TEACHER'S PERSPECTIVES TOWARD GOOGLE CLASSROOM AS A TOOL FOR IMPROVING ELT CLASSROOM INTERACTION

  • Imam Tyas Sansinadi Universitas Ahmad Dahlan
  • Winarko Winarko Universitas Ahmad Dahlan Yogyakarta
Keywords: Teacher's Perspectives, Google Classroom, Classroom Interaction

Abstract

Google Classroom as a tool that connects teachers and students which encourage interaction with each other through a virtual online class that offers various features. This study was conducted to investigate the effects of using Google Classroom in the ELT class for improving classroom interaction through the teacher's perspectives. By using the phenomenological qualitative research with a sample of one private junior high school teacher in Yogyakarta, data collected were obtained using open-ended and semi-structured interviews. The analysis was done by reading each transcript, rereading, and looking for common words that fit the category. The result revealed that the use of Google Classroom in ELT class is beneficial in the learning process, it can increase students' attention. However, some students did not pay attention to the learning process, and the students used English to communicate if the teacher asked them in the learning process.

References

Al-Maroof, R. A. S., & Al-Emran, M. (2018). Students acceptance of google classroom: An exploratory study using PLS-SEM approach. International Journal of Emerging Technologies in Learning, 13(6), 112–123. https://doi.org/10.3991/ijet.v13i06.8275

Bahadur Rana, K. (2017). Use of Educational Technologies in Teaching and Learning Activities: Strategies and Challenges A Nepalese case. 77. https://www.duo.uio.no/bitstream/handle/10852/60803/HEM4390.pdf?sequence=1&isAllowed=y

Brown, H. D. (2007). Principles of Language Learning and Teaching. In Language (Vol. 57, Issue 3). https://doi.org/10.2307/414380

Carley, H. (2015). Going Green: The Paperless Classroom. Newsletter of the “Global Issues in Language Education” Special Interest Group (GILE SIG) of the Japan Association for Language Teaching (JALT), 91, 10–13.

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. (4th Ed.). Boston, MA: Pearson.

Drack, M. (2009). Ludwig von Bertalanffy's early system approach. System Research & Behavioral Science, 26, 563–572. DOI:10.1002/sres.992

Eddles-Hirsch, K. (2015). Phenomenology and educational research. International Journal of Advanced Research (IJAR), 3(08), 251–260.

Genc Ilter, B. (2009). Effect of technology on motivation in EFL classrooms. Turkish Online Journal of Distance Education, 10(4), 136–158. https://doi.org/10.17718/tojde.37730

Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science, 1(2), 175–191. https://doi.org/10.21890/ijres.23596

Harjanto, A. S., & Sumarni, S. (2019). Teacher’s Experiences On The Use Of Google Classroom. 3rd English Language and Literature International Conference (ELLiC), 3, 172–178.

Hausammann, P.B. (2017). Beginning Google Classroom and the Paperless Classroom. https://www.fetc.org/materials/W01 3.pdf (retrieved June 26, 2020)

Hicks, M., Reid, I., & George, R. (2001). Enhancing on-line teaching: Designing responsive learning environments. International Journal for Academic Development, 6(2), 143–151. https://doi.org/10.1080/713769258

Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449–473. https://doi.org/10.1007/s40692-015-0043-0

Iftakhar, S. (2016). Google Classroom: What works and how? Journal of Education and Social Sciences, vol.3, pp. 12-18.

Kozma, R. B. (2003). Technology and classroom practices: An international study. Journal of Research on Technology in Education, 36(1), 1–14. https://doi.org/10.1080/15391523.2003.10782399

Kuh, G. D., & Hu, S. (2001). The relationships between computer and information technology use, selected learning and personal development outcomes, and other college experiences. Journal of College Student Development, 42(3), 217–232.

Kurt, S. (2014). Creating technology-enriched classrooms: implementational challenges in Turkish education. Learning, Media and Technology, 39(1), 90–106. https://doi.org/10.1080/17439884.2013.776077

Mafa, K. R. (2018). Capabilities of Google Classroom as a Teaching and Learning Tool in Higher Education. International Journal of Science Technology & Engineering |, 5(5), 3–8.

Martin, F., & Parker, M. (2014). Use of Synchronous Virtual Classrooms: Why, Who, and How? Journal of Online Learning and Teaching, 10(2), 192.

Mualim, M., Ma’rufah, D. W., & Sartika, E. (2019). The Strengths and Pitfalls of Google Classroom Application to Gen-Z Students’ Learning Hybridity. Proceeding International Conference on Islamic Education (ICIED), 4(1), 297–301. http://conferences.uin-malang.ac.id/index.php/icied/article/view/1108

Nagele, N. (2019). Teaching with Google Classroom. Udemy: https://www.udemy.com/googleclassroom/ (retrieved June 08, 2020)

Ratnaningsih, P. W. (2019). The Use of Google Classroom Application for Writing and Speaking in English Education Class. Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature, 5(1), 93–110. https://www.journals.iobmresearch.com/index.php/JoEED/article/view/2154

Roy, A. (2019). Technology in Teaching and Learning. International Journal of Innovation Education and Research, 7(4), 414–422. https://doi.org/10.31686/ijier.vol7.iss4.1433

Säljö, R. (2010). Digital tools and challenges to institutional traditions of learning: Technologies, social memory and the performative nature of learning. Journal of Computer Assisted Learning, 26(1), 53–64. https://doi.org/10.1111/j.1365-2729.2009.00341.x

Shah, S. A. (2013). Making the Teacher Relevant and Effective in a Technology-Led Teaching and Learning Environment. Procedia - Social and Behavioral Sciences, 103, 612–620. https://doi.org/10.1016/j.sbspro.2013.10.379

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

Sukmawati, S., & Nensia, N. (2019). The Role of Google Classroom in ELT. International Journal for Educational and Vocational Studies, 1(2), 142–145. https://doi.org/10.29103/ijevs.v1i2.1526

Taous, B. (2013). The Role of Classroom Interaction in Improving the Students’ Speaking Skill. 100.

Traore, M., & Kyei-Blankson, L. (2011). Using Literature and Multiple Technologies in ESL Instruction. Journal of Language Teaching and Research, 2(3), 561–568. https://doi.org/10.4304/jltr.2.3.561-568

Wang, Y. (2004). English magazines, motivation, and improved EFL writing skill. English Teaching Forum, 42(1), 24-29.

Article Metrics
Abstract views: 145
pdf downloads: 82
Published
2020-11-19
How to Cite
Imam Tyas Sansinadi, & Winarko, W. (2020). TEACHER’S PERSPECTIVES TOWARD GOOGLE CLASSROOM AS A TOOL FOR IMPROVING ELT CLASSROOM INTERACTION. Getsempena English Education Journal , 7(2), 370-381. https://doi.org/10.46244/geej.v7i2.1174
Section
Articles