Research and Innovation in Language Learning 5(1) January 2022, pp. 1-20 P- ISSN: 2614-5960 e-ISSN: 2615-4137 http://jurnal.ugj.ac.id/index.php/RILL Copyright 2022@ Elli Setiyo Wahyuni, Deasy Arieffiani 1 Article GOOGLE CLASSROOM AS A WEB-BASED INSTRUCTION IN TEACHING ENGLISH WRITING AND SPEAKING DURING COVID-19 Elli Setiyo Wahyuni elli.setiyo@hangtuah.ac.id; elli.20012@mhs.unesa.ac.id Department of Public Administration, Faculty of Political and Social Sciences, Universitas Hang Tuah, Surabaya-Indonesia Deasy Arieffiani deasy.ariffiani@hangtuah.ac.id Department of Public Administration, Faculty of Political and Social Sciences, Universitas Hang Tuah, Surabaya-Indonesia Abstract This paper aims at investigating the impacts of the enactment of Google classroom as instructional media in the context of EFL. E-learning through Google classroom is an effective and interactive media to teach writing and speaking skills during social distancing. This is a qualitative study assessment, interview, and questionnaire in collecting data. Analytic and diagnostic rating scales are the assessment to measure writing and speaking skills. The results show that English Language Teaching in Google classroom promotes innovation in collaborating the use of assessment, students’ background knowledge, and real-world materials. The impact shows that students have great achievement in both writing and speaking skills and Google classroom is more recommended than traditional lecturing. Keywords: assessment, Google classroom, speaking, writing, distance learning Sari Riset ini bertujuan untuk menggambarkan dampak penggunaan Google classroom sebagai media pembelajaran dalam konteks pembelajaran bahasa Inggris sebagai bahasa asing. E-learning melalui Google classroom merupakan media yang efektif dan interaktif untuk mengajarkan keterampilan menulis dan berbicara selama social distancing. Penelitian ini merupakan penelitian kualitatif yang menggunakan wawancara, dan kuesioner untuk pengumpulan data. Skala penilaian analitik dan diagnostik adalah penilaian yang digunakan untuk mengukur keterampilan menulis dan berbicara. Kuesioner dan wawancara juga digunakan untuk menganalisis hasil temuan. Hasil penelitian menunjukkan bahwa pengajaran Bahasa Inggris melalui Google classroom, mempromosikan inovasi dalam mengkolaborasikan penggunaan penilaian, mailto:elli.setiyo@hangtuah.ac.id mailto:elli.20012@mhs.unesa.ac.id mailto:deasy.ariffiani@hangtuah.ac.id Wahyuni, E.S., & Arieffiani, D. 2 p-ISSN 2614-5960, e-ISSN 2615-4137 pengetahuan latar belakang siswa, dan materi dunia nyata. Dampaknya menunjukkan bahwa mahasiswa memiliki prestasi yang lebih baik dalam keahlian menulis dan berbicara. Penggunaan Google classroom lebih direkomendasikan daripada kuliah tradisional secara tatap muka selama pandemi covid 19. . kata kunci: assessment, Google classroom, speaking, writing. PJJ Received 2021-08-24 accepted 2022-01-30 published 2022-01-31 APA Citation: Wahyuni, E.S., & Arieffiani (2022). Google Classroom as a web-based instructional design in teaching writing and speaking during Covid-19. Research and Innovation in Language Learning, 5 (1), pp. 1-20 http://dx.doi.org/10.33603/ rill.v5i1.5659 Introduction E-learning is the learning model that uses information and communication technology to educate learners without limitations of time and space by connecting the learning interactions on the internet (Chitra & Raj, 2018; Arkorful & Abaidoo, 2015). In line with this, e-learning refers to the mode of electronic teaching and learning that integrates educational activities of individuals and groups of people (Guri-Rosenblit, 2018; Ghavifekr & Rosdy, 2015). Effective e-learning should create participation among the learners and enhance interactivity (Wilson, 2015). E-learning is one of the media on the internet that helps the teacher to improve the student learning progress during a global pandemic. The innovation in education is considered to have rapid and complex movements that indicate flexibility in the approach and attainability in the objectives (Wedell, 2009). One of the implications of this development is the use of technology in the learning activity (Yanti & Nurhidayah, 2020). The integration of e-learning is unavoidable and necessary and it changes the way of learning and becomes effective when it is conducted correctly (Tanveer, 2011; Mohammed Nasser Hassan Ja’ashan, 2020). Learners are involved in e-learning to adjust the change in self-directed learning. E- learning is as effective as traditional lecturing when it is well managed by the facilitators to assure the effectiveness of the learning experience (Owens & Price, 2010; Li et al., 2014). The use of e-learning promotes technology standardization, but the facilitators should integrate the teaching materials that foster autonomy and motivation http://dx.doi.org/10.33603/%20rill.v5i1.5659 http://dx.doi.org/10.33603/%20rill.v5i1.5659 Research and Innovation in Language Learning 5(1) January 2022 p-ISSN 2614-5960, e-ISSN 2615-4137 3 in understanding the course topics (Kashefian-Naeeini & Kouhpeyma, 2020; Zhong, 2018). In addition, e-learning enhances the knowledge, practice, and experience of the students. It is clearly stated that e-learning improves