THE EFFECT OF BLENDED LEARNING USING GOOGLE CLASSROOM ON STUDENTS’ READING COMPREHENSION ACROSS DIFFERENT LEVELS OF AUTONOMY

LAILA HIDAYANA MUFIDA, 128510203011 (2023) THE EFFECT OF BLENDED LEARNING USING GOOGLE CLASSROOM ON STUDENTS’ READING COMPREHENSION ACROSS DIFFERENT LEVELS OF AUTONOMY. [ Thesis ]

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Abstract

ABSTRACT Mufida, Laila Hidayana. Student Registered Number. 128510203011. 2022. The Effect of Blended Learning Using Google Classroom on Students’ Reading Comprehension across Different Levels of Autonomy. Thesis. English Education Department. Magister Program. State Islamic University of (UIN ) of Sayyid Ali Rahmatullah Tulungagung. Advisors: (1) Dr. Arina Shofiya, M.Pd.; (2) Dr. Dwi Astuti Wahyu Nurhayati, S.S., M.Pd. Keywords: blended learning, Google Classroom, reading comprehension, autonomy. Reading is considered to be the easiest skill besides the others English skills. This statement is not true. In reading, students do not only read, but they comprehend the meaning of vocabulary and catch the information after finishing reading the text. In this case, the teachers need extra time for the teaching-learning process of reading in the classroom. Meanwhile, the time for reading class is so limited. It makes the teacher find the online media that can help them to deliver the materials of reading outside of the classroom with the Blended Learning model using Google Classroom. Referring to the case, the objectives of the current study were: (1) to find out whether any significant difference in reading comprehension between the students treated with and without Google Classroom, (2) to elaborate on whether any significant difference in reading comprehension between the students with high and low autonomous levels was treated by Google Classroom, and (3) to know whether any interaction between Google Classroom and the students’ autonomy. A quasi-factorial design was aimed at investigating the effect of Google Classroom on students’ reading comprehension viewed from their different levels of autonomy. 27 students of class VII-A of MTs Darul Falah Sumbergempol Tulungagung were assigned to the experimental control group, while 25 of the students of class VII-B were assigned to the control group. Both groups were given reading comprehension pre-test and post-test before and after being given treatment. They were also given autonomy questionnaires before the treatment was conducted. The results of the test and questionnaires then were analyzed using Two-way ANOVA to test the hypotheses. The statistical calculation showed that P-value for the first hypothesis was 0.014, the second hypothesis was 0.027, and the third hypothesis was 0.122. It was smaller than the significance level=0.05. Therefore, the current study revealed that there was a significant difference in scores on reading comprehension between the experimental and control groups. There was also a significant difference in the score of reading comprehension of the students based on the different levels of autonomy. Further, there was no interaction between Google Classroom students’ level of autonomy. To sum up, Google Classroom was beneficial to teach reading to the students although it did not has the interaction with students’ autonomy. It meant that the teachers should guide and control the students during the implementation of Google Classroom in the teaching-learning process. Accordingly, it was recommended to the English teacher to use Blended Learning using Google Classroom to assist the students’ reading comprehension.

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