The effectiveness of using google classroom in teaching reading comprehension for 11 th grade students at a high school

Trang 1 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES VU THI HOA THE EFFECTIVENESS OF USING GOOGLE CLASSROOM IN TEACHING READING COMPREHENSION FOR 11TH GRADE STUDENTS AT A HIGH SCHO

INTRODUCTION

Rationale

Nowadays, English has been used as an international language and plays a major role in our life and in many sectors including medicine, engineering, education, advanced studies, business, technology, banking, computing, tourism, etc English is considered as a means of communication and integration with other countries in the world and applications today are also written in English Therefore, English has become a score subject taught at schools in Viet Nam

Referring to the National curriculum program in Viet Nam, students have the abilities to communicate at Level 3 of the 6-level Foreign Language Competency Framework for Vietnam at the end of the general education program It means that students must master the basic skills of learning English (listening, speaking, reading and writing) For reading itself, it is mentioned at Basic Competency level

3, students have ability to catch meanings in context, main ideas, references , functions, structures, and linguistic elements of the text and etc However, many foreign learners at any grades have troubles in reading skill

Reading is a valuable skill with numerous advantages First and foremost, students know about the world and expand their vocabulary through reading People can get a lot of knowledge or information through reading a variety of kinds of media, including textbooks, newspapers, or so on According to Fahim and Saeepour (2011), reading comprehension is one of the key goals set in many educational programs, hence reading plays a significant role in the language curriculum

To develop reading skills, teachers need to have strategies that are effective to motivate students to engage in the lessons Effective strategies in teaching procedures help learners improve their reading skills Nevertheless, in traditional teaching ways, teachers as it were utilize printed reading material as a learning source, in which students become passive and less interested

The presentation of web 2.0 has made a breakthrough for vast applications on the internet environment It cannot be denied that social networking sites are becoming

3 more and more essential in our life not only for an entertaining purpose but for educational purposes Using technology as a media in teaching reading will increase the student’s interest and it is more effective It is clear that technology becomes a vital part of teenagers’ life Applying technology to the learning handle seems to have a positive impact on students’ inspiration, which leads to their achievements

As presented in the study, Ahmadi (2018) stated that the application of technology helps a different learner learn on the basis of their interests Technology has a vital part in advancing exercises for learners and encompasses a significant effect on teachers’ education strategies If teachers do not use technologies in their teaching, they will never be able to keep up with these technologies Thus, it is very important for teachers to have knowledge of these technologies in teaching language skills (Gilakjani, 2017) Teaching using technology can be used as alternative teaching strategies because it can provide good learning outcomes

One of the technologies that can be used for teaching reading is Google Classroom This application is free to use for teachers and students which makes it ideal for developing countries because it does not require a lot of budgets Google Classroom is regarded as one of the best platforms that helps teachers provide their students materials to do after school and help them have a sense of communication in which they can construct connections with learners and diverse communication sorts of data Google Classroom helps teachers save time, organize classes, and improve communication with students With the Google classroom, it will help me deliver exercises in which they will engage with different kinds of tasks designed with various types of exercises such as car racings, over tackling tasks, honey finding bears and so on This makes learners more motivated as well as helps teachers and students interact more easily and effectively Teachers can give marks, comments as soon as they receive students’ exercises In addition, parents can check their children’s marks easily from that they will know their students’ progress and remind them to learn as well

Working as a teacher of English at Diem Thuy high school, I realize that students are really afraid of leaning reading lessons Although teachers give tips and

4 strategies to do reading comprehension exercises such as skimming and scanning, my students can not finish their tasks No matter how they tried their best, their vocabulary, grammar and structures are poor, it is hard for them to do English reading comprehension tasks As a result, their score is very low ranged from 1.5 - 2 points Therefore, I would like to carry out this study with the topic the effectiveness of using Google Classroom in teaching English reading comprehension for 11 th grade students at a high school With the aim to support students in reading process and gain better results in practicing reading comprehension.

Aims of the study

The study aims at identifying the effectiveness of using Google classroom in teaching English reading comprehension skill for 11th grade students at Diem Thuy high school as well as students’ attitude toward the application Google classroom Based on the background of the research, the research will answer the following questions:

1 To what extend is Google classroom effective in teaching and learning reading comprehension at a high school in Thai Nguyen province?

2 What are the students’ opinions of using Google classroom in reading comprehension?

Scope of the study

The goal of this study was not to examine every method for improving student’s reading comprehension skills There are many strategies and applications to help students improve reading comprehension skills However, in this study, the researcher used Google Classroom to help students to overcome difficulties and to improve English reading comprehension skills, the teachers can make use of students’ device available, and Google Classroom’s applications to deliver exercises for students to practice reading comprehension.

The significance of the study

Via the results of this study, the researcher could determine the effectiveness of using Google classroom in student’s learning reading comprehension Then, the

5 findings of the research can be a useful reference for other teachers who have made efforts enhancing students’ ability in English reading comprehension and create motivation for their students to study Finally,with regard to researchers, those who happen to share the same interest in the topic could certainly rely on this research to find reliable and useful information for their related studies in the future.

Methodology of the study

The researcher applied an action reasearch, in which the tests and questionnaire were chosen as the tools The tests and questionaire were designed to support the researcher’s evaluation more objective The questionaires were given to

40 students with the hope to find out the effectiveness of using Google classroom in teaching English reading comprehension skill and students’ attitude toward the application Google classroom Analyzing statistics from the survey questionnaire were conducted with the coorperation of 40 students, rmarks recommendation assumptions and conclusion provided in the study were based on the data analysis.

Structure of the thesis

This study is composed of five following chapters:

Chapter1:“Introduction” presents the background, aims, research question, the significance, the scope and the design of the study

Chapter 2: “Literature review” conceptualizes the framework of the study through the discussion of issues and ideas on theories of teaching and learning English reading comprehension and the implementation of Google classroom application

Chapter 3: “Methodology” presents the contexts, the methodology will be used in this study including the context, the subject, the data collection instruments, data collection procedure and data analysis

Chapter 4: “Findings and Discussions” consists of a comprehensive analysis of the data and a discussion on the findings of this study

Chapter 5: “Conclusion” offers a summary of the findings, implications, limitations of the study and future directions for further study

In summary, this chapter provides the overview of the study including rationale of the study, aims of the study, research questions, scope of the study, significances of the study and design of the study The following chapter will present the theoretical framework of the study

LITERATURE REVIEW

Definitions of reading

Reading is one of important skills of learning language and it becomes the concerning topic with many researchers Reading is differently defined due to the areas of defining in term of activity and goals at any level on grade One refers to reading that has a relation between the writer and the reader whereas another mentions it as the way to build sentences and paragraphs, and texts Many researchers have their own definitions about reading skill

Harmer (2004, p 68) says that reading texts also give the reader a chance to study language such as vocabulary, grammar, punctuation, and the way how to build sentences, paragraphs, and texts In other word, the teacher can help students how to write through reading

Having the same point with Harmer, Goodman (1971, p.135) stated that reading is “a psycholinguistic process by which the reader, language user, reconstructs, as best as he can, a message which a writer has encoded as a visual display” In his opinion, readers not only learn how to read the text, to master grammatical structures…but also understand the content expressed in the text

According to Pollard (2008) reading is a process that has a relation between the writer and the reader This process is running in one direction where the writer delivers his/her purpose through the text The reader then reads the material to determine the author's purpose In addition, Pollard stated that reading is the interacting of the reader with a text, doing prediction toward the text, and bringing reader’s knowledge to a text