the students’ participation and helps the facilitator to organize the materials. One of the technologies that contribute to e-learning is the use of Google classroom; however, the success will depend on the teaching strategies, various activities are given so that they could challenge all the learning styles (Okmawati, 2020; Salam, 2020). E- learning provides benefits to the students which are interactive, efficient, and enjoyable classroom. Furthermore, students show good efforts to learn when they use productively and purposely the internet media. Timely feedback, authentic resources, classmates, and the facilitator will enhance the students’ performance (Nedeva & Dimova, 2010; Mutambik, 2018). Students’ motivation is increased through the media of e-learning than traditional lecturing. The use of Google classroom in this study aims to provide the interactivity of learning. There are some researches related to e-learning in English language teaching. E‑learning is an interactive and modern technique of learning for students as the young generation (Mardiah, 2020; Sari, 2020). Learning through the internet is the solution to educational barriers. E-learning enhances the educational process in terms of efficiency and the way of learning (M.A.T, 2014; Cakrawati, 2017). E-learning helps to extend the experience of students to assess the newest technologies (Richards, 2015). Furthermore, e-learning maintains the quality of education in which will improve the quality of students and learning methods (Zakarneh, 2018; Fitria, 2020). Technology makes people be able to communicate easily. Because of its sophistication, e-learning allows people to learn more efficiently and effectively (Kuama & Intharaksa, 2016). Language learning has evolved into an instant application through the modern technology of e-learning. This study aims to help students acquire English language skills and the application of e-learning strategies is important to pursue academic goals and give impact on professional goals. The scope of the study is to know the effectiveness of e-learning in Wahyuni, E.S., & Arieffiani, D. 4 p-ISSN 2614-5960, e-ISSN 2615-4137 writing and speaking skills during the pandemic situation and to measure the students’ learning achievement by using specific rating scales in writing and speaking. Theoretical review Learning English as A Foreign Language Learning a foreign language requires two aspects, namely context, and subject (Rohmatillah, 2014). Context includes the linguistic, social, and educational contexts which are social beliefs and attitudes regarding foreign language acquisition, cultural understanding, educational policy, the school environment, teaching methods, and social networks (Ihejirika, 2001; Cunningham, 2015). Therefore, this is essential to conduct language learning by using e-learning. Subject matter related to the person includes the use of language, grammatical and pragmatic skills, as well as the students’ learning strategy (Takkaç Tulgar, 2016). Therefore, English as a foreign language needs to be mastered as the main goal. In line with this, English as the international language becomes the language of the world, sports, radio, television, telecommunication, and the internet (Inan-Karagul & Yuksel, 2014). Education in the world uses English in teaching to enable students to speak, read, and write in English (Escobar Fandiño et al., 2019). A large number of students study English skills to communicate for social needs and to educate themselves for professional lives. Thus, English as a foreign language should be taught as it has an important role in education. For all that, e-learning supports English language teaching. The adjustment of language materials should be taken into consideration based on the competencies that expose students to use authentic materials (Fitriani, 2017; Fithriyah, 2015). English materials consist of listening, speaking, reading, and writing as the language learning domains. In addition, language teaching requires the facilitator to focus on specific language tasks, recognition of students’ needs, and exploration of the creative method. For this reason, writing and speaking skills are assessed due to the needs and desires of the target population (Inan-Karagul & Yuksel, 2014). The use of e- learning in language teaching promotes creative method that meets the students’ needs and real-world context (Bosco & Ferns, 2014; Ozverir & Herrington, 2011). Research and Innovation in Language Learning 5(1) January 2022 p-ISSN 2614-5960, e-ISSN 2615-4137 5 Furthermore, English as a foreign language will be authentic when it is practiced anytime that motivates students to be autonomous. Google Classroom as A Distanced Instructional Media during Covid-19 Students learning performance tends to be better through social media than through traditional lecturing (V. Li, 2017; Ahmed, 2020). Therefore, Google classroom, a web service that aims to bring modern technology to the classroom for teachers, students, and education (Sukmawati & Nensia, 2019; Yunus & Syafi’i, 2020) is regarded as a relevant instructional innovation. Through this, teachers can share materials with students and vice versa (Ratnaningsih, 2019). Students can submit