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php/exposure Exposure: Jurnal Pendidikan Bahasa Inggris
Exposure Journal 661
THE IMPACT OF GOOGLE CLASSROOM AND EXTENSION ON
STUDENTAoS MOTIVATION AND ENGAGEMENT IN EFL
CLASSROOM (THE CASE STUDY OF SMA ISLAM ATHIRAH
BONE)
Asman Bin Mohd Tahir1.
Suharyadi2.
Sintha Tresnadewi3
1,2,3
English Department.
Faculty of Letters.
Universitas Negeri Malang.
Malang.
Indonesia asmanbinmohdtahir96@gmail.
Received: June 28 ,2024 Revised: August 14,2024 Accepted: September 9, 2024
ABSTRACT
In today's technology-driven world, students are increasingly surrounded by digital tools, with easy access to vast amounts of information (Egbert, 2.
From a pedagogical perspective, integrating technology into education is essential for successful learning outcomes (Sebring and Chicago School Consortium, 2.
Despite this, less than half of students utilize technology for academic purposes, though 92% have access to it at home.
The evolving information age has made previously expensive technologies accessible to many (Edwards, 2.
, necessitating that educators adapt to this technological This study examines the impact of Google Classroom and its extensions on student motivation and engagement in English as a Foreign Language (EFL) classrooms at SMA Islam Athirah Bone.
The research highlights the importance of incorporating realworld technology into EFL classes to enhance student interest and motivation (Usher & Center on Education, 2.
Technology supports diverse learning styles, fosters community, and provides hands-on experiences, especially beneficial for students with learning disabilities (Heafner, 2004.
Liu, 2.
As English is a global language, its learning is critical for accessing research and higher education (Morris & Maxey, 2.
Traditional methods have evolved, with technology playing a pivotal role in English language instruction (Graddol, 2.
This qualitative study uses video recordings, interviews, and observation checklists to explore the impact of technology on student engagement and motivation in EFL classrooms.
Data collection involved classroom observations and semi-structured interviews with teachers and students.
The findings indicate that both teachers and students at SMA Islam Athirah Bone perceive the use of Google Classroom and its extensions as beneficial for active learning and engagement.
This study contributes to a deeper understanding of how technological tools can enhance EFL learning experiences and suggests practical applications for better classroom Keywords: Google Classroom.
Student Motivation.
Student Engagement.
EFL Classroom.
Technology Integration.
Pedagogical Impact.
Educational Technology.
INTRODUCTION
In the modern era.
According Egbert in (Enanoza, 2.
students are constantly surrounded by technology, with access to information merely a fingertip From a pedagogical standpoint, the integration of technology into the educational system is not only beneficial but also essential for achieving successful educational outcomes (Ehrlich.
Sporte, & Sebring, 2.
Despite the widespread availability of technology, studies have shown that less than half of the students use it for academic purposes, even though 92% have access to technology and the internet at home.
The digital age has brought about significant advancements.
Volume 13 .
November 2024, page 661-674 Copyright A2024.
ISSN: 2252-7818 E-ISSN: 2502-3543 Available online:
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id/index.
php/exposure Exposure: Jurnal Pendidikan Bahasa Inggris Exposure Journal 662 making technology that was once expensive and limited to a privileged few more accessible and affordable (Yu, 2.
As students grow up in this tech-saturated environment, educators must adapt to integrate these tools into their teaching English as a Foreign Language (EFL) teachers, in particular, need to find effective ways to incorporate new technologies into their lessons to enhance both motivation and educational outcomes.
Communicative language teaching, as a major source of influence in reshaping language teaching practices, aims to develop learnersAo communicative competences through learner-centered interaction in the target language, and often involves the use of materials relevant to their specific interests and needs, engagement in real-world contexts, collaboration with others, and control over how to convey oneself.
It is crucial for EFL classes to cater to the diverse needs of students (Littlewood, 2.
According to the future lab in (Badejo dan Chakraborty, 2.
Technology supports various learning styles, fosters a sense of community, and provides handson experiences.
Additionally, appropriate technological tools, such as Google Classroom, can assist students with learning disabilities by offering personalized learning experiences (Floyd dan Judge, 2.
