The Students' Responses Toward the Use of Google Classroom for Learning Vocabulary In the Higher Education
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Keywords:
Responses, Google Classroom, Vocabulary, Higher Education
Abstract
This study was undertaken with the aim of eliciting students' perspectives concerning the utilization of Google Classroom as an instructional platform for enhancing vocabulary in the realm of higher education. Employing a descriptive quantitative methodology, the investigation was carried out among a cohort of 19 students in their fourth academic semester, all of whom were actively enrolled in the English Education Department at Blitar Islamic University. The primary research tool was a questionnaire, The finding revealed a positive inclination among students toward utilizing Google Classroom for vocabulary instruction. The study underscored the efficacy of Google Classroom in facilitating vocabulary acquisition through its interactive features, enabling seamless communication between peers and instructors for the dissemination of vocabulary materials. This is proved by the students' responses, for example;84.2% of students agreed that Google Classroom can be downloaded easily on multiple devices, and another 84.2% of students agreed that they enjoy using Google Classroom for learning vocabulary because of its free accessibility. However, an element of uncertainty persists among students concerning the potential of Google Classroom to either supplement or supplant traditional classroom settings in vocabulary learning activities. This research sheds light on the promising role of technology-enhanced learning platforms like Google Classroom in fostering vocabulary development while also recognizing the need for further exploration of their integration within broader education.
References
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Akhiroh, N. S. (2017). Teaching English in Non-English Departments: Empowering Teacher Towards Improvement. IJEE (Indonesian Journal of English Education), 4(1), 49–62. https://doi.org/10.15408/ijee.v4i1.5341
Albashtawi, A. H., & Al Bataineh, K. B. (2020). The effectiveness of Google Classroom among EFL students in Jordan: An innovative teaching and learning online platform. International Journal of Emerging Technologies in Learning, 15(11), 78–88. https://doi.org/10.3991/IJET.V15I11.12865
Al-Mekhlafi, M. (2020). An Exploration of Yemeni University Students’ Attitudes towards Learning Linguistic Courses Using Google Classroom. Millennium Journal of English Literature, Linguistics and Translation, 1–16. https://doi.org/10.47340/mjellt.v1i1.1.2020
Alwasilah, A. C. (2013). Policy On Foreign Language Education in Indonesia.
Ambarwati, R., & Mandasari, B. (2021). Students’ Motivation Toward the Use of Google Classroom In Learning English During Covid-19 Pandemic At Sma N 1 Sukoharjo.
Arifin, S. R., & Merdekawati, E. G. (2020). Tanggapan Mahasiswa terhadap Pemanfaatan Google Classroom sebagai Media Pembelajaran Online. Jurnal Sistem Dan Teknologi Informasi (Justin), 8(3), 278. https://doi.org/10.26418/justin.v8i3.40007
Astarilla, L., & Warman, D. (2022). Students’ Perception of the Use of Google Classroom in Flipped English Learning during the COVID-19 Pandemic.
Asyiah, D. N. (2017). The Vocabulary Teaching and Vocabulary Learning: Perception, Strategies, And Influences on Students’ Vocabulary Mastery. Jurnal Bahasa Lingua Scientia, 9(2). https://doi.org/10.21274/ls.2017.9.2.293-318
Asyid, S. A., Muhamad, D., Nurdiansyah, R., Parmawati, A., Siliwangi, I., & Com, S. (2019). Using Color Coding To Improve Students’ English Vocabulary Ability. https://doi.org/10.22460/project.v2i3.p358-363
Azmy, F. F. (2020). Students’ Perception of the Use of Google Classroom in Teaching Intensive English Class for the First Year College Students During Pandemic COVID-19. 21–22. http://e-proceedings.iain-palangkaraya.ac.id/index.php/inacelt
Brown, M. E., & Hocutt, D. L. (2015). UR Scholarship Repository Learning to Use, Useful for Learning: A Usability Study of Google Apps for Education Recommended Citation "Learning to Use, Useful for Learning: A Usability Study of Google Apps for Education. In Journal of Usability Studies (Vol. 10, Issue 4). http://www.upassoc.org.
