucapkan salam dengan ramah kepada siswa

dengan penuh sopan santun

2. Mengecek kehadiran siswa

3. Mengaitkan komptensi yang akan dipeajari dengan

karakter

4. Menyampaikan materi yang akan dipeajari

Inti (60*) Eksplorasi

1. Memberikan stimulus berupa pemberian materi

mengenai ciri-ciri dari tempat/objek wisata yang

dideskripsikan serta tujuan komunikasi dari teks yang

dibaca

2. Peneliti menyuruh siswa membuka google classroom

3. Peneliti menjelaskan tentang Google Classroom dan

Descriptive text

4. Peneliti memberikan teks tentang descriptive text

Elaborasi

1. siswa melakukan pre-writing dengan membuat konsep

tulisan sesuai dengan topic yang diberikan

2. siswa melakukan outlining atau rencana yang akan di

rangkum dalam menulis descriptive

3. siswa melakukan drafting atau menyusun teks

descriptive untuk memulai dari awal tulisan

4. siswa melaukan revising tahap ini dalam proses

penulisan dimana penulis meninjau, mengubah, dan

mengubah apa yang telah ditulis dalam draft.

5. siswa melakukan proses writing dimana penulis dapat

meningkatkan tulisannya dan dipersiapkan untuk

melakukan publikasi.

6. siswa melakukan publishing dimana siswa

mengupload hasil tulisannya dalam google class

room.

Konfirmasi

5. Memberi konfirmasi terhadap apa yang dikerjakan

siswa

PENUTUP (10*) 1 Menanyakan kepada siswa kesulitan selama proses

belajar

2 Memberikan kesimpulan

3 Guru mengakhiri tatap muka

H. Sumber Bahan/Alat

1. Kamus

2. Hand phone/ laptop(Google Classroom).

I. Penilaian

1. Tugas individu

2. Tertulis

Barru, 2019

Mahasiswa

Marlika

NIM. 1053565815

RencanaPelaksanaanPembelajaran (RPP)



Pertemuan ke : 2


A.Kompotensi Inti










B. Kompotensi Dasar











C. IndikatorPencapaianKompotensi

IndikatorPencapaia

nKompotensi


Menggunakan

kalimat simple

present dalam

mendeskripsikan

orang,benda dan

tempat.


mokratis,rasa siingintahu,semangat kebangsaan,cinta




D. Tujuan Pembeajara

Siswa dapat menggunakan kalimat simple present tense dalam mendeskripsikan

tempat, benda dan orang

E. Materi Pokok

Using simple present

Pattern of simple present :

1. To Be (am, is are) + Noun/adj

2. S+ verb (es,s)

Taj Mahal

Taj Mahal is regarded as one of the eight wonders of the world. It was built by a

Muslim Emperor Shah Jahan in the memory of his dear wife at Agra.

Taj Mahal is a Mausoleum that houses the grave of queen Mumtaz Mahal.

The mausoleum is a part of a vast complex comprising of a main gateway, an

elaborate garden, a mosque (to the left), a guest house (to the right), and several

other palatial buildings. The Taj is at the farthest end of this complex, with the

river Jamuna behind it.

The Taj stands on a raised, square platform (186 x 186 feet) with its four

corners truncated, forming an unequal octagon. The architectural design uses the

interlocking arabesque concept, in which each element stands on its own and

perfectly integrates with the main structure. It uses the principles of self-

replicating geometry and symmetry of architectural elements. Its central dome is

fifty-eight feet in diameter and rises to a height of 213 feet. It is flanked by four

subsidiary domed chambers. The four graceful, slender minarets are 162.5 feet

each. The central domed chamber and four adjoining chambers include many

walls and panels of Islamic decoration.

Taj Mahal is built entirely of white marble. Its stunning architectural

beauty is beyond adequate description, particularly at dawn and sunset. The Taj

seems to glow in the light of the full moon. On a foggy morning, the visitors

experience the Taj as if suspended when viewed from across the Jamuna river.





Siswa dapat

mengidentifikasi makna

kata dalam teks

deskriptif dengan

menggunakan kalimat

simple present dalam

mendeskripsikan benda,

orang dan tempat


makna kata dan kalimat

dalam simple present

dalam mendeskripsikan

benda, orang dan tempat

Siswa mampu

mengerjakan dan

menggunakan simple

present dalam

mendeskripsikan benda,

orang dan tempat


Kegiatan awal

(10*)

1 Mengucapkan salam dengan ramah kepada siswa

dengan penuh sopan santun

2 Mengecek kehadiran siswa

3 Mengaitkan komptensi yang akan dipeajari dengan

karakter

4 Menyampaikan materi yang akan dipeajari



mengenai language use (grammar) yang digunakan

dalam menulis teks deskriptif

Elaborasi










5. Membuat sebuah teks descriptive tentang tempat,

orang dan benda menggunakan simple present tense






room.