Teixeira (2012) explains that reading as follow reading is a key language skill that has a significant place in the teaching and learning of foreign language Teixeira stated that this skill allows students to have access to ideas that is communicated by people in different locations and eras, gives the opportunity to broaden their horizons and increase their knowledge Moreover, reading in a foreign language is essential not only for promoting the students’ personal and cognitive development, but also for improving their study and job prospects in a globalization society Given the significance of reading, one goal of language instruction should be to give students the abilities they need to understand and comprehend literature in a range of contexts and to define purposes more intensively

Finally, according to National Council of Researchers of English (2014) reading is a complex and purposeful socio cultural, cognitive, and linguistic process in which readers simultaneously use their knowledge of spoken and written language, their knowledge of the topic of the text, and their knowledge of their culture to construct meaning with text Each of these knowledge categories affects the sense that readers create when reading printed material Some people find it easier to understand text that uses familiar language, but others struggle to understand the text with unfamiliar language Readers easily comprehend text on familiar topics but are less successful at comprehending texts on unfamiliar topics

At the same time, the interpretations readers construct with texts as well as the types of texts they read are influenced by their life experiences

In short, each scholar has a different definition of reading and it is difficult to say which is better because each of them focuses on one important matter of reading It is obvious that reading gives a chance to study vocabulary, grammar and understanding the content expressed in the text and it is also the interacting of the reading with a text It is the main language skill that has a significant place in the teaching and learning of foreign language Understanding the nature of reading thoroughly help teachers give effective strategies in teaching process

Reading comprehension

According to Grellet (1981), “Reading comprehension or understanding a written text means extracting the required information from it as efficiently as possible” The author believes that reading comprehension is an activity aimed at deciphering the meaning of word combinations in the text in the most efficient way

Having the same point with this, Mikulacky (2007), states that reading comprehension is more than just recognizing and understanding words To really understand what you're reading, you need to be able to make sense of it and connect the ideas to what you already know It also means remembering what you have read In other words, comprehending means thinking while you read; using what you read to complete reading tasks

Reading comprehension is the process of simultaneously extracting and constructing meaning through interaction and involvement with written language (Rand 2002) It consists of three elements: the reader, the text, and the activity or purpose for reading Reading comprehension involves the ability in finding out main ideas, specific information, and word meaning

In second or foreign language-teaching situations, reading comprehension has been used for several reasons It is considered as an important of language ability because it enhances the process of language acquisition and helps students to read for a variety of purposes Besides, written texts serve various educational purposes Therefore, extensive exposure to linguistically comprehensible written texts can enhance the process of language acquisition In addition, suitable reading texts serve as good models for writing, and provide opportunities for introducing new topics, stimulating discussions, and studying the features of language Many foreign language students often have reading as one of their most important goals

In fact, in most EFL academic situations, the ability to read in a foreign language is all that students ever want to acquire Reading, then, is highly valued by students and teachers

The ability to read, no matter what the purpose of reading is, requires readers extract information from the text and combine it with information and expectations they already have Therefore, reading is a meaning-construction process which involves an interaction between text and reader During reading, readers subconsciously try to interact with the passage in order to understand the text However, since in this interaction readers approach a text with differing background knowledge, interests, motivations, skills, and strategies, they arrive at different interpretations of the same text Developing reading abilities assists students in overcoming their reading problems and in becoming competent readers The extent of their knowledge about various reading strategies can contribute to students' reading ability

Thus, based on the explanation above the researcher can sum up that reading comprehension is the act of understanding what readers are being read It is an intentional, active, interactive process that occurs before, during and after a learner reads a particular piece of English writing Students can learn individually to complete reading tasks By the time of reading process, students become autonomous in learning as well as in doing other duties Besides, students have more chances to interact with friends and teachers in discussion Without comprehension, reading is nothing more than tracking symbols on a page with eyes and sounding them out People read English or other document for many reasons but understanding is always a part of their purpose Reading comprehension is most important because without it, reading does not provide the reader with any information

Reading comprehension is the ability to process text, understand its meaning, and to integrate with what the reader already knows Fundamental skills required in efficient reading comprehension are knowing meaning of words, ability to understand meaning of a word from discourse context, ability to follow organization of passage and to identify antecedents and references in it, ability to draw inferences from a passage about its contents, ability to identify the main thought of a passage,

11 ability to answer questions answered in a passage, ability to recognize the literary devices or propositional structures used in a passage and determine its tone, to understand the situational mood (agents, objects, temporal and spatial reference points, casual and intentional inflections, etc.) conveyed for assertions, questioning, commanding, refraining etc and finally ability to determine writer's purpose, intent and point of view, and draw inferences about the writer (discourse-semantics).

Teaching reading comprehension

Good reading comprehension is important for English learners Through the reading process, the learner becomes an active participant in creating interactions with the author of the text through the tasks of the learning process However, building such a connection between the reader and the written information of the text is complex, and for students of English as a Second Language (ESL) and English as a Foreign Language (EFL), they can have quite a bit of trouble doing different types of reading This shows that teachers need to clearly understand about reading comprehension skill and update their teaching techniques and right strategies in teaching process The effective strategies in teaching reading will help students to improve their reading skills

Although much research has been done on teaching reading, according to Moorman and Ram (1994), "but no theories exist which fully characterize and explain how people achieve the complete task of reading real-world texts" (p 646) Six basic knowledge sources connected with textual implementation are described by Graesser In 1983, Van Dijk and Kintsch introduced their reading model, however it falls short since it is incapable of dealing with creative reading

Over the last decades, research has transformed our perception of reading as a simple decoding process EFL/ESL reading theory has been inspired by Goodman (from the mid- to late-twentieth century), according to Carrell and Eisterhold (1970s) who sees reading as a "guessing game" in which the "reader reconstructs" what he or she is reading "A message that has been encoded by a writer," he says as best he can (p 554), (1983, p 554), (1983, p 554) As Grabe describes Godman’s perception of reading which is seen as an active process of comprehending [where]

12 students need to be taught strategies to read more efficiently (e g., guess from context, define expectations, make inferences about the text, skim ahead to fill in the context, etc (1991, p 377)

Carrell and Eisterhold (1983) argue that for the beginning reader, the Language Experience Approach (LEA) proposed by Rigg in 1981 is a great way to control vocabulary, structure, and content The basic LEA technique uses the students’ ideas and the students’ own words in the preparation of beginning reading materials The students decide what they want to say and how to say it, and then dictate to the teacher, who acts as a scribe LEA works because students tend to be able to read

Fu and a colleague (2014) investigated the effectiveness of using online storybooks, and the most commonly used types of reading strategies in online discussions and storybook reading is prediction, search, and decision making, and most An unused reading strategy turned out to be a watch for understanding However, there are also technology use cases based on Network-based tools that facilitate cognitive reading strategies appear to have various outcomes in helping ESL / EFL students read For example, Wai and colleagues (2014) investigated the effectiveness of using technology-based phonological and orthographic strategies (that is, rule-based strategies, strategic visualizations).To teach spelling and other skills to students with dyslexia The technology they used in connection with teaching this particular phonological strategy was the use of interactive elements (for instance, fun songs, colorful flashcards, presentations) to keep learners interested Students are motivated and interested in learning

On the other hand, according to the Dean in Muslaini (2017), reading is more than simply seeing sentences, more than spelling out written words properly, and more than understanding the significance of individual words Reading is not only looking at words in the book and pronouncing them, but knowing all the elements of a book Talking about knowing the element of reading, it's not separated from reading comprehension it's in accordance with Cain's statement in Ahmadi (2017), which argues that Reading comprehension

13 is classified by incorporating a range of processes involving language, reading ability, word knowledge, and fluency as the process of making meaning This is consistent with the theory of Mickulecky & Jeffries in Ismail (2017) that reading is very important because it can develop the general language skills of students in English; helping students think in English, expanding the English vocabulary of students, improving their writing, and it can be a good way to get new insights, information, and experiences Also, McMaster, Espin, & Van den Broek in Setyadi et al (2019)asserted that reading comprehension is a method of consciously gaining meaning through the involvement of readers with information and expertise relevant to the quality of reading.

