THE USE OF GOOGLE CLASSROOM IN LEARNING WRITING DESCRIPTIVE TEXT: STUDENTS’ PERCEPTIONS

Article History Received: August 2021 Revised: September 2021 Published: October 2021 Writing is one of the four essential language skills for language learning. Writing is considered important because it's one of the communication mediums, and it makes students critical. However, writing is a significant difficulty for both native and non-native learners. Due to advancements in technology, LMS enables educators and students to communicate and engage in new ways. Google Classroom, being one of the most widely used LMS platforms, may assist students in developing their ability to write descriptive text. This research aimed to investigate students’ perception of using Google Classroom in learning writing descriptive text. The subject examined students in the tenth grade at a Senior High School in Indonesia. This research used a qualitative approach with a narrative inquiry. The researcher utilized semi-structured interviews to gather the data and analyzed them using the thematic analysis of Braun & Clarke. The indicator of the research question is based on UTAUT (Unified Theory of Acceptance of Technology) by Vankavesh (2003). The study discovered that students preferred using Google Classroom to learn the descriptive text. Google Classroom helps them to know and understand descriptive writing materials easily. However, Effort Expectancy may be altered with sufficient internet use and Google Classroom upgrades.

INTRODUCTION experiences, and discussing the meaning of those experiences for the individual." The results of this study are presented in a narrative. In this research, students' issues were explored through narrative inquiry, a process of investigation that relies on storytelling. A student's past, present, and future all contribute to their experiences. This research is valuable and can be used as a reflection to produce better results.

Research Instrument and Participants
This research setting was carried in the tenth grade English class in Senior High School, Karawang, Jawa Barat, Indonesia. There were 5 EFL students of senior high school who became participants in this research. For collecting the data, the researcher used semi-structured interviews. The researcher compiled a list of interview questions to serve as a guide for interview guidelines. The indicator of the research is based on UTAUT (Unified Theory of Acceptance of Technology) who was introduced by Vankavesh (2003). The interview consisted of nine questions related to four constructs: Performance Expectancy, Effort Expectancy, Social Influence, and Facilitating Condition. The interview was conducted in Indonesian utilizing an online platform through WhatsApp and Google Meet to make it easier for participants to respond to the researcher's questions.

Data Analysis
The researcher analyzed the data using thematic analysis. Thematic analysis is a method for identifying, analyzing, and constructing themes of qualitative data (Braun and Clarke 2006;Kiger & Varpio, 2020). The researcher reads interview transcripts, watches and listens to videos and audio recordings frequently to get acquainted with the material collected. The researcher then creates a code from the data that is thought to be relevant to the research question. Data codes of related groups will be combined into a single theme. The researcher checks to ensure that the grouped codes have been assigned to the correct theme. Following the review, various groupings of codes are assigned theme names. Finally, the researcher will compile the results into a written topic for this study.

Research Findings
The study results in this part provide the answer to the research question. The findings provided the results of data analysis conducted on five Senior High School students about their perceptions of utilizing Google Classroom to learn to write a descriptive text.

Facilitating Condition of the School
Before the researcher interviews the participants, the researcher makes sure that they use Google Classroom as a medium to write a descriptive text. This theme describes how schools and teachers facilitate Google Classroom as a medium in learning writing descriptive text. All respondents said that school and English teachers support Google Classroom. Schools and teachers support Google Classroom to allow students to download Google Classroom and access it on their digital devices. Another proof that schools and teachers support the use of Google Classroom is that the teacher provides a class code from the Google Classroom that has been created by the teacher so that students can be involved in learning.
It shows the teacher providing descriptive text learning materials in Google Classroom.

Performance Expectancy of Google Classroom on Students Achievement
This theme is discussed how students believe that using Google Classroom will help them to achieve improvement in learning performance. The researcher includes students who perceive the usefulness of Google Classroom, students' extrinsic motivation, and the outcome expectancy.
Students' perceived usefulness means that the extent to which students believe that this application improves their learning activity. Students perceive the usefulness of Google Classroom because it helps them in writing descriptive text. This Apps is an easy-to-use online learning medium. It can be downloaded on various electronic devices such as mobile phones.
In addition, the use of Google Classroom helps students write descriptive text because it is paperless.
For two students, Google Classroom helps them in writing descriptive text because the application can be opened at any time.
Then, students perceive usefulness of Google Classroom because this application help student active in learning descriptive text. It is confirmed by all respondents. Next, students get motivation to do their task when using Google Classroom. This is confirmed by all respondents. First respondent tells that it is because she wants to have more break-time for herself.
Another respondent is because of the convenience of Google Classroom.
The other respondents because the task has the deadline. The outcome expectancy of students toward the use of Google Classroom in learning descriptive text helps them to know and understand the material of writing descriptive text easily. Students understand the material for writing descriptive text well because Google Classroom has features for teachers to provide learning materials to students.
In one respondent, the material is easy to understand because there is a personal discussion column on the task assignment feature.
Meanwhile, one other person is because this application is cloud-based which allows Google Classroom users to access personal data access materials through electronic devices with internet access.