English is a critical global language, motivating individuals to learn it for various reasons.
It serves as the medium of instruction in many educational institutions and is essential for accessing research across disciplines (Morris & Maxey, 2.
Learning English is challenging (Ishihara & Cohen, 2.
According Graddol in (Solikhah, 2.
and teaching methods have evolved from traditional approaches to incorporating advanced information technology, thereby facilitating and enhancing the learning process.
This study focuses on the impact of "technology", the convergence of technology, pedagogy, and content on student engagement and motivation in EFL classrooms at SMA Islam Athirah Bone.
Technology leverages the power of multimedia computing to address pedagogical needs, presenting content in a continuum tailored to learner characteristics, styles, and preferences.
This approach supports, complements, and enhances teaching and knowledge retention in educational settings.
Given the significance of technology in EFL classrooms, this research investigates its impact on student engagement and motivation at SMA Islam Athirah Bone.
The primary research question is: How do Google Classroom Volume 13 .
November 2024, page 661-674 Copyright A2024.
ISSN: 2252-7818 E-ISSN: 2502-3543 Available online:
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php/exposure Exposure: Jurnal Pendidikan Bahasa Inggris Exposure Journal 663 and its extensions engage and motivate students in the EFL classroom at SMA Islam Athirah Bone? The objective of this research is to determine how Google Classroom and its extensions enhance student engagement and motivation in the EFL classroom at SMA Islam Athirah Bone.
This research aims to contribute both theoretically and practically to the field of language teaching and learning.
It seeks to advance the understanding of technology's impact on student engagement and motivation in EFL classrooms.
Aims to provide new insights and corroborate findings from similar previous studies.
The study offers valuable information for educators to improve their understanding of technology's role in enhancing student engagement and motivation in EFL classrooms.
It aims to inform learners about the benefits of using technology in their language learning journey.
MATERIALS AND METHOD
Materials Technology as a Pedagogical Skill in ICT Learning Activities Technology, or the pedagogical skill to use ICT for teaching and learning, transforms the learning environment by leveraging information and communication technologies.
This approach emphasizes the necessity of matching technological capabilities with educational needs, providing realtime information and interactive elements like simulations and animations.
Despite its potential, technology requires careful consideration of students' learning styles and preferences to be truly effective.
Illustrated the application of technology across various disciplines, highlighting its ability to enrich learning environments with specific learning objects (Hasudunganlubis.
Idrus, & Sarji, 2.
Perspectives on Technology Use in Education According to Bolkan in (Badejo dan Chakraborty, 2.
Exposure to a variety of technologies is essential for students from elementary to high school levels, yet many schools struggle to meet this need.
Leadership in schools plays a critical role in setting expectations for technology use, but disparities in technology adoption persist across different schools.
Research by Sung Youl Park .
and Meyer.
Abrami.
Wade, & Scherzer .
Volume 13 .
November 2024, page 661-674 Copyright A2024.
ISSN: 2252-7818 E-ISSN: 2502-3543 Available online:
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php/exposure Exposure: Jurnal Pendidikan Bahasa Inggris Exposure Journal 664 shows that successful technology integration often depends on the culture of the institution and the training provided to future teachers (Sahed, 2.
Student Motivation Through Technology Use in School Godzicki, et al.
in (Woottipong, 2.
explored the impact of technology-assisted learning environments on student motivation and Their study found that technology use increased student participation and motivation, though it was underutilized by many teachers.
Halat in (Aslanyan-rad, 2.
also demonstrated that specific technological interventions like WebQuests and new educational tools can significantly enhance student motivation and understanding.
Integrating Technology in Classrooms According to Zimlich in (Kazu, 2.
The integration of information technology in classrooms has become widespread, enabling educators to differentiate instruction and enhance student collaboration.
Studies have shown that the success of technology integration is not solely dependent on the amount of technology used but on the quality and effectiveness of its application by teachers.
According to Eckstein in (Badejo & Chakraborty, 2.
Tools like Google Drive.
GoogleDocs, and blogs facilitate collaborative learning and idea-sharing among students and teachers.
Research by Teo.