the result of the tasks and the lecturer monitors the learning progress for each student and returns the work along with the comments. Google Classroom features are streaming, the name of the classroom, students as the participants, and the grades. Students are invited to the classroom through the institution’s database and they can communicate the assignment with the lecturer and another student, in this case, students can submit the tasks, and the teacher grades the students’ works (Subandoro & Sulindra, 2019). In terms of announcements, they can be posted by the lecturer, and students are allowed to give comments for two-way communication effectively. Furthermore, students can post the announcement to the class stream regarding the task and class project that they have to complete (Harjanto & Sumarni, 2019). In terms of the assignment, it can be stored and graded on Google classroom. The students submit the tasks on Google Drive and the teacher will grade them. In addition, Google classroom provides different types of grading schemes. Teachers attach the files of the document to the assignment that students find easy to be viewed, edited, and copied. The graded assignments are returned to the students along with the teacher’s feedback to allow them to revise the assignment and to make revisions on English language skills. The facilitator arranges the schedule, announcement, and tasks related to the learning goal. Teacher and students respond to the news posted for students- students and facilitator-students communications. Google Classroom is an interactive Wahyuni, E.S., & Arieffiani, D. 6 p-ISSN 2614-5960, e-ISSN 2615-4137 class that aims to involve students in the activities (Imam Tyas Sansinadi & Winarko, 2020). Technological Enhanced Teaching in EFL contexts The capability to write is important in the worldwide community (Ng, 2017; Tuan, 2012). Advanced technology promotes the written interaction among people throughout the world. In addition, communication in written form is becoming an important skill for education (Ghahri et al., 2015; Irianto et al., 2019). Meanwhile, teaching writing requires an assessment that aims to provide information about what the students have achieved and the teaching program has been successfully conveyed (Gulikers et al., 2006; Ashford-Rowe et al., 2014). The use of assessment in writing is essential and it is related to the procedures for scoring the written product. There are three main types of rating scales for assessing the students’ writing (Ratnaningsih, 2019; Tuan, 2012). They are primary trait scales, holistic scales, and analytic scales (Klimova, 2011). The choice of rating scale depends on the purpose of the assessment. The study measures writing skills in terms of content, organization, vocabulary, language use, and mechanics (Larenas et al., 2021; Wolf & Stevens, 2007). For this reason, it is used analytic scoring is one of the best-known analytic scales in ESL (Razı, 2015). The essential of writing is the adequate input for improvement that connect the students’ interest and have a practical application in real life. Therefore, analytic scales provide teacher’s feedback as the input for the students. The capability to speak English means to be able to express knowledge of the world, thoughts, and feeling into spoken communication in the English language (Stott, 2018). The goal of speaking is to communicate the language with friends, relatives, colleagues, visitors, and all the people into a meaningful conversation. To master speaking skills, the students must master the language because it takes a long time to develop and needs the process to be competent in using the English language (Kuning, 2019). In addition, the assessment of speaking to measure the speaking skill might depend not only on the feature of speech such as pronunciation, accuracy, fluency, but also on other factors such as the language level, gender, characteristics of the speakers, the topic of Research and Innovation in Language Learning 5(1) January 2022 p-ISSN 2614-5960, e-ISSN 2615-4137 7 discussion, and the opportunities to show the ability to speak (Tuan, 2012; Isaacs, 2017). Furthermore, the use of speaking scales describes speaking performance. A diagnostic rating is a checklist to describe the job or workplace of the students that aims to provide a real-world experience in speaking English (Othman et al., 2008; Nakatsuhara, 2007). There are two types of checklists in which the first is a yes/no format and the comments are available to note good or bad aspects. The second is a +/- format and the comments can be given to record the strengths and weaknesses on each aspect (Isaacs, 2017). The feedback in this checklist is used to help the students to learn more from the strengths and be aware of the weaknesses to improve their language skills (Obaidul Hamid & Hoang, 2018). For this reason, the students are given a diagnostic rating checklist for a description speaking task that is related to the student’s duty in the workplace and real-world context. Methods This is a qualitative study that applies methodological triangulation (Dźwigoł & Dźwigoł-Barosz, 2020; Noble & Heale, 2019). It is defined as the use of various methods to collect