CHAPTER II

LITERATURE REVIEW

This chapter is divided into several parts. First is the review of theoretical

studies; it contains quotations and definitions related to title of the research. Second

is the review of previous studies; it describes related studies conducted in the past.

Third is the theoretical framework; it shows summary of the theory used.

2.1 E-learning in Educational Perspective

2.1.1 The definition of E-learning

E-learning is being introduced in the beginning of third millennium. E-

learning make user can access course material everywhere via internet. Using e-

learning can encourage and improve learner’s interaction in the class. Based on

Agarwal & Pandey (2012), e-learning focuses on the use of technology in learning

and education. E-learning refers to the use of information and communication

technology in learning process which consists of electronic media. According to

Guri-Rosenblit (2005) “E-learning is the use of electronic media for a variety of

learning purposes that range from add-on functions in conventional classrooms to

full substitution for the face-to-face meetings by online encounters”. Stockley

(1996-2017) stated, e-learning implicates the use of electronic device (e.g.

computer or mobile phone) in some ways to provide educational training or learning

purpose. Sangrà et.al (2012) said, e-learning can be defined as natural evolution of

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distance learning which utilizes newest tool in technological context for

arrangement in education.

From those definitions, we can conclude that e-learning is learning which

utilizes electronic technologies to access educational curriculum outside traditional

classroom and it refers to learning that delivered online. E-learning makes learning

process easier, such as, sharing material or file, submit tasks, and do quizes. E-

learning also has been applied in many institutions (e.g. school and university).

Through e-learning, both teacher and students can easily communicate. Also,

teacher can give feedback on the asssignment via online class platform.

2.1.2 E-learning delivery method

In our context nowadays, e-learning is basically divided into two types,

synchronous and asynchronous. These two types have their own pros and cons.

Appropriate technique for students depends on how they absorb information. Based

on Arisandhy (2010), synchronous is online conversation and video conference,

while asynchronous is learning that can be done even both teacher and student are

offline. Shahabadia & Uplane (2015) said that synchronous is e-learning that

usually scheduled in a real-time and the learning experiences are also live. Whereas

asyncronous is e-learning that utilizes Computer Mediation Communication (CMC)

to achieve “anytime and everywhere” learning through online discussion. It is

similar to synchronous e-learning which focuses on learner using online learning

source to facilitate many kinds of information without thinking about time and

place.

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 The main benefit of synchronous e-learning is to enable students in avoiding

feeling insulated in communicating with others during learning process, but not

flexible about time. Students should put aside their time to attend the online session

live and real-time. This type of e-learning is not suitable for busy people. While

asynchronous e-learning makes students able to follow the curicullum with their

own desire without worrying about schedule. This type of e-learning is appropriate

for students who like to arrange schedule of learning by themselves and can choose

where and when they can continue their learning. It makes students feel insulated

because there is no live and interactive educational environment.

2.2 Google Classroom

2.2.1 The definition of Google Classroom

Google Classroom is a tool which facilitates students and teacher

collaboration; also teacher can create and distribute assignments for students in an

online classroom for free (Beal, 2017). It makes teachers simply build groups to

share assignments and announcements. Google Classroom can be a tool that makes

learners become active participants. Nagele (2017) said, teachers can create active

lessons which are student-centered, collaborative, and unforgettable just through

Google Classroom, because it provides easy-to-use learning features with students

of all categories able to cooperate. Google Classroom is helpful to all of learner

categories and including adult learners. It also has some benefits such as paperless,

can be accessed anywhere and everywhere as long as there is internet connection

and from any devices, to communicate between teachers and students, to give

feedback to students, and personalized learning. It has a learning feature that makes

teachers create and handle assignments actively and also provide feedback to

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students. Google Classroom makes it easier for teachers to handle students work. It

is really beneficial for both teachers and students, because it is easy and simple to

use.

