The Use of Google Classroom in Learning Writing Descriptive Text: Students’ Perceptions

Kartika Febiyanti, Mansyur Srisudarso, Praditya Putri Utami


Writing is one of the four essential language skills for language learning. Writing is considered important because it's one of the communication medium and it makes student 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 a 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 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.


Students’ perception; Google Classroom; Descriptive text

Full Text:

Full PDF


Abid Azhar, K., & Iqbal, N. (2018). Effectiveness of Google Classroom: Teachers’ Perceptions. Prizren Social Science Journal, 2(2), 52–66.

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.

Bassam, A., & Alshorman, A. (2018). Attitudes of Faculty Members and Students towards the Use of the Learning Management System in Teaching and Learning. 17(3), 1–15.

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed). (4th ed.). Pearson.

Ghoneim, N. M. M., & Elghotmy, H. E. A. (2019). Utilizing Ergonomics Based Instruction to Develop College Students’ EFL Creative Writing Skills. Online Submission, 34(3), 1–29.

Iftakhar, S. (2016). GOOGLE CLASSROOM: WHAT WORKS AND HOW? Journal of Education and Social Sciences, Vol. 3.

Islam, M. S., Lecturer, M. A., & English, I. (2019). Bangladeshi University Students’ Perception on Using Google Classroom for Teaching English. International Journal of Psycho-Educational Sciences |, 8(2), 58.

Ketut Sudarsana, I., Bagus Made Anggara Putra, I., Nyoman Temon Astawa, I., & Wayan Lali Yogantara, I. (2019). The use of Google classroom in the learning process. Journal of Physics: Conference Series, 1175(1).

Kiger, M. E., & Varpio, L. (2020). Thematic analysis of qualitative data: AMEE Guide No. 131. Medical Teacher, 42(8), 846–854.

Ma’azi, H., & Janfeshan, K. (2018). The effect of Edmodo social learning network on Iranian EFL learners writing skill. Cogent Education, 5(1), 1–17.

Rabiman, R., Nurtanto, M., & Kholifah, N. (2020). Design and development E-learning system by learning management system (Lms) in vocational education. International Journal of Scientific and Technology Research, 9(1), 1059–1063.

Rakhmawati, I. (2020). The Effectiveness of Google Classroom on the First Semester Students’ Writing Skill at STKIP PGRI Tulungagung STKIP PGRI Tulungagung. Linguistics, and Literature, 3(1), 21–33.

Ramadhani, R., Umam, R., Abdurrahman, A., & Syazali, M. (2019). The Effect of Flipped-Problem Based Learning Model Integrated with LMS-Google Classroom For Senior High School Students. Journal for the Education of Gifted Young Scientists, 7(2), 137–158.

Rhode, J., Richter, S., Gowen, P., Miller, T., & Wills, C. (2017). Understanding faculty use of the learning management system. Online Learning Journal, 21(3), 68–86.

Sartika, W. S. (2021). The Google Classroom for Learning Writing : Students’ Initial Perceptions. Journal of English Teaching, Literature, and Applied Linguistics, 4(1), 59.

Sepyanda, M. (2018). Students’ Attitude Toward the Use of Google Classroom on Translation Subject in English Department of FKIP UMMY Solok. English Language Teaching and Research, 2(1), 180–188.

Shaharanee, I. N. M., Jamil, J. M., & Rodzi, A. S. S. M. (2016). The application of Google Classroom as a tool for teaching and learning. Journal of Telecommunication, Electronic and Computer Engineering, 8(10), 5–8.

Silverman, D. (2020). Qualitative Research - Google Buku. SAGE Publication.,+D.+(Ed.).+(2020).+Qualitative+research.+Sage+Publications+Limited.&ots=LXhZO_Z0Vm&sig=yLhs3F5iyG2f36IzkfaXmZAN3iA&redir_esc=y#v=onepage&q&f=false

Singh, C. K. S., Singh, T. S. M., Abdullah, N. Y., Moneyam, S., Ismail, M. R., Eng Tek, O., Karupayah, T., Chenderan, K., Singh, M. K. R., & Singh, J. K. S. (2020). Rethinking english language teaching through telegram, whatsapp, google classroom and zoom. Systematic Reviews in Pharmacy, 11(11), 45–54.

Zakaria, M. A., & Aziz, A. A. (2019). The Impact of Digital Storytelling on ESL Narrative Writing Skill. Arab World English Journal, 5, 319–332.



  • There are currently no refbacks.

Copyright (c) 2021 Kartika Febiyanti

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

JOLLT Journal of Languages and Language Teaching (p-issn: 2338-0810 | e-issn: 2621-1378) has been Indexed/Listed by

 Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.