data in one study (Chako, 2017). The participants were sixty students in the English class at Universitas Hang Tuah. During the participant recruitment, all students involved in this study was told their roles and contribution as well as their rights to withdraw at any time of the project period. Thus, all consents have been passed and negotiated before data were collected. E-learning is conducted throughout one semester during the pandemic. All of the students study from home and practice writing and speaking skills to be productive and competent. Data collection and analysis are derived from the result of the questionnaire, interview, and assessment using rating scales. Rating scales are used to assess the students writing and speaking skills. A questionnaire and interview are given to know the impact of e-learning and the assessment on students’ learning achievement. The method attempts to answer the students’ need in learning English through the function of social media which is Google classroom. As the students’ learning goal is to master writing and speaking skills, the study will prove the effectiveness of using assessment and e-learning in writing and speaking skills. Wahyuni, E.S., & Arieffiani, D. 8 p-ISSN 2614-5960, e-ISSN 2615-4137 Figure 1 shows the methodological triangulation used in this study. The results of rating scales used in writing and speaking assessment are compared with the results of the questionnaire and interview to have cross-checking data for the findings. Results and Discussion The assessment of writing and speaking skills uses rating scales as the students’ learning measurement. The purpose of giving a rubric is to inform the grades and to know the weak areas that require improvement. The analytic rating scale is used for assessing writing skills. The student’s writing result is graded by the facilitator and given feedback using an analytic rating scale. The function of the ESL composition profile is to grade the writing result in terms of content, organization, vocabulary, language use, and mechanics. It also provides commentary feedback to inform the weak aspect of the evaluation. ESL composition profile shows the various level and criteria of writing skill. The function of the rubric is to diagnose the weak area in writing skills. Overall, they represent the ideas into sentences well, so that in terms of content, organization, language use and vocabulary are well managed. In terms of mechanics, students need some improvements in the practice. Mechanics is also important to master in writing skills, unfortunately, students do not pay attention to mechanics errors. For this reason, the function of writing assessment is as the evaluation for improvement. The findings show the students have stated their opinions toward writing achievement. The result of the writing assessment is cross-checked with the interviews and questionnaire. The use of online learning using Google classroom creates interactivity of learning between lecturer-students and students-students without limitation of time, Research and Innovation in Language Learning 5(1) January 2022 p-ISSN 2614-5960, e-ISSN 2615-4137 9 pace, and place. Because of the global pandemic, students spend most of their time at home and it is a suitable method to learn written English through Google classroom. It helps them to have practice on writing skills. Online learning supports the students to use their background knowledge to put the ideas into written forms. The experiences in the workplace and students’ knowledge of the world make it possible for students to write the essay. For this reason, Google classroom is the appropriate media learning for English writing skills. Whereas, the diagnostic rating scale is used to assess speaking skills. Speaking activities can be conducted in Google classroom. Students who study from home, contribute well in the learning process especially in speaking because they make the video of personal opinions toward students’ duty during studying at home. Google-based instruction is considered as the creative way of learning for students to express their opinions and ideas. Google Classroom makes it possible to send the speaking task in video recording. Students recorded their presentations in the workplace or from home and sent them in Google classroom. Students can practice speaking even though there is no face-to-face learning with the lecturer. Thus, this method allows students to use the background knowledge to express the ideas in speaking, to be autonomous students, and to be creative learners (Kashefian-Naeeini & Kouhpeyma, 2020; Zhong, 2018). The result of the assessment in speaking is related to questionnaires and interviews. It is stated that students prefer to use Google classroom to conduct speaking practices because online learning is a flexible method to do the assignment. Students perform the speaking task well because the instructions are clearly explained and the lecturer does the role of the facilitator. Instructions in online learning are very important when the task is given because students will know what to do and what to accomplish in the learning target. Online learning also allows the lecturer to advise students when there is