2.2.2 How it works

Google Classroom may still be unfamiliar for some people. Therefore, here

is a guide line how to use Google Classroom properly for better understanding

based on (Google, 2018). First, login using classroom.google.com and log in using

Google Apps for Education account with institution e-mail address. To create the

very first class, click on the “+” button next to the e-mail address. “Create class”

will appear and then press on it. After that, add a class name. Teacher can add the

details about the class, such as, description and instructions for students in the

“about” tab, and also Google Drive folder for classroom materials and can attach

outline course and lesson plan. Finally, the class is ready and students can freely

join if they have institutional Google accounts and they should find class code in

the “stream” tab.

2.2.3 Features of Google Classroom

Lots of activities we can do with Google Classroom when the class is

operated. First, one can create announcement. Teacher can give announcements

about the update of the class in this section. They can attach files and class materials

as well. Secondly, create assignment. This is the most substantial feature in Google

Classroom. Teacher can upload assignments for student within due time to submit.

Student also can download materials that have been uploaded by teacher to finish

their task. Third, create question. In this section, student can create question to be

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discussed with teacher or other students if allowed by teacher. Fourth, re-use post.

Important post can be use by teacher in this section, such as, announcement,

assignment, and question.

2.2.4 The benefits and limitations

Google Classroom has copious facilities which are beneficial for its users. A

few of them are user friendly, cost free, cell phone friendly, and time saving. Using

Google Classroom is really easy. Based on Janzen (2014), "Google Classroom’s

design purposefully simplifies the instructional interface and options used for

delivering and tracking assignments; communication with the entire course or

individuals is also simplified through announcements, email, and push

notifications". Using Google Classroom does not need any cost. It is free for

anyone. Although users have institutional Google Account, they still can use it for

free. Anyone can use Google classroom on any mobile device as long as there is

internet connection, because it designs to be fast respond. Janzen (2014) also states

that "mobile access to learning materials that are attractive and easy to interact with

is critical in today’s web connected learning environments". By using Google

Classroom both teacher and student can save their time. According to Iftakhar

(2016), it integrates other Google apps, like, Docs, Slides, Drive and Spreadsheets.

Nevertheless, the whole process of administering assignments, grading, formative

assessment, and feedback is simplified and streamlined.

In spite of various benefits, Google Classroom also has some limitations.

Some of them as mentioned by Pappas (2015) are limited integration option, too

googlish, no automated updates, difficult learner sharing and editing problems. It is

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difficult for teacher to manage teaching materials and to set deadline for

assignments because Google Classroom is not syncronized with Google Calendar

or any other calendar. Some of Google Classrooms’ buttons are only familiar for

Google users. It can make new user feeling confused or needing more time to deal

with it. That is why Pappas define Google Classroom as too “googlish”. There is

no auto-update feature in Google Classroom; it makes learners miss an important

announcement because they should refresh it regularly. Also, students can not share

their documents to others without permission from teacher. Learners can only edit

assignment after they create and distribute to Google Classroom. They can keep

and delete any part of the assignments.

Inspite of some drawbacks, we can conclude that Google Classroom is a good

thing for students and teachers because it is easy to use, efficient, effective, better

for the environment, and enable collaboration between teacher and student becomes

easier. With Google Classroom, learning process can be effective and efficient

because students and teachers can access Google Classroom anytime and anywhere

in electronic devices with internet network.

2.3 Learning media

2.3.1 The Definition of Learning Media

Media refers to material that presented with words and pictures so that students

can better understand the material if it is presented with words and also pictures

rather than with words. According to Sariffudin (2013), in general, learning media

means teaching and learning tool which can be used to stimulate skills of learners,

thoughts and feeling, therefore to facilitate the learning process. Based on Mateer

et.al (2018), media can be important in active learning such as group discussions or

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case studies. example of media can include a film, song or newspaper article, even

students can make their own media. Media is an important component in the

learning system, the communication process will not run optimally in learning

without the media.