Attitude in language learning

The researcher specially noticed the studies of Maio and Haddock (2009) and Eagly and Chaiken (1993) According to Maio and Haddock (2009) state “A large assessment of a question that is based on cognitive, affective, and behavioral information” The cognitive component includes the conventions, thoughts or opinions about the object of the state of mind The affective one refers to the individual's feelings and emotions towards an object, whether he/she likes or dislikes The behavioral one involves the tendency to adopt particular learning behaviors

Having the same sentence, Eagly and Chaiken (1993) characterize an state of mind is that “A mental propensity that is communicated by assessing a specific substance with a few degree of favor or disfavor” Inborn in this definition is thought that the expression of an evaluative judge around a boost question In other words, reporting an attitude involving in making a decision concerns liking verse disliking, approving verse disapproving or favoring verse disfavoring a particular issue, protest or individual

In this study, the researcher embraced the definition of Maio and Haddock

(2009) because the analyst discovered that this definition offers the most

14 comprehensive and valuable definition of attitude It provides the components show of attitude that relates to cognitive, affective and behavioral components In spite the fact that the feeling and belief components of state of mind are internal to an individual, we can see a person’s attitude from his or her coming behavior

In this manner, Demeanor is known as an assessment of a demeanor protest, extending from greatly negative to amazingly positive Positive attitude uncovers the focal points of the subject to require up its esteem Negative attitude reveals the drawbacks of the subject to reject it and to deliberate its solid of mind The researcher trusted that applying the unused strategy viably in their learning handle persuaded the students’ positive demeanor to pick up way better and higher results

2.4.2 Student’s attitude toward using Google classroom in reading skills

Conducted by Novianti (2006) on the relationship between student’s attitude in dialect learning and their accomplishment infers that attitude towards learning a dialect has relationship with students’ perusing comprehension The study focused on state of mind during the learning process, but it can be respected as a representation that the students’ attitude towards dialect learning comprising of the cognition, emotional, and behavioral perspective has an impact on their perusing comprehension

It can be seen that attitude towards language learning plays an important role in language learning as it has influence on learners' success or failure (Zainol, et al.,

2012) The researcher stated that if learners have positive state of mind towards the method of learning a dialect, they will appreciate more the lesson and as a result, they can capture up more information and expertise of the dialect On the other hand, when the students’ attitude towards dialect leaning is negative, they will be hesitant and pay less consideration amid the teaching – leaning action

According to Nunan (1991) presented in the study that “if students can be encouraged to adopt the right attitudes, interests and motivation in the target language and culture, as well as in the learning environment in which they find themselves, then successful learning will occur, and that if these affective factors are not right, then no set of techniques is likely to succeed, regardless of how

15 carefully they have been devised or how solidly they based on the latest theory and research”(p.234) Students’ positive attitude in language learning may encourage them to have better results However, if they have negative one, the attitude may become an obstacle Students’ negative attitude can also be changed positively to facilitate their learning results Having positive attitude in language learning is believed to be a good start in their learning process

In short, that maximizing learning and teaching output much depends on students’ attitude and it is one of the main factors influencing the success of second language learning It would be significant when the analyst can offer assistance her students create and keep up their positive attitude within the dialect classroom could help her students develop and maintain their positive attitudes in the language classroom.

Definition of Google classroom and benefits of Google classroom

Google Classroom is a free web service developed by Google for schools that aims to simplify creating, distributing, and grading assignments The primary purpose of Google Classroom is to streamline the process of sharing files between teachers and students Google Classroom integrates Docs, Sheets, Slides, Gmail, and Calendar into a cohesive platform to manage student and teacher communication

Students can be invited to join a class through a private code, or automatically imported from a school domain Teachers can create, distribute and mark assignments all within the Google ecosystem Each class creates a separate folder in the respective user's Drive, where the student can submit work to be graded by a teacher Assignments and due dates are added to Google calendar, each assignment can belong to a category (or topic) Teachers can monitor the progress for each student by reviewing revision history of a document, and after being graded, teachers can return work along with comments

Google Classroom is a virtual classroom provided by Google As confirmed by Case, Martínez-Monés stated that Google Classroom is an internet-based

16 service provided by Google as an e-learning system (Martínez-Monés et al., 2017).This service was designed to help teachers create and distribute tasks to the students in a paperless way Users of this service must have an account in Google

In addition, Google Classroom can only be used by schools that have Google Apps for Education

Google Classroom was used to facilitate the interaction of a professor or teacher with a student or students in the virtual world (Liu & Chuang, 2016) Lecturers freely hand out a scientific assessment and provide an independent assignment to the students (Wijaya, 2016) In addition, professors can also open space for online discussion for students

Google Classroom utilization can be made through multiple platforms, i.e., through computers and mobile phones Lecturers and students can visit the website at https://classroom.google.com or download the app via Play Store on android or IOS app store with keywords “Google classroom” The LMS usage is free of charge, so that utilization can be performed as needed Google Classroom education is one of the features provided by Google Apps for Education (GAFE) which was released to the public on August 12, 2014 Google Classroom is an application that allows the creation of classrooms in cyberspace

Google Classroom can be used as a means for the distribution of tasks, assignments submission as well as assessment Google Classroom can be downloaded without any charge by registering themselves on the Google account application for education Google Classroom app is very useful for online teaching and learning, and can be obtained for free of charge and can be used on any device One of the sophistications of this application is that it can be used collaboratively with other groups There are so many advantages of using Google Classroom as one of the Learning Management Systems (LSM) (Izenstark & Leahy, 2015)

2.5.2 Features and tools on Google classroom

Over the past decade, Google classroom has devoted an increasing level of effort towards the educational market Between its school-oriented Chrome book

17 deployments and suite of educational services, Google classroom has cemented itself as a true player in education

Google classroom is a social platform for education It can be accessed via the Internet and a free smart phone application such as: IOS and Android Google classroom communities are built by teachers for specific group of students In relation to online activities using social networking site like Google classroom, teachers can utilize some features and tools on Google classroom in creating meaningful activity suitable for reading comprehension

Assignments are stored and graded on Google's suite of productivity applications that allow collaboration between the teacher and the student or student to student Instead of sharing documents that reside on the student's Google Drive with the teacher, files are hosted on the student's Drive and then submitted for grading Teachers may choose a file that can then be treated as a template so that every student can edit their own copy and then turn back in for a grade instead of allowing all students to view, copy, or edit the same document Students can also choose to attach additional documents from their Drive to the assignment Set assignments appear on the 'To do' list

This feature can be used for drilling the learners in comprehending the text and it is really useful for post reading activity It allows the teacher to create meaningful exercises in accordance with the materials which are discussed in the class This tool offers the teacher to create various quizzes, such as: true or false, multiple choice, and short answer Therefore, the students can be drilled in learning reading comprehension skills such as: grasping main idea, predicting, and guessing vocabulary

Link to Videos and Audios

It is suitable for pre –reading activity Teacher can post the videos or audios link from YouTube or other sites in Google classroom Moreover, this tool can be very useful in order to activate students’ background knowledge Besides, this tool