a discussion related to the task given. Table 1 is the grading results from writing and speaking skills. The use of diagnostic and analytic rating scales helps the lecturer to grade the students’ work through Google classroom so that the students know the weak area of English skill for improvement. The grading results show that the media of online learning supports students to be active learners, productive, and have excellent achievement. Some twenty-eight students Wahyuni, E.S., & Arieffiani, D. 10 p-ISSN 2614-5960, e-ISSN 2615-4137 perform excellently in writing and 34 students in speaking. In addition, more than twenty students reach very good grades in both skills. The lowest grades are still considered a good achievement and no students get fair grades. It is proven that e- learning supports students to practice writing and speaking skills. Table 1. Assessment results in writing and speaking No. Grading Writing assessment Speaking assessment 1 X ≥ 80 (Excellent) 28 students 34 students 2 76 ≤ X < 80 (Very good) 21 students 22 students 3 66 ≤ X < 76 (Good) Total 11 students 60 students 4 students 60 students E-learning in Google classroom-based instruction provides interactive communication between lecturer-students and students-students. in line with Obaidul Hamid & Hoang, (2018), either direct and indirect feedback will be benefits for students. They become aware of their tasks and performances. The use of streaming in Google classroom is to announce the English material and students can respond to it by giving comments as two-way communication. Furthermore, the lecturer may provide some information about the grade, how to conduct studying from home using Google classroom, and how to do the task given. Google Classroom makes writing and speaking materials to be delivered successfully because the topics are related to the students’ world knowledge in which it’s easy for them to complete the tasks during quarantine. Google classroom is beneficial for the lecturer to keep the learning records and to assess them for grading. The following figure shows the two-way communication in Google classroom. Research and Innovation in Language Learning 5(1) January 2022 p-ISSN 2614-5960, e-ISSN 2615-4137 11 Figure 2. Two-way communication in Google classroom Students are productive at home by practicing writing and speaking skills. The results of the questionnaire and interview show that Google classroom helps students to stay up to date with the learning process, to have online communication among friends, to keep on practicing writing and speaking skills without traditional lecturing, and to learn English productively during the pandemic. Figure 3. Questionnaire and interview through Google classroom. The benefit of Google classroom is to send the writing and speaking results. Students record their speaking performances using electronic devices, like mobile phones or cameras, and upload the results in Google classroom. The results of speaking are assessed using a diagnostic rating scale and the grades will be announced in Google classroom. In addition, the students’ writing composition is assessed using an analytic rating scale and students see the results of the grades in Google classroom to observe the learning achievement. As Kashefian-Naeeini & Kouhpeyma, (2020) findings, e- learning support will help students in organizing and monitoring their learning outputs and outcomes from their portfollios. Figure 4 shows the students’ speaking and writing results in Google classroom. Wahyuni, E.S., & Arieffiani, D. 12 p-ISSN 2614-5960, e-ISSN 2615-4137 Figure 6 is the pie chart to illustrate the percentage of students’ learning preferences Figure 4. Speaking and writing results in Google classroom. The most significant percentage is learning through Google classroom, in which 67% of the total of the students get the benefits from learning English using Google classroom because of the efficiency and effectiveness. Meanwhile, some students suggest using other media, like mobile learning and email, unfortunately, the use of these media is not the recommendation of the institution and the tools do not facilitate the teaching and learning sufficiently. Moreover, it’s only 10% of the total of the students who prefer traditional lecturing. This traditional method is almost impossible to be conducted because of the global pandemic of Covid-19. Every country around the world faces this coronavirus, so all of the students are suggested to stay at home and study from home. For this reason, Google classroom is recommended to use for teaching and learning English in which students can be productive and encouraged to learn autonomously according to the guidance and instruction from the lecturer. Google classroom with all of the facilitations could support interactive learning. Figure 5. Students’ learning preferences Google classroom 67% Another media 23% Traditional lecturing [PERCENTAG E] 0% STUDENTS' LEARNING PREFERENCES Research and Innovation in Language Learning 5(1) January 2022 p-ISSN 2614-5960, e-ISSN 2615-4137 13 These results suggest relevant innovation of technology in distance learning lead to autonomous learning (Kashefian-Naeeini & Kouhpeyma, 2020; Zhong, 2018). The innovation