Students’ Perspective on the Use of Google Sites in General English Class at Higher Education

Authors

  • Atik Ulinuha D3 Farmasi, Institut Ilmu Kesehatan Bhakti Wiyata,Kediri, Jawatimur
  • Tantry Ajeng Parnawati S1 Keperawatan, Universitas Tribhuwana Tunggadewi, Malang, Jawatimur

DOI:

https://doi.org/10.24256/ideas.v10i2.3224

Keywords:

E-nglish Module, Google Sites, Students’ Perspective

Abstract

Technology plays a significant role in English Language Teaching during the pandemic. There are several platforms that both teachers and students need to adapt to. Google seems to have a major role in developing platforms for both teachers and students. However, among those platforms, this study focuses on the use of E-Module arranged using the Google Sites platform as supplementary material in General English classes. Google Sites was chosen as it is a web-based module that teachers can personalize to fulfill students’ needs. Since this study aims to evaluate the use of E-Module arranged using the Google Sites platform as supplementary material in General English classes at Tribhuwana Tunggadewi University, this study employed descriptive quantitative method using survey to gather the data. The population of the study was all students who enroll in General English during the academic year 2021/2022. From the population, 328 students participated in the survey. The survey questions covered learning efficiency, experience, and motivation from students’ points of view. The study findings indicated that more than half of respondents agreed that the module was very good to use without revision, which means the module was efficient, fun, and motivating. Yet, the average of 25% of each question demands minor improvement for the module as well as providing the printed version. Therefore, teachers and lecturers may use Google Sites as supplementary material. For further study, as the pandemic becomes endemic, researchers might conduct an evaluation of e-module both in online and offline classes.

Keywords: E-nglish Module, Google Sites, Students’ Perspective

 

References

Amrizal. (2022). The Effect of Google Classroom in Improving Students’ Grammar Competence. IDEAS: Journal of Language Teaching and Learning, Linguistics and Literature, 10(1), 609–617. https://ejournal.iainpalopo.ac.id/index.php/ideas/article/view/2787/0

Asih, H.K., Degeng, P.D.D., and H. (2022). Exploring EFL Students’ Perspectives Towards Google Docs in Writing. IDEAS: Journal of Language Teaching and Learning, Linguistics and Literature, 10(1), 984–1000. https://ejournal.iainpalopo.ac.id/index.php/ideas/article/view/2841/1825

Aulia, D., Kaspul, & Riefani, M. K. (2021). Google Site as A Learning Media in the 21st Century on the Protista Concept. BIO-INOVED: Jurnal Biologi-Inovasi Pendidikan, 3(3), 173–178. https://ppjp.ulm.ac.id/journal/index.php/bino/article/view/10524

Brown, M., & Hale, K. (2014). Applied Research Methods in Public & Non-Profit Organizations. Jossey-Bass.

Diana, N., Yunita, W., & Harahap, A. (2021). Students’ Perception and Problems in Learning English Using Google Classroom During the Covid-19 Pandemic. LINGUISTS: Journal of Linguistics and Language Teaching, 7(1), 10–22. https://doi.org/http://dx.doi.org/10.29300/ling.v7i1.4274

Egilistiani, R. & Prayuana, R. (2021). Students’ Responses through the Use of Edpuzzle as an Application in Achieving Listening Comprehension. LINGUISTS: Journal of Linguistics and Language Teaching2, 7(2), 63–74. https://doi.org/http://dx/doi.org/10.29300/ling.vi2.5469

Farikah. (2021). Developing Material for Teaching Paragraph Writing Using Technological Pedagogical and Content Knowledge (TPACK). IDEAS: Journal of Language Teaching and Learning, Linguistics and Literature2, 9(2), 1–7. https://ejournal.iainpalopo.ac.id/index.php/ideas/article/view/1609

Fouche, N. & Moodley, M. (2022). ‘School’s Out, But Class’s on’: Experiences of Foreign Teachers Teaching EFL Online in China during the COVID-19 Lockdown. IDEAS: Journal of Language Teaching and Learning, Linguistics and Literature, 10(1), 1–19. https://ejournal.iainpalopo.ac.id/index.php/ideas/article/view/2709/1710

Handayani, F., & Amelia, M. (2021). Google Docs For Collaborative Essay Writing Practices During Covid-19 University Restrictions: EFL Students’ perceptions. Modality: International Journal of Linguistics and Literature, 1(1), 1–9. https://ejournal.iainbukittinggi.ac.id/index.php/modality/article/view/4504