Dorsah, P., & Alhassan, A.-G. (2021). Synchronous Versus Asynchronous: Pre-Service Teachers’ Performance in Science Formative Assessment Tests. OALib, 08(04), 1–15. https://doi.org/10.4236/oalib.1107193
Fadhilawati, D. (2015). Peningkatan Keterampilan Berbicara Bahasa Inggris Melalui PendekatanKomunikatif Mahasiswa Program Studi Baahasa Inggris U. Lingua, 12(2), 211–221.
Fadhilawati & Sari. (2018). Embedding Various Digital Technologies in English Teaching and Learning to Improve Students ’ Vocabulary and Writing. Langlit, 5(December), 170–184.
Harjanto, A. S., & Sumarni, S. (2019). Teachers’ Experiences on the Use of Google Classroom. 3.
Iftikhar, S. (2016). Google Classroom: What Works and How? Journal of Education and Social Sciences, 3. http://www.ucalgary.ca/~dmjacobs/phd/diss/Image74.gif
Ika Sari, L., & Sutopo, D. (2018). English Education Journal The Effectiveness of Vocabulary Self-Collection and Word Mapping Strategies for Teaching Vocabulary to Maritime Cadets With High and Low Metacognitive Awareness. EEJ, 8(1), 35–42. http://journal.unnes.ac.id/sju/index.php/eej
Indrasari, A., Novita, D., & Megawati, F. (2018). Big Book: Attractive Media for Teaching Vocabulary to Lower Class of Young Learners. JEES (Journal of English Educators Society), 3(2), 141–154. https://doi.org/10.21070/jees.v3i2.1572
Ismail, H., Syahruzah, Juang. K., & Basuki. (2017). Improving the Students’ Reading Skills through Translation Method.
Ismaiyah, L. N., & Fadhilawati, D. (2022). Developing Hopscotch Board for Learning Reading of Descriptive Text in Junior High School. JOSAR, 8(2), 29–41.
Jano, Z., Noor, S. M., Ahmad, R., Md Saad, M. S., Saadan, R., Bokhari, M., & Abdullah, A. N. (2015). Website usability and cultural dimensions in Malaysian and Australian universities. Asian Social Science, 11(9), 1–10. https://doi.org/10.5539/ass.v11n9p1
Katemba, C. V. (2019). Students’ Vocabulary Enhancement at Grade 10: A Comparative Study Using CALL & MALL in Indonesia (Vol. 20, Issue 1).
Korlu, H., & Mede, E. (2018). Reflective Practice Autonomy in Vocabulary Learning of Turkish EFL Learners. In The EUROCALL Review (Vol. 26, Issue 2).
Kurniawan, H., Suharjito, B., & Ariyanto, S. (2022). Senior High School Students’ Perception on The Use of Google Classroom in Online English Learning. EFL Education Journal, 9(1), 117–127. https://jurnal.unej.ac.id/index.php/EFLEJ
Maduwu, B. (2016). Pentingnya Belajar Bahasa Inggris di Sekolah. Jurnal Warta Edisi 50.
Mansur, M., & Fadhilawati, D. (2019). Applying Kahoot to Improve the Senior High School Students’ Vocabulary Achievement. VELES Voices of English Language Education Society, 3(2), 164. https://doi.org/10.29408/veles.v3i2.1591
Nizal, I., Shaharanee, M., Jamil, J. M., Syamimi, S., & Rodzi, M. (2016). The Application of Google Classroom as a Tool for Teaching and Learning.
Okmawati, M., Negeri, S., Selatan, S., Tanjak, D., Sangir, K., & Selatan, K. S. (2020). The Use Of Google Classroom During the Pandemic. Journal of English Language, 9(2). http://ejournal.unp.ac.id/index.php/jelt
Olumorin, C. O., Omolafe Babalola, E., Ashaolu, S., & Omolafe, V. (2022). Students ’Attitude Towards the Utilization of Google Classroom for Learning. Indonesian Journal of Educational Research and Technology, 2(3), 213–222. https://doi.org/10.17509/xxxx.xxxx
Paramahita, K. B. C. (2021). Students’ Perception of Google Classroom Implementation as Online Learning Media. Journal of Educational Study, 1(2), 62–72. https://doi.org/10.36663/joes.v1i2.189
Putri, E. (2022). An Impact of the Use of Instagram Application Toward Students’ Vocabulary In Pustakailmu.id (Vol. 2, Issue 2).