of English language teaching using Google classroom contribute to the students’ English learning achievement. Learning through the media of Google classroom provides interactivity between lecturer-students and students-students. In terms of assessment benefit, students know the weak area in English skill that needs to be improved. Furthermore, students’ background knowledge makes innovative learning that students can relate the learning target and the knowledge. Online learning supports students to improve their soft skills. In terms of the teacher benefit, facilitating students in online learning is possible to be conducted, such as providing examples, answering students’ questions, giving assessments, inviting students to participate in the discussion, and encouraging students to express the ideas in the task given. Google classroom is more effective than the traditional lecturing method. In short, the students gradually improve their English capabilities throughout authentic learning (Fitriani, 2017; Fithriyah, 2015). Conclusion & recommendation The use of Google classroom as the media of online learning is beneficial for both lecturer and the students. The effectiveness makes teaching English can be conducted in terms of lecturing, practicing, facilitating, and assessing. The interactivity makes learning English to be flexible for the students especially during the pandemic of covid - 19. Google classroom has contributed tremendously to the teaching and learning of writing and speaking skills in which students actively practice writing essays and speaking in English as the foreign language acquisition. Students’ background knowledge and the use of assessment as the measurement for learning achievement make online learning possible to be conducted. Furthermore, the analytic rating scale is suitable for grading the students’ work in terms of writing and the diagnostic rating scale is used to measure the fluency in speaking based on real-world context. Acknowledgment Wahyuni, E.S., & Arieffiani, D. 14 p-ISSN 2614-5960, e-ISSN 2615-4137 The author thanks all researchers and lecturers in the Department of Public Administration, Faculty of Political and Social Sciences, Universitas Hang Tuah Surabaya who actively participate in the process of observation and data analysis. References Ahmed, B. E. S. (2020). Social media in teaching languages. International Journal of Emerging Technologies in Learning, 15(12), 72–80. https://doi.org/10.3991/ijet.v15i12.12645 Arkorful, V., & Abaidoo, N. (2015). The role of e-learning, advantages, and disadvantages of its adoption in higher education. International Journal of Instructional Technology and Distance Learning, 12(1), 29–42. Ashford-Rowe, K., Herrington, J., & Brown, C. (2014). Establishing the critical elements that determine authentic assessment. Assessment and Evaluation in Higher Education, 39(2), 205–222. https://doi.org/10.1080/02602938.2013.819566 Bosco, A. M., & Ferns, S. (2014). Embedding of authentic assessment in work- integrated learning curriculum. Asia-Pacific Journal of Cooperative Education, 15(4), 281–290. Cakrawati, L. M. (2017). Students’ Perceptions on the Use of Online Learning Platforms in EFL Classroom. English Language Teaching and Technology Journal (ELT-Tech Journal, 1(1), 22–30. Chako, T. (2017). Triangulation in qualitative research !, Why is the use of triangulation necessary in social research ? Taurai Chako ( UZ ). 1–11. Chitra, A. P., & Raj, M. A. (2018). Recent Trend of Teaching Methods in Education" Organised by Sri Sai Bharath College of Education Dindigul-624710. India Journal of Applied and Advanced Research, 2018(3), 11–13. https://www.phoenixpub.org/journals/index.php/jaar Cunningham, U. (2015). Language teachers need linguistics. Te Reo, 58, 77–94. Dźwigoł, H., & Dźwigoł-Barosz, M. (2020). Research processes and methodological triangulation. Scientific Papers of Silesian University of Technology – Organization and Management Series, 2020(148), 161–170. https://doi.org/10.29119/1641-3466.2020.148.12 Escobar Fandiño, F. G., Muñoz, L. D., & Silva Velandia, A. J. (2019). Motivation and Research and Innovation in Language Learning 5(1) January 2022 p-ISSN 2614-5960, e-ISSN 2615-4137 15 E-Learning English as a foreign language: A qualitative study. Heliyon, 5(9). https://doi.org/10.1016/j.heliyon.2019.e02394 Fithriyah. (2015). THE IMPORTANCE OF AUTHENTIC MATERIALS IN DEVELOPING APPROPRIATE AND EFFECTIVE LISTENING SKILLS By: Fithriyah Dosen Fakultas Tarbiyah dan Keguruan UIN Ar-Raniry Darussalam Banda Aceh. 1–15. Fitria, T. N. (2020). Teaching English through Online Learning System during Covid- 19 Pandemic. Pedagogy : Journal of English Language Teaching, 8(2), 138. https://doi.org/10.32332/pedagogy.v8i2.2266 Fitriani. (2017). Authentic Assessment, Implementation, Curriculum 2013. Getsempena English Education Journal, 4(2), 164–171. Ghahri, F., Hashamdar, M., & Mohamadi, Z. (2015). Technology: A Better Teacher in Writing Skill. Theory and Practice in Language Studies, 5(7), 1495. https://doi.org/10.17507/tpls.0507.24 Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science, 1(2), 175–191. https://doi.org/10.21890/ijres.23596 Gulikers, J. T. M., Bastiaens, T. J., Kirschner, P. A., & Kester, L. (2006). Relations Between Student Perceptions of Assessment Authenticity, Study Approaches, and Learning Outcome. Studies in Educational Evaluation, 32(4), 381–400. https://doi.org/10.1016/j.stueduc.2006.10.003 Guri-Rosenblit, S. (2018). E-teaching in higher education: An essential prerequisite for e-learning. Journal of New Approaches in Educational Research, 7(2), 93–97. https://doi.org/10.7821/naer.2018.7.298 Harjanto, A. S., & Sumarni, S. (2019). Teacher’s Experiences on The Use of Google Classroom. 