JOLLT Journal of Languages and Language Teaching Month Year. Vol.

, No,
[Link] p-ISSN: 2338-0810
Email: jollt@[Link] e-ISSN: 2621-1378
DOI: pp.

THE USE OF GOOGLE CLASSROOM TO TEACH WRITING

RECOUNT TEXT FOR SENIOR HIGH SCHOOL
1
Ela Nur Laili, 2Tatik Muflihah
1
Student, English Department, Universitas Nahdlatul Ulama Surabaya, Indonesia
2
English Lecturer, English Department, Universitas Nahdlatul Ulama Surabaya, Indonesia

Co. Author Email: elalaili23@[Link]; miraicha@[Link]

Article Info Abstract

Article History This research aimed to find out whether Google Classroom is effective or
Received: not to enhance students’ writing recount text for Senior High School and to
Revised: find out the writing performance achieved by students. This research used
Published:
pre-experimental research design. The subject of this study is tenth
Keywords grade of senior high school at Western Surabaya, it involved 15
Google Classroom;
Writing; students as a sample of this study. In the process of data collection,
Recount Text; the researcher used pre-test, post-test, and questionnaire. She also
used teacher’s journal as a substitution of pre-test because the
pandemic condition did not support to distribute it in the classroom.
The researcher analyzed the data using Wilcoxon Ranks Test to test
hypothesis. This study found the value of significance (2-tailed) was higher
than significance level (0.088 > 0.05), then the Ho was accepted. It means
there was no significant effectiveness value on students’ achievement of the
writing performance of recount text by using Google Classroom. The result
of the students writing performance is imitative and intensive. In addition,
the result of questionnaire indicate that the students’ responses is neutral, it
means that the students does not feel difficult in the use of Google
Classroom. In other words, this media is effective in the implementation as
a medium to assist teachers and students. However, it can be concluded
that Google Classroom is not give a significant effect to students’ writing
performance but its only help them to finish and collect the assignment
without any bound by time and space.
How to cite:

INTRODUCTION
Nowadays, the development of technology influences all human life to do anything in
their daily activities. The world now has been getting into the new era called industry 4.0,
which all things conducted by people are based on the digital form. The development of
digital has empowered all people to think globally and act locally which must be able and
ready to be part of it. These effects in any fields or sectors of human life including in
education.
There are many embodiments of technology that can be applied in education sector,
such as Google Classroom, Zoom Cloud Meeting, and Duo lingo, etc. Those are online
applications that help teachers and students in learning. Google Classroom is an online
application promoted by Google for schools that intended to facilitate teachers in assorting,
creating, and valuing the task in a paperless way (Negara, 2018). Zoom Cloud Meeting is a
Author/s last name 4 words of the title ………..

perfect tool for those who are on the way and still need to have meeting. It has special group
service of massages in real time and secure recording of sessions (Archibald, Ambagtsheer,
Casey, & Lawless, 2019). Duo lingo is a useful language application that gives learners the
systematic and practical steps to know a new language on their own.
The use of Google Classroom is the point of the discussion in the education issues. It
is an online device generated to help teachers and students in conducting teaching and
learning process. The initial release of Google Classroom is on August 12, 2014 . Negara
(2018) explains that Google Classroom is an application to help teachers or lecturers in
creating, sharing, collecting paperless assignment, assessing student assignment, which
complemented by automatic document storage. In addition, it can be utilized as a media of
interaction between students and teachers, organizing classes while in distance class or
paperless tasks can be held without being bound by space and field. The learning and teaching
process is organized and conducted through google platform which is integrated with an
email, then each student is demanded to possess one email account to participate an online
learning.
The existence of Google Classroom as an instructional medium is a new thing in
education sector which is expected to make learning and teaching process easier especially in
conducting teaching recount text. This aims to make students comfortable in learning and
teaching process without any inserted assignment during the class is on. Writing define as one
of the productive skills that also known as the most difficult skill among other skills. This is
caused by the complex activity in the writing such as; organize the ideas or information, avoid
ambiguity, grammatical use, and choose an appropriate vocabulary. This is in line with what
was explained McLean (2011) that effective writing involves organization in the development
of ideas, argumentation and information, a great exactness to keep away from ambiguity, a
intricacy of grammatical use, and selecting an appropriate vocabulary.
Based on the pre-observation in Senior High School X the writer found that there are
problems commonly face students in writing as following; they feel hard to obtain an idea to
write because they dislike reading. Another thing may contribute to the difficulty is to
compose writing because of lack of vocabulary. Next, they frequently get confused to
construct sentences with correct grammar. The last, the teacher used monotonous method, as a
result, students easily get bored.
This study used Google Classroom as the instructional medium in teaching writing
recount text. It is applied out of the classroom which is intended to make students feel free,
have fresh ideas and get much more inspiration to do the work. This also involves Information
and Communication (ICT) development in teaching and learning process by using Google
Classroom among students or with the teachers without any bound by time and space.
As stated above, this study aims to open up broad knowing of the Google Classroom
effect on teaching writing in EFL Classroom. By the light the theoretical background the
current research is led by the following statement of the problems are:Is Google Classroom
effective to enhance students’ writing skill in recount text? What is the writing performance
achieved by students? To answer the two questions, this research was based on the theoretical
language such as writing, recount text, and Google Classroom.