18 may be of benefit for brainstorming or building students’ information about the topic that will be discussed in the following text The impact is that the students are ready to learn in during reading activity

One of the benefits of using Google classroom is that the site has a facility to create a group in online learning Teacher can create large-student group or small group Students can be promoted to work on collaborative on another

Like other social networking sites, Google classroom is also equipped with facility to post comment in a wall In teaching reading comprehension, teacher can manipulate this site for creating meaningful activity in Virtual Learning, such as: making online games, posting question, or delivering problem that can be discussed with the students

One more important feature of Google classroom is calendar Teachers can share the schedule of learning activities or their lesson planning on the calendar The schedule can be shared either to every classes and groups or just to certain class or group It gives benefit to both teacher and student Teacher can manage the planning for the all classes they teach and student can always see the calendar to know upcoming activities like assessment, group presentation, and assignment due date The events or due date on the calendar will also occur in notification

Teachers can conduct live classes virtually through Google Meeting Up to

250 participants can be added, and 1,000,000 viewers can be on a live stream Live classes can be recorded and watched back later

2.5.3 Effectiveness of Google Classroom in improving students’reading skills

Google classroom is Google's free-to-use learning management system Google classroom is designed to allow teachers to manage and distribute materials to students One of the biggest effectiveness of Google Classroom is that it’s simple to use, accessible from all devices and encourages

Previous studies

In fact, there are many researchers have reported the effectiveness of using Google classroom in improving students’ ability in reading, making the teaching and learning process more effective

The first is Nurmala Dewi,(2020) conducted a mixed-method, including both quantitative and qualitative methods to find out whether there is an improvement of students’ reading comprehension by using Google Classroom or not and how students respond to use it in reading class, what obstacles encountered in implementing it Results obtained showed that using technology can improve students’ reading comprehension Students preferred learning using Google Classroom, since they could learn with more access by using their smartphone without being limited by time and place And they were more enthusiastic since they could handle their learning process by themselves They actively participate and are proactive during the learning process However, this process is only carried out when there is the connection of the internet, the tools to support available Moreover, the connection of the internet was not stable all the time and sometimes

21 this process were broken or did not work well, and it needed time to fix it which influenced the learning process

According to Donald Yates (2017) in Sukmawati (2019), Google Classroom is to provide an integrated learning environment in schools to facilitate the development of paperwork and marking for students Google classroom media offered is expected to improve the level of education better In this case, Google Classroom is applied in learning to read comprehension The importance of reading learning is also contained in the 1945 Constitution that emphasizes the importance of reading and writing proficiency and proficiency, proficiency arithmetic, and communication skills " Lorena ( 2015) It is clear that reading is one of the keys to achieving other abilities such as writing, counting to communicate In addition, Strevens in Verdiansyah (2020) argues that the ability to read is a crucial tool between both the teacher and the learner because reading gives access to a broad range of language skills and knowledge Next, Ruslan (2019) says that reading activities are very important for everyone to increase their knowledge

Susanti L, Juninang E & Hamamah (2021) conducted a study to investigate the strengths and weaknesses of Google Classroom in improving reading comprehension, and the effectiveness of using Google Classroom media to improve students' reading comprehension The method used is descriptive qualitative research This study shows that using Google Classroom media in the learning process is effective in an ELT environment This study shows the benefits of using these media in the learning process to improve reading comprehension In which it is accessible anytime, anywhere, is time-flexible, and has a more innovative learning model (based on e-learning).In this study ,However, Susanti L, Juninang,

E & Hamamah also shows the drawbacks of using these media Students must have a Google account and there is no face-to-face instruction Students need to be connected to the internet

In Nina Nurbaidah’s study, he stated that students are motivated to learn reading comprehension through using Google Classroom This study refers to a qualitative survey method The author chose the Pendi Dican Institute Tapanuri

22 seratan as a place of research The informants for this study are initially all students English Institute Pendidi Kantapanuri Seratan class Researchers used the questionnaire in an analysis of student motivation when using Google Classroom

As a result of the questionnaire, it was found that most of the students agreed and strongly agreed that Google Classroom has been implemented in student classrooms The results of this article are also motivation for students learning online reading comprehension using Google Classroom received positive feedback and they learned with high motivation

According to Irwan Sulistyanto, Dina Azmi Imada (2020), Google Classroom is an appropriate Learning Management System (LMS) in teaching reading Google Classroom helps students get easier in comprehending the text He investigated the effectiveness of using Google Classroom to teach reading hortatory exposition text The survey approach chosen was quantitative The study design used was a control group design only after testing This study we will use two classes, an experimental class and a control class While the control class was taught, the class was taught to read using Google Classroom with traditional teaching Post a reading test to collect data an experimental class and a control class was conducted The data was analyzed using the average score, standard deviation, and independent sample test The survey results are the signature score was below the significance level of 5% For this reason, the use of Google classroom that teaches how to read commentary texts is effective

According to Mahitsa &Mahardini,(2020), Learning technology plays an important role in the development of education in Indonesia Teachers need to improve using IT Student motivation for learning Blended learning is one way teachers can facilitate blended learning interactions, Traditional learning method using technology Google Classroom is one of the most accessible applications to assist teachers Students need more time to learn online learning In online learning, multiple applications can be positive or positive adverse effects during the process This study shows the strengths and weaknesses of Google Classroom Blended learning This type of research is qualitative The subjects of this study were 12

23 university students Data collection was performed by Observations and interviews

A questionnaire was used as a means of investigation The techniques used to analyze the data are: Descriptive qualitative and quantitative analysis Survey shows that 85% of students have difficulty Please fill in the comments In addition, 5% of students say sharing and sharing ideas is easy With online interaction, In contrast, 40% of students say Google Classroom is easy to operate and use

Nguyen Quang Duy (2020) claims that he looked at how Google Classroom may be used to encourage non-English major students to learn independently It was mentioned that the deployment of Google Classroom was advantageous to the majority of students and that it significantly impacted their independent study In Viet Nam, there are many studies which applied Google Classroom in learning language.However, the number of these studies in reading comprehension skills is limited, especially in Thai Nguyen,

Based on the studies presented above, the researcher found that Google Classroom brought significant effects toward students’ reading comprehension Moreover, Google Classroom received positive feedback in motivating students learning online reading comprehension and improved the results of learning English reading comrehension.

Summary

The chapter has presented the relevant literature that helps form the theoretical and conceptual framework for the study First, a set of concepts of reading, reading comprehension according to some researchers and then teaching reading comprehension,attitude in language learning and student’s attitude toward using Google classroom in reading skills Second, Google Classroom is discussed along with its features, tools, and benefits This includes its definition, features, and usefulness in enhancing students' reading abilities Finally, an overview of previous studies related to the research area of the dissertation is given to give the readers an overview

METHODOLOGY

Research methodology

There are a lot of definitions of action research by scholars in the field of research language research and teaching Elliot (1991) defines action research as “a case study method in the classroom to improve the quality of activities teaching action”.VanLier (1996) then said that “it is a study on small scope to solve a real problem farewell" Meanwhile, O'Brien (2001) gives that consumerism “simply works” research conducted at the same time as teaching activities” Or Dick (2002) more succinctly when it comes to showing that the prime cost is “the process of teaching and research at the same time” (learning by doing) Morefully, Carr & Kemmis (1986) determined the meaning of philanthropy "is the process of self- study self-reflective inquiry is conducted by teachers to improve reasonableness and legitimacy of the methods law or pedagogical situation that I encountered right in their teaching activities.” Through some of the above definitions, It can be seen that action researches are conducted to improved teaching, raise operational awareness, teaching, improve educational situations in the process of teaching

