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JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, February, Vol. 5 No. 1, 2021

Received Accepted Published

December 2020 February 2021 February 2021

STUDENTS’ MOTIVATION IN LEARNING ONLINE OF READING

COMPREHENSION NARRATIVE TEXT THROUGH GOOGLE
CLASSROOM

Novia Wulan Ari

Universitas Muhammadiyah Semarang
[email protected]
Testiana Deni Wijayatiningsih
Universitas Muhammadiyah Semarang Dodi
Mulyadi
Universitas Muhammadiyah Semarang

ABSTRACT

This article aims to describe the students’ motivation in learning online narrative
text on students’ reading comprehension through Google Classroom of 24
students tenth-grade students at SMK Muhammadiyah Kradenan. This study
used a pre-experimental design one group pre-test post-test and conducted in
May 2020. The data was obtained through pretest, posttest, and questionnaire.
The data of this current study were analyzed by using SPSS consisted reliability,
validity, T-test, and percentage (questionnaire). The result from this article
showed the students’ motivation in learning online narrative text using Google
Classroom also got positive responses and they learned with high motivation. It
can be concluded that there was a different result before the treatment and after
the treatment. Therefore, there was students’ motivation in learning online
narrative text on students’ reading comprehension through Google Classroom.

Keywords: Google Classroom, Online Learning, Motivation, Reading Narrative

Text

INTRODUCTION
Recently, there has been an education problem because of the Covid-19
pandemic. Many institutions like universities and schools have to do the learning
process from home. This situation makes the teacher has to do the learning
process without face to face directly and are required to integrate technology in
learning. Classroom teaching must be changed by online learning or E-learning.
 On the other hand, online learning or E-learning needs support applications, one
of them is Google Classroom to facilitate the teacher and students for online
learning. Using technology in the learning process especially in English through
Google Classroom can help the teacher to motivate students to learn fun because
in this pandemic situation some students feel bored with online learning.
Involvement of motivation in learning is very important for students. In a
classroom setting, students’ motivation leads to the extent to which they try and
focus to achieve the maximum result. As stated by Sternberg (2005), believes
that motivation is very important for students in learning. If students don’t have
the motivation, they never try to study. Students have different motivation’s
quality according to time depending on the context of learning and teaching.
Based on Winkel (2003) Motivation to learn is a force that encourages students
who lead the activity as a whole in providing direction about learning activities.
Google Classroom is familiar for students and can make it easier for students
and the teacher in the learning process. The teacher gives some texts through
Google Classroom and the students can join those classes and read the texts,
such as; narrative texts in Google Classroom. Students can ask the teacher
through the comment column if there is a question. Then, they also can submit
the assignment and download the lesson through Google Classroom. Google
Classroom is an online application that students can use to learn every time and
everywhere by using material presented by the teacher. Like Beal (2017) claimed
that Google Classroom is a tool that has facilities the teacher can collaborate
with the students, also the teacher can create and distribute assignments for the
students in class online for free. Google Classroom can help students to learn
such as narrative texts, to improve their knowledge and skill. So, Google
classroom is one of technology which is implemented in the pandemic situation
and the teacher should develop it.
The narrative text is suitable with the syllabus and 2013 curriculum at SMK

JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, February, Vol. 5 No. 1, 2021 2
 Muhammadiyah Kradenan. The narrative text is a text which has structure and
the purpose to entertain the readers. The first thing that becomes the basis of
constructing meaning in written words is a comprehension of its content
(Hidayati, F. and Rohayati, D, 2017). Furthermore, Djatmika and Wulandari
(2013) claimed that narrative text itself has some textures, which are preposition,
conjunction, adverb, adverbial phrases, adverb of time, noun phrase, tenses (past
tense and past perfect tense), and also direct and indirect speech. On the other
hand, In vocational school, students should study or increase their reading
comprehension starts from now because reading comprehension is an important
aspect for students to increase their knowledge, vocabulary, and students also
improve their writing skills. Through reading activities, students can grow their
mental, emotional, and psychology and can stimulate their motivation. So, it will
help them to learn new things and also enhance their vocabulary and motivation
in reading.
Motivation itself is an encouragement, interest, and desire to achieve goals
also a certain purpose. Motivation will make passionate and strong individuals
reach what they want. According to Elliot (2000), motivation is encouragement
from our self which awakens us to act and engage in certain activities. Two types
of motivation are intrinsic and extrinsic. Both of these motivations are based on
the arrival of an action. The intrinsic motivation comes from oneself and in the
heart. Besides, Harmer (2007) claimed that enjoyment of the learning process
itself may be able to be motivating someone or they have the desire to make
themselves better. Then, extrinsic motivation comes from outside. Tapalov
(2011) suggested that extrinsic motivation is done not because they enjoy it. But,
they do it because of the gifts available in their environment.
In this study, I focus on intrinsic motivation which comes from oneself
without encouragement from others. The indicators of intrinsic motivation to
formulate items on the instrument are student readiness, student understanding,
and student interest which measure students’ motivation when they learning

JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, February, Vol. 5 No. 1, 2021 3
 through Google Classroom. Sardiman (2001) explained that there are several
indicators of intrinsic motivation in carryout learning activities and achievement
in learning. Like student persistence, student interest, student optimism, student
independence, and student responsibility.
Based on the problems, pre-observation, and theoretical review above, I
choose the topic about The Students’ Motivation in Learning Online Narrative
Text on Students’ Reading Comprehension through Google Classroom (Pre
Experimental Study at SMK Muhammadiyah Kradenan).

METHOD

This study conveyed a pre-experimental research design or usually called

quasi-experimental research. Based on Sugiyono (2013) pre-experimental design
is an experiment that has not been categorized as a real experiment because there
is still an external variable that influences the formation of dependent variables.
Researchers could use a pre-experimental design if they have difficulty
determining the control group in their study. As stated by Sugiyono (2013), a
pre-experimental design applied to resolve the researcher’s difficulties in
determining the control group in the study. There are two designs of
preexperimental they were one-group pretest-posttest and static group. I applied
a one-group pretest-posttest design for this current study. Related to Sugiyono
(2013), the result from those treatments could be known more accurately because
it could compare with a situation before being treated. The subject of this study
was the students of the tenth grade of SMK Muhammadiyah Kradenan. I used
one class of X accounting major which consists of 24 students. They would be
one group and being treated in the experiment of teaching online narrative text
using Google Classroom. This research was conducted by giving pretest,
treatment, and posttest so it was called pre-experimental research and there was
no control group. The research took place in SMK Muhammadiyah Kradenan
which was located in Jln. Sumber, Kradenan, Blora Regency, and Central Java
58383. Because, the school was suitable for conducting the research, and the pre-

JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, February, Vol. 5 No. 1, 2021 4
 observation was found there. Then, this current research was in the second
semester of the academic year 2019/2020. Moreover, I also gave a questionnaire
for students to describe their motivation in learning online of reading the
narrative text through Google Classroom.

FINDINGS AND DISCUSSION

A questionnaire gave after I taught the students narrative text using Google
Classroom. The questionnaire aims to describe the students’ motivation in
learning to read a narrative text through Google Classroom. First, I consulted the
questionnaire to be judged by the experts. After the experts gave the judgment
and the score is valid. Then, I did the research. The result of the questionnaire is
described based on the indicator given from every item of the questionnaire.
There were 24 respondents, the percentage of respondents who filled the
questionnaire counted using SPSS based on Table 4.5.

Table 4.5 Motivation of Student to Learning Based On Via Google Classroom

Statement Disagree Less Agree Strongly Tota

Agree Agree l
1. Do you agree if learning based 16.7% 29.2% 50.0% 4.2% 100
on Google Classroom (4) (7) (12) (1)
implemented in school
12.5% 50.0% 33.3% 4.2% 100
2. Would you be happy if learning (3) (12) (8) (1)
English based on Google
Classroom
4.2% 20.8% 62.5% 12.5% 100
3. Whether the application based (1) (5) (15) (3)
on learning Google Classroom
was useful for you to learn
English
16.7% 62.5% 8.3% 100
4. What is English learning based on 12.5% (4) (15) (2)
Google Classroom interesting (3)
for you

5. Does Google Classroom help 4.2% 37.5% 54.2% 4.2% 100

you understand English more (1) (9) (13) (1)
easily

JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, February, Vol. 5 No. 1, 2021 5
 6. Are you motivated to learn 8.3% 54.2% 33.3% 4.2% 100
English based on Google (2) (13) (8) (1)
Classroom

7. Can you easily learn narrative 25.0% 50.0% 25.0% - 100 text based on Google
Classroom (6) (12) (6) (0)

8. Does Google Classroom based 25.0% 50.0% 25.0% - 100 learning more effective than
face (6) (12) (6) (0) to face

9. Whether Google Classroom 8.3% 33.3% 45.8% 12.5% 100 based learning the time you
use (2) (8) (11) (3) is more efficient