Writing
Writing is a productive skill that focuses on how to produce language than receive it.
Harmer (2012) found that writing is continuing activity which comes from the result of
writer’s mind about what they want to say and how to say it. The writer should read and make
correction of their writing after finished writing text. Therefore, writing is not only need one
step but it need several steps such as; planning, drafting, editing, and final version (Harmer,
2012). However, good writing commonly attract a reader to pay attention to the text. So the

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students need to use correct grammatical rules, choose suitable vocabularies, and consider the
coherent and cohesion then it will afford good sentences with clear meaning (Wijaya, 2014).
The teacher should understand how to teach four skills in English language especially
in teaching writing. Kurotun (2015) explained that there are many reason to teach writing to
students such as; 1) Reinforcement is process of acquiring language by students in a purely
oral/aural way. 2) Language development is the process of how students arrange their writing
via the writing itself. When they are writing, they create the text to be explorer with the
language. 3) Learning style is some students are possible to discover easier way to acquire
language by looking and listening. Writing is appropriate for students because it make them
think thing slowly in producing language. 4) Writing is a skill. It is important as another
skills, students need to understand how to write an emails, letters and reports.

Recount Text
A recount text is a text that retells something happen in the past events, usually the
writer retells their experiences or events happen in the past. A recount text is similar to a
narrative text. It has not any complication part, whereas narrative text. This is in line with
what was assumed by Wisdhawan and Kumalarini (2014) that recount text is a text which
retells everything happen in the past events. It can be conducted with experiences and
activities happened in the past. It has three types; the first, personal recount the example, diary
and personal letters/email, the second is factual retelling such as science research, and
newspaper report, the third is imaginative recount.

Google Classroom
Google Classroom is considered as one of the best features provided by Google web
for improving teachers’ and students’ performance in teaching and learning activities. It is
included as a set of useful features to make it an ideal device that can be used by the scholar,
it can save much times and still keep class is on. Iftakhar (2016) explained that Google
Classroom is the best features provided by the Google platform that can be used by the
scholar to get information about the class material with the use of much times saved. It can be
accessed by everyone on their smart phone, tablet, laptop, and personal computer. It is
available for every electronic with Google Application for education, a free installation of
productivity device including Gmail, Drive, and Documents.
Google Classroom is completely simple to be used. Here are all available features
integrated and correlated between one and others. The teachers facilitated to keep all files in
the Google Drive, they able to give rank and level, attach pdf, photo, video, voice note,
document or any links for instructional purposes. From Google Classroom the teacher able to
send the assignment to all learners’ at the same time (Iftakhar, 2016).
The other things may contribute the advantage of Google Classroom are spending
time more saved. Next, the teachers can give instruction for class and share the paperless
assignment, comment, and scoring of students’ work at the same time then it can minimize
wasting time when the class is on. Furthermore, the teachers more focused in explaining the
material during the class (Iftakhar, 2016).
Google Classroom has many advantages as explained above, but it also has
disadvantages even it is equipped with good features. The disadvantages namely limited
integrated options to Google Calendar which may contribute any problems with handling
assignment deadlines and material by the time decided. When Google Classroom is integrated
to Google Calendar the students currently get notifications of every single assignment which
equipped by the alarm of their phones. (Pappas, 2015)