Anderson (1976) as cited on Foresty (2017) classify media into 10

categories as follows:

Table 2.1

No Media Categories Example in Learning

1 Audio Audio tapes, radio, CD,
telephone
2 Print Textbooks, modules,
brochures, leaflets,
pictures
3 Audio-Print Audio tapes that include
written materials
4 Proyeksi Visual Silent Overhead transparency
(OHT), Film frames
(slides)
5 Audio isual Projection Silent Film frames (slides)
voiced
6 Visual Motion Silent film
7 Audio Visual Motion silent motion film, video
/ VCD, TV
8 Physical Objects Real objects, models,
specimens
9 Humans and the Environment Teacher, librarian,
laboratory
10 Computer CAI (Computer Assisted
Instructional =
computer-assisted
learning), CMI
(Computer Managed
Instructional)

2.3.2 The Use of Learning Media in Language Learning

Media has an important role in learning. Media can make both students and

teacher engaged in class. Based on Williams (2018), role of media in classroom are;

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appeal to multiple learing styles, create an authentic learning experience,

strengthens critical-thinking skills, teaches students to use media. While, Tileston

(2003) stated that media can give effect on students’ modalities, motivationbehavior

management, reaching higher levels of thought, and real world applications. Thus,

media is important in learning process. Media make easier to access information,

make an interesting learning process and also make students exciting.

The advantages of using media based on Pedagogy in Action (2018), such

as; media can gain students’ attention and maintain students’ interest, students can

sharpen their analytical skills, enable students to see concepts and new examples,

experience world beyond their own. In addition to numerous advantages, there are

also a number of cautions that should keep in mind in utilizing media. The

challenges of using media according to Perez (2015) are; how to implement media

effectively, understanding how it works, and how to integrate media in learning.

Finally, using media in clasroom make students aware with the changing of

electronic communications nowadays. Through media, studdents not only learn to

access about the material, gain information, but students can value and become wise

when using the media.

2.4 Review of Relevant Studies

There are some previous researches which are relevant to this study. First,

research from Shaharanee et.al (2016) did a research about the effectiveness of

Google Classroom’s active learning activities for data mining subject under the

decision sciences program. Technology Acceptance Model (TAM) has been

employed to measure the effectiveness of the learning activities. The target

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populations for this research were students who enrolled in data mining subject

where the class was taught in a computer lab. In order to have random selection

method, simple random sampling had been applied when choosing the sample. The

survey included questions on demographics, five predictor variables, and student

satisfaction. Demographic questions covered gender, marital status, course, and the

average on internet accessed. In order to develop the questionnaire, the Internet self-

efficacy scale was developed by Eastin & LaRose and used as reference. A total of

100 valid unduplicated responses from students who enrolled in data mining subject

were used in this study. The results indicated that the majority of students felt satisfy

with Google Classroom’s tools that were introduced in the class. Results of data

analysis showed that all ratios are above averages. In particular, comparative

performance is good in the areas of ease of access, perceived usefulness,

communication and interaction, instruction delivery and students’ satisfaction

towards Google Classroom’s active learning activities.

The second study is from Iftakhar (2016), the study is about what and how

Google Classroom works. The purpose of this study is to report the overall view of

Google Classroom from different class. This research presents brief features of

Google Classroom. In addition, some adoption factors (such as organizational,

social, personal and technological) have been reassessed for the research purpose.

The research questions are a) What factors influence teacher to use Google

Classroom? b) How does teacher use Google Classroom in their teaching? c) What

are the barriers to use Google Classroom? D) What are students' responses to the

Google Classroom? The analysis of the results of the questionnaire indicate that this

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study can be effective in understanding and evaluating teachers' and learners'

perceptive to ensure quality teaching and learning through Google classroom. This

study also presents some new evidence on the potential of Google classrooms in

teaching. This study used interview and observations to collect the data. The

participants were teachers and students of Daffodil International University. The

interviews were conducted with seven teachers: four males and three females. Three

teachers are from BBA Department, one teacher is from LLB, two teachers are from

English Department and one from CSE. 35 students also selected from English

Department. The total respondents were 42. The result of the study shows that from

teachers’ perspective, they agree that Google Classroom is very usefull. From

students’ perspective, some said that Google Classroom is also helpfull, while

others stated that they scared and instructed when using Google Classroom.