Su Luan, and Sing in 2008 in (Shittu, 2.
further supports the importance of teacher attitudes toward technology in the success of its Google Classroom and Its Extension in EFL Classrooms The development of information technology, especially during the COVID-19 pandemic, has necessitated innovation and creativity in Google Classroom has emerged as a vital tool for online learning, offering a user-friendly platform for managing and delivering educational This application supports various teaching functions, such as posting assignments, collecting student work, and facilitating discussions (Hakim.
Additionally.
Google Classroom can be enhanced with extensions like Google Meet for video conferencing.
Kahoot for quizzes, and Google Forms Volume 13 .
November 2024, page 661-674 Copyright A2024.
ISSN: 2252-7818 E-ISSN: 2502-3543 Available online:
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php/exposure Exposure: Jurnal Pendidikan Bahasa Inggris Exposure Journal 665 for surveys and assessments, making it a comprehensive tool for EFL Method Research Design According Gay in (Apuke, 2.
This study adopts a qualitative research design, which involves summarizing, analyzing, and interpreting detailed reports and visual data to gain a comprehensive understanding of a The objective is to explore the impact of technology on student activities in EFL classrooms, aiming for a deeper understanding of diversity.
Classroom video recordings and interview transcriptions were converted into text and then analyzed to understand student engagement and motivation.
This method provides valuable insights for improving classroom interactions.
According Gay in (Apuke, 2.
The research follows the descriptive qualitative research process, which includes identifying the research topic, reviewing literature, selecting participants, collecting data, analyzing and interpreting data, and reporting and evaluating the research.
Location and Time of the Research The research was conducted at SMA Islam Athirah Bone, located in Kelurahan Panyula.
Tanete Riattang Timur district.
Bone regency.
The study spanned three months, concluding at the end of May 2021.
Participants of the Research Participants included two EFL teachers and 24 students from SMA Islam Athirah Bone.
The research focused on interactions between teachers and students, particularly how teachers motivate and engage students during the learning process.
Data sources included classroom dialogues, observations, and interviews to confirm these interactions.
Instruments of the Research The primary instrument was the researcher, supplemented by interviews and observations.
Observation Checklist Observation involved reporting activities in different social settings to understand participants' actions and perspectives.
According to Volume 13 .
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ISSN: 2252-7818 E-ISSN: 2502-3543 Available online:
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id/index.
php/exposure Exposure: Jurnal Pendidikan Bahasa Inggris Exposure Journal 666 Bogdan in (Kumar, 2.
This method included a prolonged period of intense social interaction between the researcher and subjects, with data collected unobtrusively and systematically in the form of field notes.
Interview Interviews were conducted to verify and understand the interactions between teachers and students, focusing on motivation and Interviews were essential for collecting data on behaviors, feelings, and perceptions that could not be observed directly (Merriam dan Tisdell, 2.
Procedure of Data Collection The data collection procedure included the following steps:
Proposing a permission letter.
Observing classroom situations.
Recording classroom interactions.
Filling out the observation checklist and taking notes during Interviewing teachers and students.
Techniques of Data Analysis Data analysis followed Brown .
interaction analysis approach for foreign language classrooms, exploring specific communication styles used by teachers and students.
The analysis involved:
Data Reduction: Irrelevant data were eliminated, and relevant data were transcribed, selected, and analyzed based on the research questions.
Data were coded and categorized thematically using Microsoft Word.
Data Display: Organized information helped describe conclusions.
The reduced and coded data were presented in narrative text, focusing on the research's main points.
Conclusion Drawing/Verification: Conclusions were developed based on the displayed data and related to the theoretical framework provided in chapter two.
The conclusions were then confirmed through Findings Volume 13 .
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php/exposure Exposure: Jurnal Pendidikan Bahasa Inggris Exposure Journal 667 Based on the research questions, the researcher had conducted the data collection by having a video recording and filling an observation checklist while the teaching and learning process was conducted in the classroom.
Observation checklist was used to collect the data of research.
The observation was followed by the interview which applied semi-structured interview to confirm the function of technology by using Google Classroom and extension to engage and motivate the students and teachersAo perception.
Those recordings were transcribed, coded, paired and analysed.
In this research, based on the research question, findings are organised in two parts, based on an interview and based on classroom video recording and observation checklist.
DISCUSSION