Previous Studies: Google Classroom in EFL

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In the previous study, Negara (2018) said that Google Classroom is an application
created to help teachers or lecturers in creating, sharing, collecting paperless assignment,
assessing student assignment, which complemented by automatic document storage. In
addition, it can be utilized as a media of interaction between students and teachers, organizing
classes while in distance class or paperless tasks which can be held without being bound by
space and field. Based on the data obtained by researcher 23 students (42.6%) stated strongly
agree and 31 students (57.4%) agreed. From this calculation index, it was found that 88.51%
was in the excellent category. It can be inferred that respondents strongly agree that Google
Classroom is very worthwhile in learning activities.
In addition, (Shaharanee, Jamil, & Rodzi, 2016) who conduct research in the same
field said that their finding shows most of the learners feel satisfied and successful in their
process of studying with the use of Google Classroom as media tool of teaching. This
indicates that the tool used for the instructional media is effective as an active learning device.
Based on the data obtained by the researcher, the Google Classroom apps would switch the
conventional to an online instruction with the designing of educational support programs that
enable the students achieve through an online system (Shaharanee et al., 2016).
The next researcher who conduct in the same field was Harjanto and Sumarni (2019)
which reveals the teacher’s perspective on the use of Google Classroom as a learning media.
This study was qualitative research with the use of interview method. It was involved seven
high school teachers who have actively implemented Google Classroom in their teaching at
least 1 year. The results of this study displayed that the teachers apply it as a facilitation tool
for organizing student’s task, managing classroom, and facilitating student’s interaction. It
was also very helpful to carry out their virtual learning.

RESEARCH METHOD
This study was a quantitative research with specific design namely pre-experimental
research. The researcher concerned to one case that currently exists in the field of education.
The design of this study used one-group pretest-posttest. The researcher conducted the
research without control group and this was the weakness of pre-experimental research
because the lack of a comparative group to control for incompatible variables that might
contaminate the result of the study (Latief, 2015).
Here are the steps of the research. First, the researcher prepared the instrument, then
the researcher used teachers’ journal as pre-test. Secondly, she was giving treatment in order
to find out the effectiveness of using Google Classroom in writing performance of recount
text. After giving the treatment, she was providing the post-test that related to recount text.
This was conducted to know the students’ achievement after the group is treated. The last step
was giving a questionnaire to the learners’ to collect the data in depth about the effectiveness
of using Google Classroom to support the data collection.

Population and Sample

The population of this study was tenth grade students of SMA in the West Surabaya,
in the academic year of 2019-2020 that consists of 5 classes such as: X IPA 1, X IPA 2, X
IPA 3, X IPS 1 and X IPS 2. Every class consists of 30 students except IPS 2 that consist of
28 students. Then, the total population is about 148 students. However, they have the same
chance to be the object of this study.
The obtained result of interview basis the researcher to choose one class that
undertook difficulties in writing and they needs some treatments in the learning process
namely XIPS 1 that consist of 30 students. In determining the sample of this study, the
researcher preferred to use purposive sampling by choosing 15 students which was

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categorized into students with under Ketuntasan Belajar Minimal (KBM) and over the KBM
score.

Instrument
In this study, the data collection technique were test and questionnaire. The purpose of
the test was to obtain the data of students’ writing performance in teaching writing recount
text with Google Classroom as the instructional medium. The purpose of questionnaire was to
obtain the data in-depth about the effectiveness of using Google Classroom as the
instructional medium in teaching writing recount text. It consist of 10 questions with closed
answer. The questionnaire which was given to students are related with to the performance of
platform during the implementation toward teaching and learning process. This aims to figure
out the students’ respond with the use of Google Classroom.
The researcher handed over the students with post-test after giving treatment since
pre-test could not be performed because of the pandemic situation. Then it was replaced by
teacher’s journal. The post-test of this study is essay of students’ writing recount text. It was
delivered in Google Classroom by the following instruction; write one of the following topics
such as; historical event, folk tale, a legend, or personal experience which consist at least
three paragraph and 200 words by notes or word application then resend it to the teacher
through Google Classroom. After finishing the post-test, students were requested to fulfill the
questionnaire to support data of the research.

Data Analysis
This study used Paired-Sample T-Test as data analysis technique and the data
analyzed by using IBM SPSS Statistics 23. This test aimed to find out whether there are
differences between the result of pre-test and post-test of students’ score.