Konfirmasi


siswa


belajar




1. Kamus

2. Hand phone/ laptop (Google classroom)

I. Penilaian

1. Tugas individu

2. Tertulis

Barru, 2019

Mahasiswa

Marlika

NIM.10535658515

Rencana Pelaksanaan Pembelajaran (RPP)



Pertemuan ke : 3

AlokasiWaktu : 2x45Menit

A.StandarKompotensi

A.Kompotensi Inti










B. KompotensiDasar











C. Indikator Pencapaian Kompotensi

IndikatorPencapaian

Kompotensi


Melakukan

monolog untuk

menyampaikan

sebuah deskripsi







Siswa dapat Melakukan monolog untuk menyampaikan sebuah deskripsi

E. Materi Pokok

Express gratitude

Perform a monologue of descriptive text

Preposition

Study the following explanation of reposition

1. At is used with times and also with place: at Nigeria falss, at midnight, at lunch at

jln. Hasanuddin

2. In is used with periods of time and also with places: in October, in 2005, in the

middle ages, in the united states, in Canada, in the park

3. On is used with dates and days and also with places : on Nigeria, on june, on

Monday, on the wall

4. Of is used with nouns and also with –ing forms: legs, of the table, glance of eye,

of making

5. For is used with a period of time : for one hour, for a weeks, for ages





Siswa dapat membuat

dan Melakukan

monolog untuk

menyampaikan sebuah

deskripsi


Melakukan monolog untuk

menyampaikan sebuah

deskripsi

Siswa mampu


monolog untuk

menyampaikan sebuah

deskripsi


Kegiatan awal

(10*)

1. Mengucapkan salam dengan ramah kepada siswa dengan

penuh sopan santun



karakter




mengenai preposition yang digunakan dalam sebuah

monolog teks deskripsi

Elaborasi










5. Siswa Membuat sebuah teks descriptive tentang

tempat, orang dan benda menggunakan preposition

dalam sebuah monolog teksdeskripsi






room.

Konfirmasi

2. Memberi konfirmasi terhadap apa yang dikerjakan siswa


belajar




1. Kamus


I. Penilaian

1. Tugas individu

2. Tertulis

Barru, 2019

Mahasiswa

Marlika

NIM.10535658515

RencanaPelaksanaanPembelajaran (RPP)



Pertemuan ke : 4


A.Kompotensi Inti










B. KompotensiDasar











C. IndikatorPencapaianKompotensi

IndikatorPencapaian NilaiBudayadanKarakterBangsa

Kompotensi

Menggunakan tata

bahasa, kosa kata,

tanda baca, ejaan,

dan tata tulis

dengan akurat







Siswa dapat Menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis

dengan akurat

E. Materi Pokok

Write a short description

Write description texts

Bira Beach

One of the beautiful and exotic beaches in Indonesia is Tanjung Bira Beach, located

in Bonto Bahari sub-District, Bulukumba District, South Sulawesi Province. The

beach area is quite clean with pretty good arrangement. Unlike the other white sand

beaches which usually have a slightly rough texture of sand, white sand on the beach

has a very soft texture like flour. Light blue seawater is also quite clear combined

with the captivating panorama. There are many tourists both foreign and domestic

visit this beach.

This coastal area is already managed quite well and divided into two sides of the

coast, the west and east side. However, most travelers prefer to enjoy the west coast

than the east side. There are many things you can do here, one of which is snorkeling

and diving while enjoying the underwater beauty in a few spots in this beach. One of

the best spots is around Liukang Loe Island, which is a small island located on the

west side of Tanjung Bira Beach.

To get to Liukang Loe Island, you can use a lot of rented boat on the beach. In

addition, there is also diving equipment rental place available on the beach. For those

of you who want to enjoy the beauty of this coastal region for a long time, there are

also several villas, bungalows and hotels that you can rent. Not only that, you can get

some eating houses and restaurants serving local specialties here





Siswa dapat

menggunakan tata

bahasa, kosa kata, tanda

baca, ejaan, dan tata

tulis dengan akurat


dan Menggunakan tata

bahasa, kosa kata, tanda

baca, ejaan, dan tata tulis

dengan akurat

Siswa mampu


Menggunakan tata bahasa,

kosa kata, tanda baca,

ejaan, dan tata tulis dengan

akurat


Kegiatan awal

(10*)

1. Mengucapkan salam dengan ramah kepada siswa dengan

penuh sopan santun



karakter



1. Memberikan stimulus berupa pemberian materi mengenai

Menggunakan tata bahasa, kosa kata, tanda baca, ejaan,

dan tata tulis dengan akurat

Elaborasi










5. Membuat sebuah teks descriptive tentang tempat,

orang dan benda menggunakan Menggunakan tata

bahasa, kosa kata, tanda baca, ejaan, dan tata tulis

dengan akurat






room.