The third study is from Wijaya (2016). The study is about analysis of factors

affecting on the use of Google Classroom to support lecturers. The study was

developed by adopting the model of TAM to see from both the perception in the

TAM that affect the use of Google Classroom by some students STT Musi.

Population of this research is the students who are already using Google Classroom

in the lecture. Data obtained as much as 90 questionnaires distributed by using

purposive sampling technique to all students active in the odd academic year 2014-

2015. Results from this study showed that the of perceived Easy of Use and

perceptions of perceived usefulness positively affect the use of Google Classroom.

And both these perceptions also jointly affect the use of Google Classroom.

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 The last one is from student of English Language Education Department,

Rossytawati (2013). Her research is about the challanges in using Google

Classroom. The purpose of the research is to identify the challenges of using

Google Classroom as a learning tool for students of English Language Department

Islamic University of Indonesia. The method of the research is quantitative

research. The research involved 126 students of English Language Department in

Islamic University of Indonesia, consist of 3 batches there are 2014, 2015 and

2016. The result of the research can be interpreted as the students feel that most

challenging aspect in using Google Classroom is not very helpful for them to

minimize their time and effort in doing and collecting the assignment.

The differences between these researches and my research are on the

variable, subjects of the study, participants, and methodology used. In this study,

the researcher adopts the Shaharanee et.al (2016) questionnaire because the

questionnaire is reliable with value above 0.90. This research aims to identify

students’ responses on using Google Classroom. The participants were students of

English Language Education Department batch 2014-2017 because students in

English Language Education Department already used Google Classroom. This

research used quantitative method. Those researches are relevant with this study

because those researches also examining about Google Classroom; thus, they can

be used as references.

2.5 Theoretical Framework

In essence, the main topic of this research is to identify what are the

students’ responses on the use of Google Classroom at English Language

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Department as one of a learning tool. The researcher used survey method to reach

the data and the research conduct on the students of batch 2014, 2015, 2016, and

2017.

In general, learning media means

teaching and learning tool which can be
used to stimulate skills of learners,
thoughts and feeling, therefore to
facilitate the learning process
(Sariffudin, 2013)

“Google Classroom’s design purposefully

simplifies the instructional interface and
options used for delivering and tracking
assignments; communication with the entire
course or individuals is also simplified
through announcements, email, and push
notifications” (Janzen, 2014)

-Perceived ease of access

-Perceived Usefulness
-Perceived Communication and
Interaction
- Perceived Satisfaction

The Instrument adapted

from Shaharanee (2016)

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 Figure 1. Theoretical Framework

2.6 Definition of Key Terms

In discussing this title, the researcher finds several terms that need further

explanation as clearly as possible to avoid misunderstanding in this research study.

Learning Media According to Sariffudin (2013), in

general, learning media means

teaching and learning tool which can

be used to stimulate skills of learners,

thoughts and feeling, therefore to

facilitate the learning process

Google Classroom Google Classroom is a tool which make

both students and teacher collaboration;

also teacher can create and distribute

assignments for students in an online

classroom for free (Nagele, 2017).

CMC Computer-mediated communication

(CMC) is a process in which human data

interaction occurs through computer

(Simpson, 2002)

PBI (English Language Education PBI is one of the major in Faculty of

Department) Psychology and Socio-Cultural

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 Sciences, Islamic University of

Indonesia.

ICT ICT (Information and communications

technology), some components that

sustain modern computing Rouse

(2007-2018)

TAM TAM (Technology Acceptance Model),

a user accept information systems

technology based on the theory of

reasoned action (Surendran, 2012).

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