According to Anne Burn, an action research is the superordinate term for a set of approaches to research which, at the same time, systematically investigate a given social situation and promote democratic change and collaborative participation Participatory action research (PAR), critical action research (CAR), action learning, participant inquiry, practitioner inquiry and cooperative inquiry are

25 all terms broadly underpinned by the assumptions and approaches embodied in action research

According to Kemmis and McTaggart (1988), the process of an action research is followed the cyclic process consisting of 4 steps, the first circle can be repeated spiral again until the spear the research objective has been achieved, or satisfy your requirements

Susman (1983) introduced the model in a more specific way by specifying materialize each cycle in 5 steps First define the problem, second determine how to collect data After the data collected and analyzed, the solutions solve the problem raised Next is the process of evaluating solutions and seeing whether they are really effective This process is repeated and continued until the problem is solved

Action research has some models but Burns’ (2010: 38) action research model proposes a model of classical action research The model was illustrated in Figure 1.There are four stages of an action research cycle are (1) Planning - identify a problem and create a plan of action, (2) Action - intervention in the teaching context over a certain amount of time, (3) Observation – observing the results of the plan,

(4) Reflection - reflect on and evaluate the effects of the action (Burns, 2010)

First making plan, in this step the researcher determines the problem research, difficulty in teaching practice…, limiting offenses scope of the problem, find out the scope of problem Then the researcher gives actions to implement solutions, problems topic mentioned in step 1 According to Burns (2010), teachers often think what to observe and what to need observe in this step In this step, the teacher should think to teaching activities, classroom teaching situations Step 3 is observation In this step the teacher will collect specific information, then analysis to determine whether the solution is really effective or not The last step is reflecting Process evaluation is a cross-cutting process of the contributor, from planning step to implementing to observe Every step, every plan, every action is judged continuously and thoroughly in order to find an effective method to help students improve reading comprehension skill

The overarching methodology employed in this study was action research, a four- step process involving cycles of planning, action, observation and reflection (Burns, 2010), an adaptation of Kemmis and McTaggart’s (2000) action research spiral as shown in Figure 1

Figure 3.1 Cyclical action research model (Burns 2010).

Participants

The study was carried out with 40 students (18 boys and 22 girls) coming from grade11 at Diem Thuy high school All of the participants are from farming families and they learn English as a foreign language They have learned English for 8 years Students face difficulties in learning English, especially reading comprehension because time for learning reading is limited Most of them don’t like practice reading and they are worried to get bad marks when practicing reading comprehension exercises Moreover, they lack of facilities to support learning English They do not have any opportunities to communicate with native speakers Their main reason for learning English is that English is one of the compulsory subjects at school and sit for the national examinations.

Teaching materials

The researcher used English Textbook 11, which is published by Ministry of Education and Training as the main document in research process The researcher selected 7 units from the textbook, from unit 8 to unit 14 spreading 7 weeks In each

27 unit, the researcher taught vocabulary, structure, and grammatical points through reading lessons.

Data collection instruments

A pretest was designed with the purpose of checking students’ reading comprehension skills before applying to Google Classroom in English lessons Most of questions in the pretest was taken from the reading parts of the test A2 level of the Common European Framework for Reference (CEFR) The pre-test (see Appendix 1) was conducted before the treatment and no special techniques were applied in teaching reading comprehension before In the pretest, students were assigned to answer 20 questions during 25 minutes to check their competence in reading comprehension The pretest was divided into 3 parts Each correct answer is given 0,5 point and the maximum score is therefore 10 The results was marked and counted the number of student who get the point from 0.5 to 3.4 low from 1-3.4 points; below average from 3.5 to 4.9 points; average from 5.0 to 6.4 points; good from 6.5 to 7.9 points; very good from 8.0 to 8.9 points ; excellent from 9.0 to 10 points The result was presented on table and chart

Post-test one was designed in order to measure the achievement in reading comprehension of students after they had applied to Google Classroom in English lessons at the end of week 4 Post- test was designed based on the test A2 level with 20 questions during 25 minutes The students’ scores in the post- test one were compared with that of students in the pre-test with the same level to determine the effectiveness of the use of Google Classroom in teaching reading comprehension Post-test two was conducted in the 8 th week with the same design as the pretest The aim of this test was to measure students’ capacity in reading comprehension after intervention The results of the two post-tests were collected and entered SPSS software to analyze and compared Then based on the statistical description, the researcher can find out whether there is the difference in students’ competence in reading comprehension before and after the use of Google Classroom

A useful tool for gathering information in research is questionnaire because it is efficient in terms of cost, effort, and time for researchers In the study, the questionnaire was composed of 12 questions which were constructed to assess learners’ attitudes toward the use of Google Classroom Likert scale with five points was used in students’ questionnaire including “agree”, “strongly agree”, “neutral”, strongly disagree” and “disagree”,

The questionnaire was given to 40 students, the researcher instructed participants how to respond to the questionnaire The questionnaire was translated into Vietnamese to make it more accessible for the participants Because the many participants were in low level of English, they might not understand all the content in English clearly, so if the questionnaire was written in their mother tongue, it helped them complete the questionnaire more easily During the process, the researcher only gave instructions if necessary, she did not interfere anything to affect participants’ selection At last, the questionnaire was collected to analyse.

Data collection procedure

In order to collect data for the study, the following instruments were employed, including pretest one, posttest one, posttest two and a questionnaire

The data collection was conducted within 8 weeks The process of the study is shown in Table 1 On the first week, students took the pre-test, and Google Classroom was introduced to students Then the researcher taught reading comprehension in applying Google Classroom in reading comprehension to students After 4 weeks, students took the post-test one to check whether they improve their reading comprehension competence or not The result of post- test one was analyzed and compared with the pre- test Then the researcher adjusted materials to suit students’ levels To access students’ improvement, the researcher gave students the post- test two in 25 minutes In week 8, students were asked to complete questionnaire Finally, data were collected to analyze and discuss

Table 3.1 The procedures of the study

Week 1 Introduce Google Classroom to students

- Step 1: Collect students’ Gmail to set up Classroom

- Step 2: Train students how to visit the classroom

- Step 3: Organize learning activities for students and give pre- test to evaluate students’ reading ability

Week 2 Teaching reading comprehension in class and assign the homework to students

Blending teaching reading comprehension on class in Google Classroom and assigning homework via Google Classroom

- The researcher designs transmit the learning content practice on the system Google Classroom Through Google form, Google Meet, Google Drive Students complete the exercises on the system through the online test Through homework and tests, students can compare and evaluate results by themselves If there are any problems that are not understood, teacher will give a help to students

- The process of evaluating the tests: Because of the real products are submitted online and concentrated in one designated location in Google system so teachers are very convenient in management, as well as commentary and evaluation The teacher can correct it directly correct errors in assignment, submit comments, give students feedback on assignments so that students will know the advantages and disadvantages of their assignments With good quality submissions, good practice, or papers containing common mistakes that students make, teachers can share online with the whole class to exchange and draw lessons experience

Week 3 Teaching reading comprehension on class and assign the homework to students

Week 4 Teaching reading comprehension on class and assign the homework to students Students were administered the Post-test one

Week 5 Teaching reading comprehension on class and assign the homework to students

Week 6 Teaching reading comprehension on class and assign the homework to students Week 7 Teaching reading comprehension on class and assign the homework to students Students were administered the Post-test two week 8 Students in experimental group were asked to fill in the questionnaire