The results can be described on indicator number 1 “Do you agree if

learning based on Google Classroom implemented in school” there were 4
students who disagreed, 7 students less agreed, 12 students agreed, and 1 student
strongly agreed. I concluded that there was 50% of students agreed and 4.2%
strongly agreed if learning via Google Classroom was implemented in school.
Indicator number 2 “Would you be happy if learning reading narrative text
based on Google Classroom” there was 3 students who disagreed, 12 students
less agreed, 8 students agreed and 1 student strongly agreed. I concluded there
was 50% of a student less agreed and 12% disagreed that they were happier if
learning reading narrative text using Google Classroom.
On indicator number 3 “Is the application based on learning Google
Classroom was useful for you to learn reading narrative text” there was 1 student
who disagreed, 5 students less agreed, 15 students agreed and 3 students strongly
agreed. I concluded there was 62.5% of students agreed and 12.5% strongly
agreed that the application of learning based on Google Classroom was useful in
learning reading narrative text.
On indicator number 4 “Is learning reading narrative text based on Google
Classroom interesting for you” there were 3 students who disagreed, 4 students
less disagreed, 15 students agreed and 2 students strongly agreed. I concluded
that 62.5% of students agreed and 8.3% strongly agreed that learning to read
narrative text using Google Classroom was interesting.

JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, February, Vol. 5 No. 1, 2021 6
 On indicator number 5 “Does Google Classroom help you understand
reading narrative text more easily” there was 1 student who disagrees, 9 students
less agreed, 13 students agreed and 1 student strongly agreed. I concluded that
there were 54.2% of students agreed and 4.2% strongly agreed that Google
Classroom helped them easier to understand when reading narrative text.
On indicator number 6 “Are you motivated to learn reading narrative text
based on Google Classroom” there were 2 students who disagreed, 13 students
less agreed, 8 students agreed and 1 student strongly agreed. I concluded there
were 54.2% of students less agreed and 8.3% disagreed that they were motivated
learning reading narrative text using Google Classroom.
On indicator number 7 “Can you easily learn narrative texts based on
Google Classroom” there were 6 students who disagreed, 12 students less
agreed, and 6 students agreed. I concluded there was 25% of students disagreed
and 50% less agreed that Google Classroom could easily learn narrative text
material.
On indicator number 8 “Does Google Classroom-based learning more
effective than face to face” there were 6 students who disagreed, 12 students
choose less agree and 6 students agreed. I concluded that 25% of students
disagreed and 50% of students less agreed if learning using Google Classroom is
more effective than face-to-face.
On indicator number 9 “Does Google Classroom spend the efficient time”
there were 2 students who disagreed, 8 students less agreed, 11 students agreed
and 3 students strongly agreed. I concluded there were 45.8% of students agreed
and that their time is more efficient when they learning using Google Classroom.
The result from the questionnaire also showed that most of the students
agreed and strongly agreed that Google Classroom was implemented in their
school, they also agreed that Google Classroom was useful in learning English.
Google Classroom helped the students easier to understand English and they
were interesting when studying reading narrative text using Google Classroom.

JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, February, Vol. 5 No. 1, 2021 7
 It can be seen from the result that most of the students agreed and strongly
agreed with the easiest and most interesting learning when using Google
Classroom. Then, most of the students agreed that their time is more efficient
when they learned using Google Classroom. However, most of the students less
disagreed that they were happier if reading narrative text using Google
Classroom and they less disagreed that Google Classroom is more effective than
face-to-face. Most students also less agreed that they were motivated to learn
English based on Google Classroom. Further, most of them less disagreed that
Google Classroom could easily learn narrative text material using face to face.
Moreover, students also interest and reacted positively when they learning
online narrative text on students’ reading comprehension through Google
Classroom. It could see from the result of the questionnaire. They felt that
Google Classroom useful and helped them easier to understanding English, their
time also more efficient when they learning based on Google Classroom. But,
there were students have medium motivation when learning English based on
Google Classroom for example they felt less happy. So, every student has
different motivation there was high motivation, medium motivation, and low
motivation. This current research is correlated with Suryadi's research (2018)
that the motivation of students when learning through Google Classroom there
were students have high motivation, moderate motivation, and low motivation
with statements in the questionnaire.
To sum up, this current study is effective to implement to support the
students’ motivation in reading narrative texts.
CONCLUSIONS

The result of the questionnaire about students’ motivation and responses also
has positive results. The questionnaire result shows that in general most of the
students agreed with the indicators on the questionnaire about their motivation
and response to learning reading narrative text using Google Classroom.
Therefore, this current research result is effective to implement Google

JALL (Journal of Applied Linguistics and Literacy), ISSN 2598-8530, February, Vol. 5 No. 1, 2021 8
 Classroom in teaching reading comprehension narrative texts and it also helps
the students to increase their motivation in reading narrative texts.

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