Validity and Reliability

In this study, testing validity of students’ essay of recount text and questionnaire was
chosen by the researcher as the validity of instrument. It was a test with a score in the form of
continuum. Djaali and Muljono (2014) explained that if the item score is continuum, then to
test the validity of the item test by calculating the product moment correlation coefficient
between the item score and the total score.
Jonhson and Christensen (2016) explained that reliability shows the stability or
consistency of the test scores. In this study, the researcher preferred to use Alpha Cronbach
method. It is a reliability test continuum with a range score of 0-10 or 0-100.

Normality Test
Ananda and Fadhli (2018) explained that normality test is purposed to point out
whether the data distribution is normal or not. This was important to be recognized dealing
with the provision of parametric statistical test selection requiring data to be normally
distributed.
The researcher used SPSS to measure the normality test namely One Sample
Kolmogorov-Smirnov Test and Shapiro-Wilk. The basic formula is if the significance value is
higher than 0.05 then the data have a normal distribution. On the contrary, if the significance
value is less than 0.05 then the data is not normal.

RESEARCH FINDINGS AND DISCUSSION

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The following section point out the research findings and discussion. For research
findings there were some data that will be presented such as; data description, validity,
reliability, data analysis, hypothesis testing, and discussion.

Research Findings
Data Description
The data description will be presented three kinds of data; the score of pre-test, post-
test, and the result of questionnaire. The test was analyzed using writing scoring rubric.

Table 1. Pre-test and Post-test Scores

No Name KBM Pre-test Post-test

1 S1 77 76 0
2 S2 77 76 83
3 S3 77 76 75
4 S4 77 78 92
5 S5 77 90 92
6 S6 77 86 92
7 S7 77 77 0
8 S8 77 80 83
9 S9 77 76 83
10 S10 77 78 83
11 S11 77 88 92
12 S12 77 86 92
13 S13 77 76 83
14 S14 77 78 83
15 S15 77 78 83
N=15 Total 80.93 94
Mean 79.93 74.4

Based on the preceding table, it displayed the students’ pre-test with the highest score
was 90 and the lowest was 76. While, the students’ post-test with the highest score was 92
and the lowest was 0. After gained the students’ score the data was analysed using IBM SPSS
Statistic 23. The following table presents the result statistic and frequency score in pre-test.

Table. 2 Statistics Result in Pre-test

Statistics
N Valid 15
Missing 0

Table 3. Frequency of Score in Pre-test

Cumulative
Frequency Percent Valid Percent Percent
Valid 76 5 33.3 33.3 33.3
77 1 6.7 6.7 40.0
78 4 26.7 26.7 66.7
80 1 6.7 6.7 73.3
86 2 13.3 13.3 86.7
88 1 6.7 6.7 93.3
90 1 6.7 6.7 100.0
Total 15 100.0 100.0

From the preceding table, it can be seen that 5 students obtained under KBM score.
The scale is 33,3% which indicates that several students experienced an obstacle in the

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process of writing performance. They are difficult to construct the sentences into paragraph
which is caused by the lack of concept or ideas. In addition, 10 students received over KBM
score that indicates that they did not get any serious problem in the process of writing
performance. The following table presents the result statistic and frequency score in post-test.

Table. 4 Statistics Result in Post-test

Statistics
N Valid 15
Missing 0

Table 5. Frequency of Score in Post-test

Cumulative
Frequency Percent Valid Percent Percent
Valid 0 2 13.3 13.3 13.3
75 1 6.7 6.7 20.0
83 7 46.7 46.7 66.7
92 5 33.3 33.3 100.0
Total 15 100.0 100.0

From the table above, 1 student has score 75, 7 students have score 83, and 5 students
have score 92. This can be seen that 2 students did not collect their assignment as a result the
researcher gave them 0 score. It can be concluded that there were 3 students who have under
KBM score and 12 students who have over KBM score.

Table 6. Questionnaire Result

Questionnaire Result

100
80
60
40
20
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Based on the findings in the preceding chart, it showed students’ responses about the
implementation of Google Classroom as teaching and learning medium. The researcher
counted the percentage number of students’ response is average which means they respond is
a neutral. It can be inferred that students behave fairly balanced in responding to the
implementation of Google Classroom. It means, they did not experience any difficulties in
using Google Classroom as a medium in teaching recount text.