Data were collected, scored and analyzed Conclusions, implications and suggestions were developed

Table 3.2 Syllabus of the research

- The reading is about the celebration of Tet and other festivals’ activities

- Redo reading tasks in notebooks

- Do the exercises in Google Classroom

- Guessing meaning of words in context

- Identifying main idea of the text

The reading is about - Identifying meaning

Part A: Reading different postal and telecommunication services

- Redo reading tasks in notebooks

- Do the exercises in Google Classroom of words in context

- Scanning and skimming for specific information

The reading is about the nature in danger

- Redo reading tasks in notebooks

- Do the exercise in Google Classroom

- Guessing meaning of words in context

The reading is about the advantages and disadvantages of energy sources

- Do the exercise in Google Classroom

Readings about the information about Asian Games

- Redo reading tasks in notebooks

- Do the exercise in Google Classroom

The reading is about the kinds of hobbies

- Do the exercise in Google Classroom

The reading is about recreation

- Do the exercise in Google Classroom

- Scanning and skimming for specific information

Action research steps

This study follows basic steps of an action research of Burns (2010) which is discussed in details below:

In this step, the researcher makes plan and determines the problem research, difficulty in teaching practice…, limiting offenses scope of the problem, find out the scope of problem

While teaching students at Diem Thuy high school, the researcher found that Students face difficulties in learning reading comprehension because time for learning reading is limited Most of students don’t like doing reading exercises and worry to get bad marks Moreover, they lack of facilities to support learning English, shortage of vocabulary, structure, grammar which deter their comprehension and mastery of all English skills Therefore, the researcher has tried to find out applications to help my student improve their reading comprehension skills Of all the applications claimed to be effective to improve students’ reading comprehension, the researcher decided to apply Google classroom in teaching and learning reading comprehension skills However, the researcher has not yet measured how well students perform after the teaching period on the effectiveness of interactive approach is supported in my context Therefore, this study was carried out to find the answer for the question

At the beginning of my research, students were asked to do the pre-test with the purpose of checking students’ reading comprehension skills

Then the researcher applied Google classroom in reading comprehension In week 4, students took the post-test one to check whether they improved their reading comprehension competence or not From the results of the post-test one, the researcher adjusted materials and techniques for the coming weeks Students were asked to take the post – test two in week 8 and completed a questionnaire in week 8 Finally, data was collected to analyze and discuss before giving conclusions, implications and suggestions were made

In this stage, the researcher used the pre-test and post-test one, post-test two and a questionnaire to collect data The pre-test and post-tests were scored and analyzed The results of two tests were collected and entered SPSS software to analyze and compared

After the teaching period in using Google Classroom and data analysis and interpretation, the researcher summarized the results and gave some suggestions regarding the use of interactive approach in teaching English If the results are supported, the researcher will recommend the use of this application to colleagues at school as well as at Thai Nguyen province

Based upon the results gathered in the posttest one, the researcher intends to further develop appropriate plans for students practice in the next weeks In week 8, students took a posttest two and the results of the posttest two compared with that of week one.

Data analysis

The data was collected from the tests and questionnaire during 8 weeks Then, it was analyzed both quantitative and qualitative ways To start with the results of pre-test and posttest was entered into Excel, SPSS statistics software to analyze the collected data to see the difference between posttest and pretest Based on the findings, the researcher can draw a conclusion on whether student’s reading comprehension competence is enhanced or not Besides, the data was collected from the test and a questionnaire was also presented in form of bars, charts and figures with the support of Excel program Finally, the analyses of the questionnaires data are shown to provide information of what effects Google Classroom can bring to learners as well as learners’ attitude toward using Google Classroom in teaching and learning reading comprehension

Summary

This chapter describes the research method of the study, which combines a qualitative interviewing approach with a questionnaire survey The researcher has provided a description of the methods and tools used for both data gathering and analysis After eight weeks of intervention, the findings of surveys and tests were collected and analyzed

FINDINGS AND DISCUSION

Research findings

Pre- test was given to 40 students at the end of the first week with the purpose of checking students’ reading comprehension skills before applying to Google Classroom in English lessons Scores are classified into 6 levels: low from 1-3.4 points; below average from 3.5 to 4.9 points; good from 5.0 to 6.4 points; very good from 6.5 to 7.9 points; excellent from 8.0 to 8.9 points; Level 6 from 9.0 to 10 points The results of pretest are presented in the following table 4.1.1

Table 4.1 Descriptive statistics of pre- test

Figure 4.1 Results of the pre-test scores

The information of Figure 4.1 shows that students achieve average results from 5.0 to 6.4 points accounted for 30% The number of students got low and below average scores are 42.5 % Especially, no student gained excellent results As can be seen from the figure, the number of students who had poor results was higher than those of good results In general, the data of the pre-test results reported that the students’ reading comprehension was below the average level

Post-test one was used to collect the data for analysis after had applying Google Classroom in reading lessons for the first four weeks The results are presented in Table 4.1.2 as following:

Table 4.2 Descriptive statistics of post- test one

The results of pre- test

ExcellentVery GoodGoodAverageBelow AverageLow

Figure 4.2 The results of post- test one

Figure 4.2 presents the results of post –test one after 4 weeks applying Google Classroom in reading comprehension The researcher found that the number of students got average results is 35 % and that of good and very good results accounted for 27.5% There was only one student gaining excellent scores (2.5%) From the information of the figure, it can be found that the rate of students in average scores was the highest The second group was of good scores and the smallest one was excellent scores It can be concluded that students made their efforts in learning reading from low to below average results is 10% and 15% There were changes among students as presented in figure 4.3

Figure 4.3 The comparison results of pre-test and post-test one

The results of post- test one

Excellent Very Good Good Average Below Average Low

Excellent Very Good Good Average Below

The comparison of the pre-test and post-test one

Pre-test Post-test two

The results of the post-tests proved that before the intervention, the students’ reading comprehension in English was at low levels (Low and Below Average band scores) (40%) However, this number significantly dropped 25 % after the treatment Furthermore, the collected data indicated that the number of the students at other 3 levels: low, below average and average changed Students in average accounted for 35% and increased 5 % from 30% to 35 % and those in low and below average decreased 15 % It can be seen clearly that applying Google Classroom in teaching is effective to students, especially students had poor scores in low and below average From the comparison of the results of pre-test and post-test one above, it helped the author adjust the contents and techniques in the coming weeks to suit the students’ level and motivate students’ ability in reading comprehension lessons

Table 4.3 Descriptive statistics of post- test two

N Minimum Maximum Mean Std Deviation

Figure 4.4 The results of post- test two

The results of post- test two

ExcellentVery GoodGoodAverageBelow AverageLow

Figure 4.5 The comparison of the post-test one and post-test two

Having analyzed the results from post-test one and post-test two, some experiences were found as following The researcher paid more attention to the students with poor grade, various exercises were designed for students to practice and it is clearly that they are effective to students It is shown in the chart that the number of students who got low and below average declined to 12.5 percent Besides, there were improvements in good and very good results Particularly, the excellent results accounted for 7.5 % However, the number of students getting average results had no improvement and it can be understood that those students are lazy and have not been active in learning reading comprehension lessons

To access the improvement of students under the support of Google Classroom, the researcher compared the results of pretest one and posttest two The information is described in Figure 4.6 below