Rohmatillah. (2014). A Study on Students’ Difficulties in Learning Vocabulary, Institut Agama Islam Negeri (IAIN) Raden Intan Lampung.
Rukmana, G. W. (2021). Students’ Perception Toward the Use of Google Classroom as Teaching and Learning English Media for EFL Students. Journal of Educational Study, 1(3), 191–199. https://doi.org/10.36663/joes.v1i3.167
Solikhah, I. (2015). Reading and Writing as Academic Literacy in EAP Program of Indonesian Leaners. Dinamika Ilmu, 15(341), 325.
Suhroh, F., Yudi Cahyono, B., Kesehatan Yannas Husada Bangkalan, S., & Artikel Abstrak, I. (2020). The Perspective of Indonesian Teachers on the Google Classroom Usage in Blended Teaching. http://journal.um.ac.id/index.php/jptpp/
Susanto, A. (2017). The Teaching of Vocabulary: A Perspective. https://doi.org/10.22216/jk.v1i2.2136
Susanto, H. (2021). An Analysis about Students’ Trouble in Acquisition English Vocabulary (Vol. 4, Issue 2). http://ejurnal.budiutomomalang.ac.id/index.php/journey
Taebenu, S. F., & Katemba, C. V. (2021). Vocabulary Enhancement Through Memrise and Google Classroom. Language Literacy: Journal of Linguistics, Literature, and Language Teaching, 5(1), 228–241. https://doi.org/10.30743/ll.v5i1.3813
Tan, A., Wan Lin, A., Huah, L., & Tunku Abdul, G. (2017). Vocabulary Size and Performance in Listening Comprehension. In Asia Pacific Journal of Contemporary Education and Communication Technology. www.apiar.org.au
Wijaya, A. (2016). Analysis of Factors Affecting the Use of Google Classroom to Support Lectures.
Zulkifli, W., & Kassim, W. (2021). Google Classroom: Malaysian University Students’ Attitudes towards Its Use as Learning Management System.
Abid Azhar, K., & Iqbal, N. (2018). Effectiveness of Google Classroom: Teachers’ Perceptions Prizren Social Science Journal (Vol. 2, Issue 2).
Akhiroh, N. S. (2017). Teaching English in Non-English Departments: Empowering Teacher Towards Improvement. IJEE (Indonesian Journal of English Education), 4(1), 49–62. https://doi.org/10.15408/ijee.v4i1.5341
Albashtawi, A. H., & Al Bataineh, K. B. (2020). The effectiveness of Google Classroom among EFL students in Jordan: An innovative teaching and learning online platform. International Journal of Emerging Technologies in Learning, 15(11), 78–88. https://doi.org/10.3991/IJET.V15I11.12865
Al-Mekhlafi, M. (2020). An Exploration of Yemeni University Students’ Attitudes towards Learning Linguistic Courses Using Google Classroom. Millennium Journal of English Literature, Linguistics and Translation, 1–16. https://doi.org/10.47340/mjellt.v1i1.1.2020
Alwasilah, A. C. (2013). Policy On Foreign Language Education in Indonesia.
Ambarwati, R., & Mandasari, B. (2021). Students’ Motivation Toward the Use of Google Classroom In Learning English During Covid-19 Pandemic At Sma N 1 Sukoharjo.
Arifin, S. R., & Merdekawati, E. G. (2020). Tanggapan Mahasiswa terhadap Pemanfaatan Google Classroom sebagai Media Pembelajaran Online. Jurnal Sistem Dan Teknologi Informasi (Justin), 8(3), 278. https://doi.org/10.26418/justin.v8i3.40007
Astarilla, L., & Warman, D. (2022). Students’ Perception of the Use of Google Classroom in Flipped English Learning during the COVID-19 Pandemic.