3rd English Language and Literature International Conference (ELLiC), 3, 172–178. Ihejirika, R. C. (2001). Towards Effective Implementation of the English for Academic Purposes ( EAP ) Curriculum in Tertiary Institutions in Nigeria. c, 14–19. https://doi.org/10.32996/jeltal Imam Tyas Sansinadi, & Winarko, W. (2020). Teacher’S Perspectives Toward Google Classroom As a Tool for Improving Elt Classroom Interaction. Getsempena Wahyuni, E.S., & Arieffiani, D. 16 p-ISSN 2614-5960, e-ISSN 2615-4137 English Education Journal, 7(2), 370–381. https://doi.org/10.46244/geej.v7i2.1174 Inan-Karagul, B., & Yuksel, D. (2014). Teaching language skills. Teaching Language Skills, May, 1–232. https://doi.org/10.4324/9781315230801-6 Irianto, N. andesta, Imranuddin, & Syafrizal. (2019). Journal of English Education and Teaching (JEET) e-ISSN: 2622-5867. Journal of English Education and Teaching )JEET), 3(4), 522–532. Isaacs, T. (2017). Isaacs, T . ( 2016 ). Assessing speaking. In D . Tsagari & J . Banerjee ( Eds .), Handbook of second language assessment ( pp . 131 – 146 ). Berlin : DeGruyter Mouton . Assessing Speaking. Handbook of Language Assessment, January, 131–146. Kashefian-Naeeini, S., & Kouhpeyma, Y. (2020). Fostering Learner Autonomy in Educational Settings. International Journal of Multicultural and Multireligious Understanding, 7(7), 190. https://doi.org/10.18415/ijmmu.v7i7.1765 Klimova, B. F. (2011). Evaluating writing in English as a second language. Procedia - Social and Behavioral Sciences, 28(December 2011), 390–394. https://doi.org/10.1016/j.sbspro.2011.11.074 Kuama, S., & Intharaksa, U. (2016). Is online learning suitable for all English language students? PASAA: Journal of Language Teaching and Learning in Thailand, 52(December), 53–82. http://libproxy.usc.edu/login?url=https://search.proquest.com/docview/189597743 0?accountid=14749 Kuning, D. S. (2019). Technology in Teaching Speaking Skill. Journal of English Education, Literature and Linguistics, 2(1), 50–59. https://doi.org/10.31540/jeell.v2i1.243 Larenas, C. D., Díaz, A. J., Orellana, Y. R., & Villalón, M. J. S. (2021). Exploring the principles of English assessment instruments. Ensaio, 29(111), 461–483. https://doi.org/10.1590/S0104-403620210002902851 Li, F., Qi, J., Wang, G., & Wang, X. (2014). Traditional classroom VS e-learning in higher education: Difference between students’ behavioral engagement. International Journal of Emerging Technologies in Learning, 9(2), 48–51. https://doi.org/10.3991/ijet.v9i2.3268 Li, V. (2017). Social Media in English Language Teaching and Learning. International Research and Innovation in Language Learning 5(1) January 2022 p-ISSN 2614-5960, e-ISSN 2615-4137 17 Journal of Learning and Teaching, 3(2), 148–153. https://doi.org/10.18178/ijlt.3.2.148-153 M.A.T, A.-M. (2014). How effective is e-learning in teaching English? : A Case Study. Journal of Education and Human Development, 3(2), 647–669. https://www.researchgate.net/journal/Journal-of-Education-and-Human- Development-1934-7200 Mardiah, H. (2020). The Use of E-Learning to Teach English in the Time of the Covid- 19 Pandemic. English Teaching and Linguistics Journal (ETLiJ), 1(2), 49–55. https://doi.org/10.30596/etlij.v1i2.4894 Mohammed Nasser Hassan Ja’ashan, M. (2020). The Challenges and Prospects of Using E-learning among EFL Students in Bisha University. Arab World English Journal, 11(1), 124–137. https://doi.org/10.24093/awej/vol11no1.11 Mutambik, I. (2018). The Role of E-learning in Studying English as a Foreign Language in Saudi Arabia: Students’ and Teachers’ Perspectives. English Language Teaching, 11(5), 74. https://doi.org/10.5539/elt.v11n5p74 Nakatsuhara, F. (2007). Developing a rating scale to assess English speaking skills of Japanese upper-secondary students. Essex Graduate Student Papers in Language & Linguistics, 9, 83–103. Nedeva, V., & Dimova, E. (2010). Some Advantages of E-Learning in English Language Training. Trakia Journal of Sciences, 8(8), 21–28. http://www.uni-sz.bg Ng, L. L. (2017). Thinking about writing a critical essay. Australasian Psychiatry, 25(2), 187–190. https://doi.org/10.1177/1039856217694958 Noble, H., & Heale, R. (2019). Triangulation in research, with examples. Evidence- Based Nursing, 22(3), 67–68. https://doi.org/10.1136/ebnurs-2019-103145 Obaidul Hamid, M., & Hoang, N. T. H. (2018). Humanising language testing. Tesl-Ej, 22(1), 1–20. Okmawati, M. (2020). The Use of Google Classroom during Pandemic. Journal of English Language Teaching, 9(2), 438. https://doi.org/10.24036/jelt.v9i2.109293 Othman, J., Treagust, D. F., & Chandrasegaran, A. L. (2008). An investigation into the relationship between students’ conceptions of the particulate nature of matter and their