Hartina, S., Ernawati, & S. (2022). Flipped Learning: Asynchronous and Synchronous Models in Online Class to Improve the Learning Outcomes. IDEAS: Journal of Language Teaching and Learning, Linguistics and Literature, 10(1), 670–681. https://ejournal.iainpalopo.ac.id/index.php/ideas/article/view/2546

Hastomo, T., & Zulianti, H. (2021). EFL Students’ Perceptions on the Use of Google Meet in Online Learning During the Time of Coronavirus: A Literature Review. Scope of English Language Teaching, Literature and Linguistics, 4(2), 102–109. https://ejournals.umma.ac.id/index.php/seltics/article/view/916

Jusriati, Nasriandi, Kurniadi, W., R. (2021). The Implementation of Google Site As E-learning Platform for Teaching EFL During Covid-19 Pandemic. English Review: Journal of English Education, 10(1), 129–138. https://journal.uniku.ac.id/index.php/ERJEE/article/view/5363

Kir, E., & Kayak, S. (2013). The Evaluation of website teaching English as A Foreign Language. Procedia-Social and Behavioral Sciences. https://www.researchgate.net/publication/270848214_The_Evaluation_of_Websites_Teaching_English_as_a_Foreign_Language_efl

Liou, Y. (2011). Using Google Sites to Communicate with Parents: A Case study. Language Testing in Asia, 68–78. https://languagetestingasia.springeropen.com/articles/10.1186/2229-0443-1-2-68

Marliana, R. (2022). Effectiveness of Flipped Learning Method in Improving Students’ Speaking Skill. IDEAS: Journal of Language Teaching and Learning, Linguistics and Literature, 10(1), 99–113. https://ejournal.iainpalopo.ac.id/index.php/ideas/article/view/2486

Nhung, N. T., & Hue, N. T. (2022). Use of Google Docs in Teaching and Learning English Online to Improve Students’ Writing Performance. International Journal of TESOL & Education, 2(2), 186–200. https://i-jte.org/index.php/journal/article/view/177

Nugroho, A.D. & Lestari, T. (2021). Students’ Perception of Google Classroom for English as a Foreign Language Writing Courses. IDEAS: Journal of Language Teaching and Learning, Linguistics and Literature, 9(2), 162–174. https://ejournal.iainpalopo.ac.id/index.php/ideas/article/view/2160

Nuraeni. (2021). Is Face-to-Face Learning Better than Online Learning? Teachers’ voice on the Use of Google Workspace. IDEAS: Journal of Language Teaching and Learning, Linguistics and Literature, 9(2), 36–52.

Okmawati, M. (2020). The Use of Google Classroom During the Pandemic. Journal of English Language Teaching, 9(2), 438–443. http://ejournal.unp.ac.id/index.php/jelt/article/view/109293

Rahmadani, C. L., & F. (2020). An Analysis of Students’ Perception toward the Interactive E-Book used in Advanced Grammar At English Department of Universitas Negeri Padang. Journal of English Language Teaching, 9(1). http://ejournal.unp.ac.id/index.php/jelt/article/view/108291

Raja, R. & Nagasubramani, P. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research. Journal of Applied and Advanced Research, 3(S1), 33. https://www.researchgate.net/publication/325086709_Impact_of_modern_technology_in_education

Souheyla & Benmansour. (2022). Google Meet during COVID-19 Pandemic: When Teachers Raise the Challenge. Arab World English Journal, 168–182. https://awej.org/google-meet-during-covid-19-pandemic-when-teachers-raise-the-challenge/

Ulinuha, A. & Parnawati, T. A. (2021). Breaking the Wall Using MALL in Teaching English for Gen Z: An evaluation in dentistry students. The 12th Annual International Symposium of Foreign Language Learning (AISOFOLL), 202–213. http://aisofoll.qiteplanguage.org/proceeding-12thaisofoll/

Zulfa, N. S., Nurmaulida, Y., & Septiawan, W. (2021). The Use of Google Classroom Online English Teaching For SMPIT Students. Iconnects, 180–186. https://jurnal.unsur.ac.id/cp/article/view/1335

Downloads

Published

2023-01-01

Issue

Vol. 10 No. 2 (2022): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature

Section

Articles

Citation Check

License

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)