Asyiah, D. N. (2017). The Vocabulary Teaching and Vocabulary Learning: Perception, Strategies, And Influences on Students’ Vocabulary Mastery. Jurnal Bahasa Lingua Scientia, 9(2). https://doi.org/10.21274/ls.2017.9.2.293-318
Asyid, S. A., Muhamad, D., Nurdiansyah, R., Parmawati, A., Siliwangi, I., & Com, S. (2019). Using Color Coding To Improve Students’ English Vocabulary Ability. https://doi.org/10.22460/project.v2i3.p358-363
Azmy, F. F. (2020). Students’ Perception of the Use of Google Classroom in Teaching Intensive English Class for the First Year College Students During Pandemic COVID-19. 21–22. http://e-proceedings.iain-palangkaraya.ac.id/index.php/inacelt
Brown, M. E., & Hocutt, D. L. (2015). UR Scholarship Repository Learning to Use, Useful for Learning: A Usability Study of Google Apps for Education Recommended Citation "Learning to Use, Useful for Learning: A Usability Study of Google Apps for Education. In Journal of Usability Studies (Vol. 10, Issue 4). http://www.upassoc.org.
Dorsah, P., & Alhassan, A.-G. (2021). Synchronous Versus Asynchronous: Pre-Service Teachers’ Performance in Science Formative Assessment Tests. OALib, 08(04), 1–15. https://doi.org/10.4236/oalib.1107193
Fadhilawati, D. (2015). Peningkatan Keterampilan Berbicara Bahasa Inggris Melalui PendekatanKomunikatif Mahasiswa Program Studi Baahasa Inggris U. Lingua, 12(2), 211–221.
Fadhilawati & Sari. (2018). Embedding Various Digital Technologies in English Teaching and Learning to Improve Students ’ Vocabulary and Writing. Langlit, 5(December), 170–184.
Harjanto, A. S., & Sumarni, S. (2019). Teachers’ Experiences on the Use of Google Classroom. 3.
Iftikhar, S. (2016). Google Classroom: What Works and How? Journal of Education and Social Sciences, 3. http://www.ucalgary.ca/~dmjacobs/phd/diss/Image74.gif
Ika Sari, L., & Sutopo, D. (2018). English Education Journal The Effectiveness of Vocabulary Self-Collection and Word Mapping Strategies for Teaching Vocabulary to Maritime Cadets With High and Low Metacognitive Awareness. EEJ, 8(1), 35–42. http://journal.unnes.ac.id/sju/index.php/eej
Indrasari, A., Novita, D., & Megawati, F. (2018). Big Book: Attractive Media for Teaching Vocabulary to Lower Class of Young Learners. JEES (Journal of English Educators Society), 3(2), 141–154. https://doi.org/10.21070/jees.v3i2.1572
Ismail, H., Syahruzah, Juang. K., & Basuki. (2017). Improving the Students’ Reading Skills through Translation Method.
Ismaiyah, L. N., & Fadhilawati, D. (2022). Developing Hopscotch Board for Learning Reading of Descriptive Text in Junior High School. JOSAR, 8(2), 29–41.
Jano, Z., Noor, S. M., Ahmad, R., Md Saad, M. S., Saadan, R., Bokhari, M., & Abdullah, A. N. (2015). Website usability and cultural dimensions in Malaysian and Australian universities. Asian Social Science, 11(9), 1–10. https://doi.org/10.5539/ass.v11n9p1
Katemba, C. V. (2019). Students’ Vocabulary Enhancement at Grade 10: A Comparative Study Using CALL & MALL in Indonesia (Vol. 20, Issue 1).
Korlu, H., & Mede, E. (2018). Reflective Practice Autonomy in Vocabulary Learning of Turkish EFL Learners. In The EUROCALL Review (Vol. 26, Issue 2).
