"ABSTRACT
Susanti, Lusi. 2021. The Use of Google Classroom to Increase Semantic Skills in Reading"" Thesis. Master’s Program in Linguistics, Faculty of Cultural Studies, Universitas Brawijaya. Supervisors: (1) Dr. Esti Junining, S.Pd., M.Pd., (II) Hamamah, M.Pd., Ph.D.
Keywords: Google Classroom, Semantic, Reading
Appropriate learning media highly affects the final result of a lesson. Google Classroom (GC) is a web-based media platform that has many features to simplify the teaching and learning process. The convenience offered by Google Classroom (GC) is helpful for both students and teachers in managing classes. The flexible time in teaching by using GC gives a lot of help in learning process, especially during the current pandemic. The purpose of this study is to find out the application of semantic mapping in teaching reading comprehension through Google Classroom and how students perceive the learning process using Google Classroom in increasing semantic mapping skills in reading. The background of this research is the difficulties encountered by students in understanding reading texts.
This research approach is qualitative. This research design was Classroom Action Research (CAR). The participants of this research were 1st-semester students, PDD Pontianak State Polytechnic Study Program of Aquaculture Technology (TBP) which were distributed in Class A (13 students) and B (17 students). All treatments for both classes were the same. The data collection was done through questionnaires, interviews, tests, and documentation.
The findings show that semantic mapping can be used in teaching reading through Google Classroom (GC). In Cycle 1, the teaching material about the use of semantic mapping in reading was posted in GC, students learned the material, questions and answers were done by using chat facilities in GC. In Cycle 2, the teaching was done using flipped learning model, where students received the material first to be studied. Next, students discussed the material given with the lecturer by synchronous classes (Google Meet) and additional question and answer were done through GC chat. The score showed that in the pretest, almost 50% of students got a D score, and then experienced an increase in both the posttest Cycle 1 and posttest Cycle 2. In terms of student's perceptions, the learning process using Google Classroom in teaching semantic mapping in reading showed that students felt comfortable and liked the teaching of semantic mapping in reading through GC. The results showed that, in the end, 70% of Study Program of Aquaculture Technology (TBP) A class students and 96% of Study Program of Aquaculture Technology (TBP) B class students were able to use semantic mapping in the learning process of reading through Google Classroom.
Although this research is relatively short, the findings explain that semantic mapping strategies can be applied using the combination between GC asynchronous meeting and Flipped learning. Future researchers are suggested to research with a longer time. Thus, the number of meetings held both asynchronously (Google Classroom) and synchronously (Google Meet) will be maximized and get better results.