Students' Effort Expectancy Using Google Classroom
In the learning process of writing descriptive text towards Google Classroom, students can face the ease and complexity of using this application. The ease experienced by students when accessing the application is because it is easy to use.

R5 Vignette 4: "Yes, because there is a deadline. I actually can't stack my assignments so if I can finish that day why not. I'm afraid there are more assignments from other subjects."
R1 Vignette 5: "Yes, it's so easy, because in Google Classroom the teacher also gives the material first in the feature, so when there is a descriptive writing assignment, I understand." R2 Vignette 5: "Yes, because the material was given by the teacher which was clearer than the book. Then you can discuss with the teacher if you don't understand in the chat column the teacher gives the material." R5 Vignette 5: "Yes, because from books, sometimes there is no picture. In Google Classroom, the teacher gave the material usually in the form of video and PPT (power point) so the description was clearer." R3 Vignette 5: "Yes, because when I sent an assignment incorrectly, I was notified in the private assignment chat column by the teacher, so I understand the material better. Then there is also a feature section for submitting material, where the teacher sends material for us to study so that we understand better before doing assignments. At that time, I was given the wrong assignment, so it was good that I was told it wasn't caught by the others."

R4 Vignette 5: "Yes, because the material is saved directly in what is it called, Google
Drive so you can re-read it to understand the material." However, some respondents had difficulty accessing Google Classroom. The main problem is because of the internet. One other person is facing difficulties using Google Classroom because of its feature.
In addition, students do not face any complexity when writing descriptive text with Google Classroom.
For two respondents, this is because writing activities are used as timed assignments.
While other respondents said that because it is paperless. They can deepen their understanding by accessing material on the internet. R3 Vignette 6: "There's nothing. I think because the application is easy to understand." R5 Vignette 6: "I don't have. So far, I've never had a problem accessing Google Classroom." R1 Vignette 6: "The access must use internet data, if you don't use internet data, you can't enter the application. That's my problem."

R4 Vignette 6: "Yes, when I open the video from Google Classroom, it takes a long time. Then, I've had problems when I want to input assignments."
R5 Vignette 7: "Nothing, I feel don't have difficulties, Alhamdulillah." R1 Vignette 7: "It's not difficult for me, because the teacher often gives me a deadline to write a descriptive text so I can understand more deeply about the material the teacher has given me." R4 Vignette 7: "I don't have. I was given time to collect it, it really affected me, so I didn't find it difficult to think about the idea of writing a descriptive text."

Students' Influence Using Google Classroom
In the use of learning media, of course, students can be influenced by the school environment. This theme discusses whether other people should use Google Classroom as a learning tool the same as them and the reasons why students use this application. On the subjective norm, all students will recommend the use of Google Classroom to other appropriate subject teachers. One respondent recommends this application because of the memory device.
While the other respondents are due to the ease of features provided by Google Classroom, they have different views on google classroom.
Regarding how students use Google Classroom, all respondents answered because it was influenced by the school and the teacher concerned. stated "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." The teacher can upload materials and give assignments to students. Students get additional useful material to deepen their knowledge and practice writing descriptive texts with assignments.
However, students' effort expectancy using Google Classroom was found low because there were three among five students who answered bad perception. According to Sudarsana et al., (2019), Google Classroom is packaged online learning collaboration between teachers and students. This means that to get access to Google Classroom, students need the internet. They point out that the internet is the main reason they can't connect to Google Classroom. In conclusion, Google Classroom has a good perception of students. Subjective norm founds good perception with all respondents will recommend the use of Google Classroom to other appropriate subject teachers. It is confirmed in R1 until R5's Vignette.

CONCLUSION
In this research, students' perceptions were investigated using interviews with several indicators by Vankavesh (2003). The indicators are Performance Expectancy, Effort Expectancy, Social Influence, and Facilitating Condition. The researcher found that the students had a good perception of using Google Classroom in learning to write a descriptive text. The school supports learning descriptive writing with Google Classroom by letting the teacher conducts learning activities in Google classroom, and students are required to download this application on their cellphones. Students also recommend this application to teachers who have not used Google Classroom in learning. In performance expectancy, students show a positive response in learning activities to write a descriptive text. Google Classroom helps them to know and understand descriptive writing learning materials easily. In addition, others have proven that using Google Classroom makes them do assignments quickly. Besides the positive perception, Effort Expectancy was found low. But, Effort Expectancy can be changed with adequate internet usage and updates from Google Classroom.