Validity and Reliability

To analyze the data of validity of student’s essay writing recount text, the researcher
applied validity test of Product Moment through IBM SPSS Statistics 23. If significance value
(2-tailed) < 0.05 and Pearson correlation has positive value, it indicates the question is valid.
Whereas, if the significance value (2-tailed) > 0.05 and Pearson correlation has negative
value, it indicates the question is not valid. The result can be seen in the following table:

Table 7. Validity Result

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Item_1 Item_2 Item_3 Skor_total

Item_1 Pearson Correlation 1 .862** .768** .932**
Significance. (2-tailed) .000 .001 .000
N 15 15 15 15
Item_2 Pearson Correlation .862** 1 .890** .970**
Significance. (2-tailed) .000 .000 .000
N 15 15 15 15
Item_3 Pearson Correlation .768** .890** 1 .934**
Significance. (2-tailed) .001 .000 .000
N 15 15 15 15
Skor_to Pearson Correlation .932** .970** .934** 1
tal Significance. (2-tailed) .000 .000 .000
N 15 15 15 15
**. Correlation is significance at the 0.01 level (2-tailed).

From the preceding table, N = 15 means there are 15 samples of the research. The total
score of significance (2-tailed) item 1, 2 and 3 was 0.000. It indicates that the questions are
valid. In accordance to the formula, if significance value < 0.05 it means the question is valid
whereas, if the significance value > 0.05 it indicates the question is not valid.
To analyze reliability of test, the researcher used reliability test of Alpha Cronbach
method through IBM SPSS Statistics 23. The basis for decisions in Alpha Cronbach
reliability testing is: If the value of Alpha Cronbach > 0.60 it indicates the question or
questionnaire is reliable. Whereas, if the value of Alpha Cronbach < 0.60 it indicates the
question or questionnaire is not reliable. The result of reliability test can be seen in the table
below:
Table 8. Reliability of Test

Case Processing Summary

N %
Cases Valid 15 100.0
Excludeda 0 .0
Total 15 100.0
a. Listwise deletion based on all variables in the
procedure.
Reliability Statistics
Cronbach's
Alpha N of Items
.939 3

From the table above, it can be summarized that the total score of reliability test was
0.939 > 0.60 indicates that the test was reliable.
To analyze the data of validity of questionnaire the researcher used test validity of
Product Moment through IBM SPSS Statistics 23. If significance value (2-tailed) < 0.05 and
Pearson correlation has positive value, it indicates the questionnaire is valid. Whereas, if the
significance value (2-tailed) > 0.05 and Pearson correlation has negative value, it indicates the
questionnaire is not valid. The result can be seen in the table below:

Table 9. Validity of Questionnaire Result

No. r xy Sig. (2-tailed) r tabel Status
1 0.578 0.024 0.514 Valid
2 0.744 0.001 0.514 Valid
3 0.513 0.051 0.514 Invalid
4 0.584 0.022 0.514 Valid From
the 5 0.752 0.001 0.514 Valid
6 0.714 0.003 0.514 Valid
preceding 7 0.600 0.018 0.514 Valid
8 0.767 0.001 0.514 Valid
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9 0.588 JOLLT Journal of0.021 0.514 Valid
10 0.787 0.021 0.514 Valid
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table, N = 15 means there are 15 samples and 10 questions of the questionnaire in this
research. The total score of significance (2-tailed) from Q1 (0.024), Q2 (0.001), Q3 (0.051),
Q4 (0.022), Q5 (0.001), Q6 (0.003), Q7 (0.018), Q8 (0.001), Q9 (0.021), and Q10 is (0.001).
It indicates that the questions from Q1, Q2, Q4 until Q10 are valid because the significance
value <0.05. In contrast, the significance value of Q3 was 0.051 or more than 0.05 that means
the question was not valid.
Alpha Cronbach method through IBM SPSS Statistics 23 was used to analyze the
reliability of questionnaire. The basis for decisions in Alpha Cronbach reliability testing is: If
the value of Alpha Cronbach > 0.60 it indicates the question or questionnaire is reliable.
whereas, if the value of Alpha Cronbach < 0.60 it indicates the question or questionnaire is
not reliable. The result of reliability test can be seen in the table below:

Table 10. Reliability of Questionnaire Result

Case Processing Summary

N %
Cases Valid 15 48.4
Excludeda 16 51.6
Total 31 100.0
a. Listwise deletion based on all variables in the procedure.
Reliability Statistics
Cronbach's Alpha N of Items
.851 10
From the table above, it can be summarized that the total score of reliability
questionnaire 0.851 which was higher than 0.60 it indicates that the questionnaire was
reliable.
Normality Test
The researcher used IBM SPSS Statistics 23 to measure the normality test namely One
Sample Kolmogorov-Smirnov Test and Shapiro-Wilk. SPSS has criterion in normality test. If
the significance value is higher than 0.05, it indicates the data has a normal distribution.
Conversely, if the significance value is less than 0.05 it means the data is not normal. The
result of normality test can be seen in the table below:
Table 11. Normality Test
Tests of Normality
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Significance. Statistic Df Significance.
Post_test .411 15 .000 .549 15 .000
a. Lilliefors Significance Correction

The table above indicates the significance (2-tailed) of Kolmogorov-Smirnov was

0.000 < 0.05 which mean that the data is not normally distributed, and significance (2-tailed)
of Shapiro-Wilk was 0.000 < 0.05 which mean that the data is not normally distributed. From
the table above, it can be concluded that the data is not normally distributed and the Paired-
Sample T-Test cannot be applied in data analysis technique. Combined with the previous
sentence, one of the requirement to apply it the data must be normally distributed. As the
alternative, the researcher used non-parametric statistics to analyze the data namely Wilcoxon
Signed Ranks Test by using IBM SPSS Statistics 23 to find out the hypothesis data whether
any differences between the result of students’ pre-test and post-test score.

Data Analysis
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The result of pre-test and post test are analyzed by using Wilcoxon Signed Ranks Test.
The result of questionnaire by using testing validity and reliability in IBM SPSS Statistics 23
to measure the effectiveness of Google Classroom to enhance students’ writing performance.
The result can be seen at the following table:

Table 12. Wilcoxon Signed Ranks Test

Ranks
N Mean Rank Sum of Ranks
Post_test - Negative Ranks 3a 10.00 30.00
Pre_test Positive Ranks 12b 7.50 90.00
Ties 0c
Total 15
a. Post_test < Pre_test
b. Post_test > Pre_test
c. Post_test = Pre_test

Based on the computation data of Wilcoxon Signed Ranks Test the values obtained
are: negative ranks was (3) which indicates there are 3 students’ value decrease from pre-test
to post-test, (12) positive ranks which indicate there are 12 students’ value increase from pre-
test to post-test. The Mean rank was (7.50) whereas the sum of ranks was 90.00, and the ties
was (0). This indicates that none of students get the same value in the score of pre-test and
post-test.

Hypothesis Testing
This research applied two kinds of hypothesis: (1) Null hypothesis (Ho) mentions that
there is no significant effectiveness value of students’ achievement on the writing
performance of recount text by using Google Classroom. (2) Alternative hypothesis (Ha)
mentions that there is effectiveness value of students’ achievement on the writing
performance of recount text by using Google Classroom. The result can be seen in the
following table:
Table 13. Test Statistics

Test Statisticsa
Post_test -
Pre_test
Z -1.707b
Asymp. Significance.
.088
(2-tailed)
a. Wilcoxon Signed Ranks Test
b. Based on negative ranks.

From the previous table it can be seen that the data of significance (2-tailed) was 0.088
it indicates that the significance level higher than 0.05 (0.088>0.05). It means that the null
hypothesis (Ho) was accepted and the alternative hypothesis (Ha) was rejected. The total
Mean of students’ value before applying Google Classroom was 79.93 after implementing the
treatment, the total Mean of students’ value was 74.40. This can be explained that there was
no significant effectiveness value of students achievement on the writing performance of
recount text by using Google Classroom for tenth grade students of Senior High School X in
Surabaya. It showed that the use of Google Classroom was not effective in teaching writing.
The data obtained from the questionnaire showed that the students’ response is
neutral. It means they respond behave fairly balance in the use of Google Classroom. They

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did not fell any difficulties in the implementation of Google Classroom as the instructional
medium in teaching and learning process.