Excellent Very Good Good Average Below

The comparison of the post-test one and post-test two

Post- test one Post-test two

Figure 4.6 The comparison of the pre-test and post-test two

As can be seen from table 4.5, it is clear that the majority of students have good results compared with that before treatment The percentage from average and more increased from 60% to 87.5% and the percentage of below and low average decreased 27.5% (from 32.5% to 12.5%) in comparison with the beginning Especially, at the first test, no student gained an excellent result but there were students who gaining excellent results at the last test The data in the table and the chart above illustrated the improvement in students’ reading ability This result demonstrated that applying Google classroom in teaching reading comprehension skills was effective

A questionnaire was used in this study consisting of three parts Section A consists of six questions related to cognitive component Two questions are organized about affective component in section B and section C contains questions that are asked related to behavioral component All the items adapted from Alqahtani, M S M., Bhaskar,C V., Elumalai,K.V., & Abumelha, M (2018) A 5- point Likert scale of “strongly agree, agree, neutral, disagree and strongly disagree” was used to collect students’ responses The items in this section emphasize the improvement of students’ reading comprehension skills, motivation and attitude towards learning English language As presented in the Table 4.7

Excellent Very Good Good Average Below

The comparison of the pre-test and post-test two

Pre-test Post-test two

Table 4.7 The results of students' perceptions on the use of Google Classroom

Statements Strongly agree Agree Neutral Disagree Strongly

It is easy to use Google Classroom both at home and at school 30% 62.5% 2.5% 0% 5%

Learning reading comprehension is more interesting through Google Classroom

Google Classroom improves your reading comprehension skills 22.5% 42.5% 12.5% 7,5% 15%

Learning reading comprehension via Google Classroom is easier than using books

You can pick up a large range of vocabulary and learn new vocabulary more quickly

Learning tasks are various and suitable with students’ level 22.5% 55% 12.5% 0% 10%

You enjoy practicing reading tasks on Google Classroom 35% 52.5% 10% 0% 2.5%

You become more autonomous in learning reading comprehension

Google Classroom assists you develop a more positive attitude towards learning English

You are expecting to use Google Classroom application to learn reading comprehension in the coming school year

It can be reported from Table 4.7 that students gained mastery of reading comprehension matter when being exposed to this modern method of teaching English The increased level of performance of the students in the post-test scores also reveals that the students’ improvements may also be attributed to the innovation applied by the teacher The use of interactive approach in teaching English not only motivated students in participating in the lessons more actively but it also helped to develop students’ reading competence more effectively

As presented in Table 4.8, a large number of students answered that they agreed that Google Classroom was easy to use in English language learning and more interesting when using Google Classroom (92.5%) Additionally, they also agreed that Google Classroom improved their reading comprehension skills Most of students agreed and strongly agreed that learning reading comprehension through Google Classroom was easier and they could vocabulary more quickly The table shows that there was a positive impact on the majority of students regarding the influence of Google Classroom on the improvement of their reading comprehension skills

Table 4.8 The effectiveness of Google classroom in learning reading comprehension

Agree Neutral Disagree Strongly disagree

It is easy to use Google Classroom both at home and at school

Learning reading comprehension is more interesting through Google Classroom

Google Classroom improves your reading comprehension skills

Learning reading comprehension via Google

Classroom is easier than using books

You can pick up a large range of vocabulary and learn new vocabulary more quickly

Learning tasks are various and suitable with students’ level

The two items are presented in the Table 4.9 are related to students’ affective component towards using Google classroom in learning reading comprehension

The first item is, ‘You enjoy practicing reading tasks on Google Classroom’ was delivered to students and most of students having agreeing and strongly agreeing responses accounted for 87.5%, while 10% of students showed neutral responses and there was 2.5% of those who strongly disagreed with the item The second item given to students is ‘You become more autonomous in learning reading comprehension’ with the aim to check how students became more independent in learning reading comprehension and The results revealed that 77.5% of students became more autonomous in learning reading comprehension and the number of students haven’t got more independent in learning was 19% From the data, the researcher concluded that Google Classroom had motivated students in their learning process

Table 4.9 The influence of Google Classroom on learning reading comprehension

Statements Strongly agree Agree Neutral Disagree Strongly disagree

You enjoy practicing reading tasks on

You become more autonomous in learning reading comprehension

The table 4.9 presents students’ satisfaction on using Google Classroom The number of students agreed and strongly agreed that Google Classroom assisted them to develop a more positive attitude towards learning English (67.5%) while 12.5% of students had disagree and strongly disagree responses and the rest had neutral answers Accounting for the highest percentage of agree and strongly agree responses comes from question 2 (You are expecting to use Google Classroom application to learn reading comprehension in the coming school year) It accounted for 90.5% It can be concluded that students found Google Classroom effective in

45 learning reading comprehension skills and they expected to use Google Classroom application to learn reading comprehension in the coming school year

Table 4.10 The behavior of students on the use of Google Classroom

Statements Strongly agree Agree Neutral Disagree Strongly disagree

Google Classroom assists you to develop a more positive attitude towards learning

You are expecting to use Google

Classroom application to learn reading comprehension in the coming school year

Discussion

The questionnaire was used to answer two questions presented in this research The first question is that to what extend Google classroom is effective in learning reading comprehension and what the students’ opinion of using Google classroom in reading comprehension are

4.2.1 Research question 1: To what extend Google classroom is effective in learning reading comprehension

To answer the research question 1, all data are the results of tests and analysis the results of 8 weeks Based the results of the overall data and the tables, the researcher found that more than half (65%) reported that Google Classroom improved their reading comprehension skills and learned new vocabulary more quickly The number of students with good and very good scores accounted for 52.5

% Especially, there were 3 students getting mark 9 and 9.5 and those with average scores accounting for 5% In comparison with the results before intervention, there was an increase of the number of students with good and very good scores went up to 22.5 % (from 30% to 52.5%) The percentage of average scores is 87.5 %, which went up 27.5 % The results from low and below average scores fell down to 12.5% However, there were 9 out of 40 students disagreed that Google classroom helped

46 them improve their vocabulary There was only 5% of students said that Google classroom is difficult to use No matter what negative ideas were there, positive ones were outweighed In general, students read the passage quicker and had correct answers for the types of questions such as words in context, main idea or best title for the passage In short, it reveals that Google classroom is effective in learning reading comprehension skills

4.2.2 Research question 2: What are the students’ opinions of using Google classroom in reading comprehension

According to the results of the questionnaire, in terms of student opinions on using Google Classroom to improve reading comprehension skills in English, the majority of the students who took part in the study agreed that using Google Classroom to improve reading comprehension skills in particular and learning English in general could help students improve their work attitude, increase motivation, and have an easier learning experience in creative and technology fields

In the research,students believed Google Classroom provided an integrated learning environment in schools to facilitate the development of paperwork and provided a range of materials with attractive contents, as well as innovative exercises to boost their creativity Moreover, the positive effects of using Google Classroom in reading lessons were assessed by a large number of students who were participants in the study with the key points of Google Classroom understanding influences on students' attitudes and ability in English language acquisition

However, the results of the survey revealed that the Google Classroom application did not meet the expectations of all participants They also mentioned there was no face-to-face instruction, they had to create an account, they had to connect to the Internet, and they had low motivation in English reading ability, all of which could explain why some students disliked using Google Classroom to improve their reading comprehension skills Despite this, the conclusion that using Google Classroom increased students' attitudes backed with the commonly held belief that using Google Classroom to teach reading has a major impact on students' reading comprehension (Nurmala Dewi,2020; Yates ,2017; in Sukmawati, 2019; and Susanti

L, Juninang E & Hamamah,2021) According to the results of the research, reading comprehension content could to promote students' favorable attitudes toward learning English in general and toward learning reading comprehension in particular

The study found that the students at Diem Thuy High School had positive opinions of using Google Classroom as a new practical method for English reading comprehension in their classroom The data from the current study showed that Google Classroom is highly recommended as a teaching tool for reading comprehension at Diem Thuy high School The study suggests that the Google Classroom application can be used to improve language skills in school; this could be especially helpful for students at Diem Thuy high School.