Konfirmasi


siswa


belajar




1. Kamus


I. Penilaian

1. Tugas individu

2. Tertulis

Barru, 2019

Mahasiswa

Marlika

NIM.10535658515

APPENDIX B

PRE TEST

Name :

Class/No :

Grade :

Time Allotment : 1x 40 Minutes

Pre-test

Instructions

1. Choose one of your favorite tourism places

2. Write draft by answer the question below!

3. Make a descriptive text based on the draft that you have written?

4. Write at Least in Ten sentences!

Question

1. What is the name of the place?

2. Where is Located?

3. Is it an interesting place?

4. Please describe the picture at least in ten sentences or in 2 paragraph?

Name :

Class/No :

Grade :

Time Allotment : 1x 40 Minutes

Post-Test

Instruction

1. Choose one your favorite tourism places pictures!

2. Write drafts of the picture by answer the question below!

3. Make a Descriptive text based on the draft that you have written!

4. Write at least in ten sentences

Question

1. What is the name of the Places Where is it located?

2. Where is Located?

3. Is it an interesting place?

4. Please describe the picture at least in ten sentences or in 2 paragraph?

Meet Up 1

Work in Pair and share your ideas with your pair about the picture below.

And then write down whatever comes to your mind to produce a descriptive

paragraph by your own words.

Green Valley Malino

Meet Up 2

Make a descriptive paragraph by your own words. You can choose any topics

that you think interesting?

……………………………………………………………………………...

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

…………………………………………………………………………………………

………………………………………………………………………………………….

Meet Up 3

Instruction

1. Make a list your classmate Friend’s Character as Many as you know!

2. Make a descriptive paragraph, describe your classmate in one paragraph

according to your own word!

Meet Up 4

Instruction

Make a Descriptive Paragraph on your own words. Be imaginative and be

creative as Possible as you were working with your own ideas. Choose one of

the topics below:

1. Your Best friend

2. Your Embarrassing Moment

3. Your Birthday

4. Your Favorite Game

APPENDIX C

Students’ Row Score of Pre-test and post-test

Where:

P= Percentage

F= Frequency of wrong number

N = The total number of students

(Gay, 2012)

Pre-test Post-test

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

9. 9.

10. 10.

11. 11.

12. 12.

13. 13.

14. 14.

15. 15.

16. 16.

17. 17.

18. 18.

19. 19.

20. 20.

21. 21.

22. 22.

23. 23.

24. 24.

25. 25.

26. 26.

27. 27.

28. 28.

29. 29.

30. 30.

No. Respondents Pre-Test Post-Test

1. S-1 60 73

2. S-2 70 80

3. S-3 75 83

4. S-4 65 80

5. S-5 78 85

6. S-6 80 88

7. S-7 60 75

8. S-8 75 85

9. S-9 65 80

10. S-10 80 90

11. S-11 75 85

12. S-12 78 90

13. S-13 75 88

14. S-14 78 88

15. S-15 80 88

16. S-16 60 85

17. S-17 85 90

18. S-18 70 85

19. S-19 60 70

20. S-20 65 75

21. S-21 78 95

22. S-22 78 90

23. S-23 65 78

24. S-24 80 90

25. S-25 68 78

26. S-26 65 78

27. S-27 63 73

28 S-28 63 70

29. S-29 80 95

30. S30 85 95

Total 2159 2505

APPENDIX D

PRETEST

Frequency Percent Valid Percent

Cumulative

Percent

Valid 60.00 4 5.3 13.3 13.3

63.00 2 2.7 6.7 20.0

65.00 5 6.7 16.7 36.7

68.00 1 1.3 3.3 40.0

70.00 2 2.7 6.7 46.7

75.00 4 5.3 13.3 60.0

78.00 5 6.7 16.7 76.7

80.00 5 6.7 16.7 93.3

85.00 2 2.7 6.7 100.0

Total 30 40.0 100.0

Missing System 45 60.0

Total 75 100.0

POSTEST

Frequency Percent Valid Percent

Cumulative

Percent

Valid 70.00 2 2.7 6.7 6.7

73.00 2 2.7 6.7 13.3

75.00 2 2.7 6.7 20.0

78.00 3 4.0 10.0 30.0

80.00 3 4.0 10.0 40.0

83.00 1 1.3 3.3 43.3

85.00 5 6.7 16.7 60.0

88.00 4 5.3 13.3 73.3

90.00 5 6.7 16.7 90.0

95.00 3 4.0 10.0 100.0

Total 30 40.0 100.0

Missing System 45 60.0

Total 75 100.0

STATISTIC

PRETEST POSTTEST

N VALID

MISSING

30

0

30

0

MEAN 74.9739 83.5000

MINIMUN 60.00 70.00

MAXIMUM 85.00 95.00

APPENDIX E

The Mean Score of Pre-test and Post-test students writing in content

N Range Minimum Maximum Sum Mean

Std.