understanding of chemical bonding. International Journal of Science Education, 30(11), 1531–1550. https://doi.org/10.1080/09500690701459897 Wahyuni, E.S., & Arieffiani, D. 18 p-ISSN 2614-5960, e-ISSN 2615-4137 Owens, J. D., & Price, L. (2010). Is e-learning replacing the traditional lecture? Education and Training, 52(2), 128–139. https://doi.org/10.1108/00400911011027725 Ozverir, I., & Herrington, J. (2011). Authentic activities in language learning : Bringing real-world relevance to classroom activities. Ed-Media, 1423–1428. Ratnaningsih, P. W. (2019). The use of Google Classroom application for writing and speaking in English education class. Paskalina Widiastuti Ratnaningsih Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature, 5(1), 2019. http://ejournal.kopertais4.or.id/mataraman/index.php/efi Razı, S. (2015). Development of a Rubric to Assess Academic Writing Incorporating Plagiarism Detectors. SAGE Open, 5(2). https://doi.org/10.1177/2158244015590162 Richards, J. (2015). Technology in Language Teaching Today. Indonesian Journal of English Language Teaching, 10(1), 18–32. Rohmatillah. (2014). A Study On Students’ Difficulties In Learning Vocabulary (Bachelor's Degree). Jurnal Raden Intan Lampung, 3(1), 69–86. http://repository.unej.ac.id/handle/123456789/18942 Salam, U. (2020). The Students’ Use of Google Classroom in Learning English. JPI (Jurnal Pendidikan Indonesia), 9(4), 628. https://doi.org/10.23887/jpi- undiksha.v9i4.27163 Sari, I. F. (2020). Online Learning for English Language Teaching. Jurnal Pendidikan Dan Pembelajaran, 1(2), 217–230. Stott, D. (2018). Speaking and listening skills. 50 Top Tips for Managing Behaviour, 4(2), 85–86. https://doi.org/10.4324/9781315175522-43 Subandoro, P. S., & Sulindra, E. (2019). Optimizing Collaborative Learning: Using Google Classroom in Business English Correspondence Class. VOCATIO: Jurnal Ilmiah Ilmu Administrasi Dan Sekretari, 2(1), 46–66. Sukmawati, S., & Nensia, N. (2019). The Role of Google Classroom in ELT. International Journal for Educational and Vocational Studies, 1(2), 142–145. https://doi.org/10.29103/ijevs.v1i2.1526 Takkaç Tulgar, A. (2016). The Role of Pragmatic Competence in Foreign Language Education. Turkish Online Journal of English Language Teaching, 1(1), 10–19. Research and Innovation in Language Learning 5(1) January 2022 p-ISSN 2614-5960, e-ISSN 2615-4137 19 https://doi.org/10.32959/tojelt.229304 Tanveer, M. (2011). Integrating E-learning in Classroom-based Language Teaching: Perceptions, Challenges, and Strategies. … Conference “ICT for Language Learning,” October 2011. http://conference.pixel- online.net/ICT4LL2011/common/download/Paper_pdf/IEC141-252-FP-Tanveer- ICT4LL2011.pdf%5Cnpapers3://publication/uuid/9E718D72-D2B3-40C6-BA55- 0EFF78D93702 Tuan, L. T. (2012). Teaching and assessing speaking performance through the analytic scoring approach. Theory and Practice in Language Studies, 2(4), 673–679. https://doi.org/10.4304/tpls.2.4.673-679 Wedell, M. (2009). Innvation in ELT. ELT Journal, 63(4), 397–399. https://doi.org/10.1093/elt/ccp053 Wilson, K. A. (2015). Fo r r w. 28(July), 1055–1070. Wolf, K., & Stevens, E. (2007). The role of rubrics in advancing and assessing student learning. The Journal of Effective Teaching, 7(1), 3–14. http://works.bepress.com/cgi/viewcontent.cgi?article=1058&context=susan_madse n#page=8 Yanti, G. S., & Nurhidayah, R. (2020). Practices on Technology Integration in ELT: A Review on Existing Researches. Briliant: Jurnal Riset Dan Konseptual, 5(2), 292. https://doi.org/10.28926/briliant.v5i2.467 Yunus, A. A., & Syafi’i, A. (2020). Google Classroom as Learning Platform in Teaching Writing. British (Jurnal Bahasa Dan Sastra Inggris), 9(1), 48–64. Zakarneh, B. M. (2018). Effectiveness of E-learning Mode for Teaching the English Language in Arab Universities. International Journal of Applied Linguistics and English Literature, 7(7), 171. https://doi.org/10.7575/aiac.ijalel.v.7n.7p.171 Zhong, Q. M. (2018). The Evolution of Learner Autonomy in Online Environments: A Case Study in a New Zealand Context. Studies in Self-Access Learning Journal, 9, 71–85. https://doi.org/10.37237/090106 Conflict of Interest There is no conflict of interest Wahyuni, E.S., & Arieffiani, D. 20 p-ISSN 2614-5960, e-ISSN 2615-4137 About author Elli Setiyo Wahyuni is a lecturer of the English language in the Faculty of Political and Social Sciences of Universitas Hang Tuah, Surabaya, Indonesia. She has been teaching English for Specific Purposes and ELPT Preparation for several years. Her research interests include language assessment and applied linguistics. She is available at elli.setiyo@hangtuah.ac.id; elli.20012@mhs.unesa.ac.id. https://orcid.org/0000-0002-0613-382X. Deasy Arieffiani is a lecturer in the Faculty of Political and Social Sciences of Universitas Hang Tuah, Surabaya, Indonesia. She teaches social sciences and public speaking. Her research interests are related to communication and the educational system. She is available at deasy.ariffiani@hangtuah.ac.id. https://orcid.org/0000-0002-0720-4327. mailto:elli.setiyo@hangtuah.ac.id mailto:elli.20012@mhs.unesa.ac.id https://orcid.org/0000-0002-0613-382X mailto:deasy.ariffiani@hangtuah.ac.id https://orcid.org/0000-0002-0720-4327