Kurniawan, H., Suharjito, B., & Ariyanto, S. (2022). Senior High School Students’ Perception on The Use of Google Classroom in Online English Learning. EFL Education Journal, 9(1), 117–127. https://jurnal.unej.ac.id/index.php/EFLEJ
Maduwu, B. (2016). Pentingnya Belajar Bahasa Inggris di Sekolah. Jurnal Warta Edisi 50.
Mansur, M., & Fadhilawati, D. (2019). Applying Kahoot to Improve the Senior High School Students’ Vocabulary Achievement. VELES Voices of English Language Education Society, 3(2), 164. https://doi.org/10.29408/veles.v3i2.1591
Nizal, I., Shaharanee, M., Jamil, J. M., Syamimi, S., & Rodzi, M. (2016). The Application of Google Classroom as a Tool for Teaching and Learning.
Okmawati, M., Negeri, S., Selatan, S., Tanjak, D., Sangir, K., & Selatan, K. S. (2020). The Use Of Google Classroom During the Pandemic. Journal of English Language, 9(2). http://ejournal.unp.ac.id/index.php/jelt
Olumorin, C. O., Omolafe Babalola, E., Ashaolu, S., & Omolafe, V. (2022). Students ’Attitude Towards the Utilization of Google Classroom for Learning. Indonesian Journal of Educational Research and Technology, 2(3), 213–222. https://doi.org/10.17509/xxxx.xxxx
Paramahita, K. B. C. (2021). Students’ Perception of Google Classroom Implementation as Online Learning Media. Journal of Educational Study, 1(2), 62–72. https://doi.org/10.36663/joes.v1i2.189
Putri, E. (2022). An Impact of the Use of Instagram Application Toward Students’ Vocabulary In Pustakailmu.id (Vol. 2, Issue 2).
Rohmatillah. (2014). A Study on Students’ Difficulties in Learning Vocabulary, Institut Agama Islam Negeri (IAIN) Raden Intan Lampung.
Rukmana, G. W. (2021). Students’ Perception Toward the Use of Google Classroom as Teaching and Learning English Media for EFL Students. Journal of Educational Study, 1(3), 191–199. https://doi.org/10.36663/joes.v1i3.167
Solikhah, I. (2015). Reading and Writing as Academic Literacy in EAP Program of Indonesian Leaners. Dinamika Ilmu, 15(341), 325.
Suhroh, F., Yudi Cahyono, B., Kesehatan Yannas Husada Bangkalan, S., & Artikel Abstrak, I. (2020). The Perspective of Indonesian Teachers on the Google Classroom Usage in Blended Teaching. http://journal.um.ac.id/index.php/jptpp/
Susanto, A. (2017). The Teaching of Vocabulary: A Perspective. https://doi.org/10.22216/jk.v1i2.2136
Susanto, H. (2021). An Analysis about Students’ Trouble in Acquisition English Vocabulary (Vol. 4, Issue 2). http://ejurnal.budiutomomalang.ac.id/index.php/journey
Taebenu, S. F., & Katemba, C. V. (2021). Vocabulary Enhancement Through Memrise and Google Classroom. Language Literacy: Journal of Linguistics, Literature, and Language Teaching, 5(1), 228–241. https://doi.org/10.30743/ll.v5i1.3813
Tan, A., Wan Lin, A., Huah, L., & Tunku Abdul, G. (2017). Vocabulary Size and Performance in Listening Comprehension. In Asia Pacific Journal of Contemporary Education and Communication Technology. www.apiar.org.au
Wijaya, A. (2016). Analysis of Factors Affecting the Use of Google Classroom to Support Lectures.
Zulkifli, W., & Kassim, W. (2021). Google Classroom: Malaysian University Students’ Attitudes towards Its Use as Learning Management System.
Published
2023-09-20
How to Cite
Mada Gymnastiar Andy Nugraha, Mohamad Irvansyah Satria Yudha, & Dian Fadhilawati. (2023). The Students’ Responses Toward the Use of Google Classroom for Learning Vocabulary In the Higher Education. JOSAR (Journal of Students Academic Research), 8(2), 395-411. https://doi.org/10.35457/josar.v8i2.3106
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