Deviation Variance

PRETEST 30 25.00 60.00 85.00 2159.00 71.9667 8.05363 64.861

POSTEST 30 25.00 70.00 95.00 2505.00 83.5000 7.32850 53.707

Valid N (listwise) 30

APPENDIX F

Tests of Normality

KELAS

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

NILAI 1.00 .180 30 .014 .905 30 .011

2.00 .148 30 .093 .948 30 .145

a. Lilliefors Significance Correction

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Pair 1 PRETEST 71.9667 30 8.05363 1.47038

POSTEST 83.5000 30 7.32850 1.33799

Paired Samples Correlations

N Correlation Sig.

Pair 1 PRETEST & POSTEST 30 .880 .000

Paired Samples Test

Paired Differences

t df

Sig. (2-

tailed) Mean

Std.

Deviation

Std. Error

Mean

95% Confidence Interval

of the Difference

Lower Upper

Pair 1 PRETEST -

POSTEST -11.53333 3.83930 .70096 -12.96695 -10.09971 -16.454 29 .000

APPENDIX G

No. Respondents Pre-Test

Successful criteria

>75

1. S-1 60 Unsuccessful


3. S-3 75 Successful

























28 S-28 63 Unsuccessful


30. S30 85 Successful

Total 2159

Mean

No. Respondents

Post-Test Successful criteria

>75




























28 S-28 70 Unsuccessful


30. S30 95 Successful

Total 2505

Mean

The Percentage of Students’ Writing

The percentage of the students‟ development in writing as follow:

%=

%=

%=

%= 16,67 %

APPENDIX H

Distribution of T-Table

Df P

1.0 0.5 0.1 0.01

1 6.314 12.706 63.357 636.619

2 2.920 4.303 9.326 31.598

3 2.535 4.182 5.841 12.941

4 2.123 2.776 4.604 8.610

5 2.015 2.571 4.032 6.859

6 1.943 2.447 3.707 5.959

7 1.895 2.365 3.499 5.405

8 1.860 2.306 3.355 5.041

9 1.833 2.262 3.250 4.781

10 1.812 2.226 3.169 4.587

11 1.769 2.201 3.106 4.437

12 1.782 2.179 3.055 4.318

13 1.771 2.160 3.120 4.221

14 1.761 2.145 2.977 4.140

15 1.753 2.131 2.947 4.073

16 1.746 2.120 2.921 4.045

17 1.740 2.110 2.898 3.965

18 1.734 2.101 2.878 3.933

19 1.729 2.093 2.861 3.883

20 1.725 2.086 2.845 3.850

21 1.721 2.080 2.832 3.819

22 1.717 2.074 2.819 3.792

23 1.714 2.807 2.807 3.767

24 1.711 2.640 2.797 3.745

25 1.708 2.060 2.787 3.725

26 1.706 2.056 2.779 3.707

27 1.703 2.052 2.771 3.690

28 1.701 2.048 2.763 3.674

29 1.699 2.045 2.756 3.656

30 1.697 2.042 2.750 3.646

40 1.684 2.021 2.704 3.551

60 1.671 2.000 2.660 3.460

120 1.658 2.980 2.617 3.373

1.645 2.690 2.576 3.291

Appendix I

Documentasi

Figure 1: Teaching in learning process with Google classroom

Figure 2: Post-test

Figure 3: Documentation with students

CURRICULUM VITAE

Marlika was born on June 23th

, 1997 in Lapao, Sulawesi

Selatan. She is the third daughter from one sister and one

brother of her parents Kardima and Cinnong. On 2009 she

finished her study in Elementary School at SDI Lapao, then

she continued her study to Junior High School at SMPN 1

Balusu and graduated on 2012, the next she registered as a student of SMAN 1 Barru

and graduated on 2015. Then she continued her study in English department of

Makassar Muhammadiyah University, and finished with thesis and title‟‟ The Use of

Process Writing through Google Classroom to Increase Students Writing Ability in

Barru (Pre-Experimental Research).

Documents

THE USE OF PROCESS WRITING THROUGH GOOGLE …