Discussion
Effectiveness of Google Classroom
Based on the results of this study in the previous section, the table of Wilcoxon Signed
Ranks Test statistics showed the significance level was 0.088. As a hypothesis requirements,
when the significance level smaller than significance (0.05) which indicates that the null
hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. In contrast, if the
significance value is higher than (0.05), it indicates that the null hypothesis (Ho) is accepted
and the alternative hypothesis (Ha) is rejected. Based on the statement above, it can be
inferred that the null hypothesis (Ho) was accepted while the alternative hypothesis (Ha) was
rejected based on the result of significance value 0.088 > 0.05.
The result of this study was in line with Negara (2018) that Google Classroom is an
online medium generated to help teachers or lecturers in creating task, sharing teaching
material, collecting paperless assignment, assessing student duty, attributed by automatic
document storage. In addition, it can be utilized as a media of interaction between students
and teachers, arranging classes either in distance class or paperless tasks which can be held
without being bound by space and time. On the other hand, Google Classroom did not affect
well to the student’s writing product because this case was not a scope of Google Classroom
to grow with, in term of psychological area to make them discipline in every single activity
related to the academic assignment. In term of discipline, many students were late in
submitting the assignment and eventually they ignored the duty though it was attributed by
notification of due date and time. As a result, there were several assignments given by the
teacher not handed in. This might be caused by factors; internal or external.
The internal factors caused by the lack of awareness from the students themselves,
they did not care about that and get lack of motivation to do the assignment, while the
researcher has warned to every single students through Google Classroom and WhatsApp
Group. It was used as a communication medium to facilitate communication with students
which provide free chat network services then it is more accessible and closer to their daily
lives. On the other hand, the students experienced difficulties and felt hard to buy internet data
with unlimited network because they did not have enough money while it was expensive for
them. In addition, sometimes they got an internet error to explore this occurrence caused by
signal error or power failure.
In conclusion, the implementation of Google Classroom as a medium in teaching
writing recount text does not make a significant effect in the students’ writing product. In
other words, Google Classroom only assist teachers and students to communicate the material
and assignment between them. Furthermore, it might need more time, more effort, and more
spirit for teachers and additional technique to enhance students’ ability in writing.

The Students’ Writing Performance

To investigate the students writing performance, the researcher used Brown (2003)
writing performance theory. Brown (2003) explained that written performance divided into
four categories such as; imitative category, intensive category, responsive category, and
extensive category. The result of data can be seen in the table below:

Table 14. The Students Writing Performance

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Author/s last name 4 words of the title ………..

Writing Performance
No Name
Imitative Intensive Responsive Extensive
1 Student 1 - - - -
2 Student 2 -  - -
3 Student 3  - - -
4 Student 4 - - - -
5 Student 5 -  - -
6 Student 6 -  - -
7 Student 7 
8 Student 8 -  - -
9 Student 9 
10 Student 10  - - -
11 Student 11 -  - -
12 Student 12 -  - -
13 Student 13 -  - -
14 Student 14  - - -
15 Student 15  - - -
Based on the table, it can be observed that there 5 students got imitative category. This
means that their writing performance were in the basic category which include an appropriate
words, punctuation, and very brief sentences. Another finding that can be explained that there
were 10 students who got intensive category. This indicates that the students writing has
produced an appropriate vocabulary, arranging the sentences into good paragraph, and correct
grammatical features.
CONCLUSION
Based on the results and discussion of the study, it can be summarized that there was
no significant effectiveness value on students writing performance of recount text by using
Google Classroom for Tenth Grade students of Senior High School X in Surabaya. Learning
outcomes of students score that shown by the result of Wilcoxon Signed Ranks Test the value
of significance (2-tailed) was higher than significance level (0.088 > 0.05), then the Ho was
accepted.
Furthermore, based on the result of a questionnaire the students behave fairly balanced
in responding to the implementation of Google Classroom. It means that the students did not
have any difficulty in using Google Classroom. However, in this study the students did not
adapt well with the use of Google Classroom because they were usually late in submitting the
assignment and ignoring it, then it contributed to few students missed it. This can be
recognized from the record of post-test and several assignments delivered during the research.
Furthermore, based on the result of a questionnaire the students behave fairly balanced
in responding to the implementation of Google Classroom. It means that the students did not
have any difficulty in using Google Classroom. However, in this study the students did not
adapt well with the use of Google Classroom because they were usually late in submitting the
assignment and ignoring it, then it contributed to few students missed it. This can be
recognized from the record of post-test and several assignments delivered during the research.
From this statement it can be inferred that Google Classroom is not give a significant effect to
students’ writing performance but its only help them to finish and collect the assignment without any
bound by time and space.

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