Summary

In this chapter, the research results of the tests including the pre-test, the post- test one and the posttest two and a questionnaire which were synthesized and analyzed to answer the two research questions We have also discussed some of the implications of those findings In short, the results before and after the test showed that Google Classroom helped improve students' reading comprehension, as their results improved after treatment, showing that using Google Classroom positively improved students' reading ability influenced The results of the questionnaire answered the second research question of the study and it was seen clearly that the students have positive attitudes towards Google Classroom's use in their reading comprehension skills The study's results yielded several important findings A discussion of comparisons with other previous studies presented in the literature review was discussed

However, the research had some limitations that couldn't be avoided Some recommendations and suggestions for further research will be reported in the next chapter in order to make up for the limitations of this study

Conclusion

The conclusion in this research is based on the research findings and discussions on students’ responses on the use of Google Classroom in learning reading comprehension at a high school It can be seen clearly that Google Classroom is an effective learning application and works as a learning tool to assist students in learning process This research shows that students were easy to access all teaching materials Moreover, Google Classroom is useful because the teacher can discuss the questions without wasting much time entering scores because their scores are entered in advance and students can know their marks as soon as they have finished their practice Students were more engaged in the sessions, and as a result, they were able to retain more information and expertise about the language, which encouraged them to continue learning The results of 8 weeks after intervention show improvment of students in reading practice The number of students with good and very good scores accounted for 52.5% Especially, there were 3 students getting mark 9 and 9.5 and those with average scores accounting for 5% In comparison with the results before intervention, there was an increase of the number of students with good and very good scores went up to 22.5 % (from 30% to 52.5%) The percentage of average scores is 87.5 %, which went up 27.5

% The results from low and below average scores fell down to 12.5% Hence, the percentage of average of scores, low and below average decreased It can be proved clearly that Google classroom supported and helped students improve their reading comprehension skills In addition, the questionnaire also showed that the students had positive opinions of using Google Classroom as a new practical method for English reading comprehension in their classrooms The data from the current study showed that Google Classroom is highly recommended as a teaching

49 tool for reading comprehension at their school From the results of the questionnaire, the researcher concluded that Google Classroom had motivated students in their learning process.

Suggestion

Based on the results of the study, some suggestions are directed toward the teachers, the students, and the further researchers in education field.

Teacher

Google Classroom is one of accessible applications to assist teachers to deliver students learning materials and students are able to access learning materials anytime, anywhere, and time-flexible The study suggested that teachers can completely be believable in applying Google Classroom in the teaching-learning process That is because Google Classroom can motivate students to learn reading comprehension and increase the effectiveness in completing the tasks assigned Teachers can combine with other applications such as Moodle, Edmodo, Quizlet etc.… to increase diversity in learning and create motivation for students in reading practice create passion and autonomy in learning reading process so that teachers will inspire students to love reading in the long-term learning process

The students are expected to use Google Classroom properly to support learning reading comprehension This way makes learning reading comprehension more effective, more engaging and students get more centered and active in their study The researcher expects that the students will make their plans in detail, have regular interaction with teachers and students in class, join the discussion on the app, discuss their reading experience with their friends Students should complete the course fully and on time, find an effective way to learn to read for them and refer to other self-study reading applications such as Moodle, Edmodo, Quizlet etc

Based on the result of the research, further researcher can use this study as the reference to conduct for similar study to 10 th and 12 th - form students The further researcher should integrate more listening skills, writing skills and other applications to enhance the effectiveness and create passion in learning for students

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Classroom in learning reading comprehension

It is easy to use Google Classroom both at home and at school

Learning reading comprehension is more interesting through Google Classroom

Google Classroom improves your reading comprehension skills

Learning reading comprehension via Google

Classroom is easier than using books

You can pick up a large range of vocabulary and learn new vocabulary more quickly

Learning tasks are various and suitable with students’ level

You enjoy practicing reading tasks on Google

You become more autonomous in learning reading comprehension

Google Classroom assists you develop a more positive attitude towards learning English

You are expecting to use Google Classroom application to learn reading comprehension in the coming school year

APPENDIX 2: READING PRE- TEST PART 1

* The people below all want to see some live entertainment

* On the opposite page there are descriptions of eight festival performances

* Decide which performance (letter A - H) would be the most suitable for each person (numbers 1-5 )

*For each of these numbers mark the correct answer on your answer sheet

1 Peter is studying English He hopes either to write plays or to be an actor He particularly enjoys plays about real people who led interesting lives

2 Glenda is studying the history of music at college

She wants to listen to as much music from the past as possible, and particularly likes listening to people singing

3 Wong is a dancer from China He would like to see people performing dances from as many other parts of the world as possible to give him some new ideas

4 Maria is celebrating her birthday tomorrow She wants to go out for the whole day with her friends They all enjoy listening to pop music

5 Ruth is a teacher who is planning to start a drama club for the children at her school She would like to see some children acting if possible

Local youth groups, together with students from various countries including Spain, Finland, Austria and Estonia, are each performing three dance pieces Then they will join together in a play about international friendship The evening will finish with the singing of songs from different countries

A day of fun on the river bank, with a Chinese theme Street entertainers and pop musicians perform during the day, followed by fireworks in the evening Something for everybody to watch, both children and adults

The Hunton Consort consists of eight voices singing music from hundreds of years ago right up to modern times The group will perform songs, old and new, all of which are about the summer

D Music in the Open Air

Well-known nationally for their traditional dance music, Jimmy Locke and his band play through the day in the open air on the Promenade Bandstand - if the weather allows!

Kent Arts and Libraries present the first performance of a new dance group called the Street Dancing Company The group will perform dances from the past on several of the bridges in the town

Toni Arthur produces plays with seven - to eleven-year-olds, performed at the weekends for parents, family and friends The plays come from children's stories, and encouragement from the audience always very welcome

The Image Theatre Company dramatises the love-letters of Vita Sackville-West and Harold Nicholson The play is about the couple's lives and their most unusual marriage Unsuitable for children

A great evening with the latest pop songs, and comedy and dancing from several great and unusual performers Members of the audience will be invited to join in and will have the chance of winning tickets to a theatre show

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word or phrase that best fits each of the numbered blanks

Education is more important today than ever before It helps people acquire the skills they need for such everyday (6) as reading a newspaper or managing their money It also gives them the specialized training they may need to (7) for a job or career For example, a person must meet certain educational requirements and obtain a (8) or certificate before he can practice law or medicine Many fields, like computer operation or police work, (9) _ satisfactory completion of special training courses

Education is also important (10) _ it helps people get more out of life It increases their knowledge and understanding of the world It helps them acquire the skills that make life more interesting and enjoyable, (11) _ the skills needed to participate in a sport, paint a picture, or play a musical (12) _ Such education becomes (13) _ important as people gain more and more leisure time

Education also helps people adjust to change This habit has become necessary because social changes today take place with increasing speed and (14) _ the

V lives of more and more people Education can help a person understand these changes and provide him (15) _ the skills for adjusting to them

Read the text and questions below Mark the letter next to the correct answer - A,

B, C or D on your answer sheet

When I injured my back I had to take a break from my running career I decided to introduce more women to the sport , to show them how much fun it can be and to give them the confidence to get out and run