Name : Nadirah P.

Ismail (17210061)

TEACHER'S CREATIVITY IN USING GOOGLE CLASS ROOM AS E-LEARNING

MEDIA: CASE STUDY MADRASAH IBTIDAIYAH MUHAMMADIYAH 1 AL-
FURQAN

A. Background

Education in general is a conscious and well-planned effort to realize the

learning atmosphere and learning process for students to actively develop their
potential to have religious spiritual strength, self-control, personality, intelligence,
noble morals, as well as the skills that he and society need. Education can also be
considered a conscious and systematic effort to achieve a level of living or for better
progress. Education can develop character through a wide range of activities, such as
value planting, ethical development, religious values, learning and training of moral
values, and so on. A professional teacher is required to be able to display skills in
front of the class, one component of that skill is the ability to deliver lessons to
students. In order to deliver lessons effectively and efficiently, teachers need to know
different types of learning media in order to make learning more interesting and
increase students' curiosity (Edy,2013).

According to Miarso (2010), media as one of the components in a learning

system, has a very important position in the learning process. Learning media is used
in an effort to improve students' understanding of learning. Where once we have
determined the media choices we will use, then in the end we are required to be able
to provide understanding to students in the defense process effectively. As the era
progressed, the use of the internet for education from elementary school to college
has been significantly improved. Internet technology that exerts considerable
influence in the world of education, ideally should also be balanced with the
awareness of each individual. Learning media with internet technology is a modern
method of learning, which currently the education system in Indonesia also uses the
internet as a learning medium.

With this growing technological era, the learning program is directed to make
better use of technology. One of the uses of current technology is that e-Learning

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 uses the web to access it. It's not a deny because many students now have smart
phones so it's easier to access them from anywhere and anytime. Utilization of e-
learning that is commonly developed today is using LMS (Learning Management
System). In the learning process, there are two very important elements are teaching
methods and learning media. The selection of one particular teaching method will
affect the appropriate type of learning media, although there are still various other
aspects to look out for in selecting media, including learning objectives, the types of
tasks and responses students expect to master after learning and the context of
learning including student characteristics. nevertheless, it can be said that one of the
functions of learning media is as a teaching aid that also affects the learning
conditions that are in the system and created by teachers. (Arikanto,2015)

Madrasah Ibtidaiyah Muhammadiyah 1 Al-Furqan is aschool that has been

utilizing e-Learning as a learning medium for the last year and a half. Learning
activities using e-learning media in the school make use of the google classroom app.
In the process of learning students are assigned by the teacher and send the results of
the report to the google classroom application. In addition, students are given
additional materials to understand more broadly the material that may not be able to
be delivered directly when face-to-face in the classroom. E-learning is an alternative
medium to provide test questions and media imrpovization that does not always use
print media. However, in the implementation there are some teachers who still do not
use google classroom media in the learning.

Based on the above conditions, researchers will examine the extent of the
application of google classroom media to learning in Madrasah Ibtidaiyah
Muhammadiyah 1 Al-Furqan and it is hoped that with the study can be used as an
evaluation material for the development of e-learning media in schools. With the title
Teacher's Creativity in Using Google Classroom as E-Learning Media: Case
Study Madrasah Ibtidaiyah Muhammadiyah 1 Al-Furqan.

B. Research Questions

Based on the background above, the research questions can be stated into the
folowing questions:

1. How do the teachers use Google Classroom as E-Learning Media in teaching

English at Madrasah Ibtidaiyah Muhammadiyah 1 Al-Furqan?

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 2. What kind of materials do the teachers use in teaching English by using Google
Classroom as an e-learning medium in Madrasah Ibtidaiyah Muhammadiyah 1 Al-
Furqan?

3. What challenges are the teachers have in using Google Classroom as E-Learning
Media in teaching English at Madrasah Ibtidaiyah Muhammadiyah 1 Al-Furqan?

C. Objectives of the Research

1. To know the implementation of teachers creativity in using Google Classroom as

an e-learning medium in Madrasah Ibtidaiyah Muhammadiyah 1 Al-Furqan.
2. To know what kind of materials do the teachers use in teaching English by using
Google Classroom as an e-learning medium in Madrasah Ibtidaiyah
Muhammadiyah 1 Al-Furqan.
3. To identify the teachers’ challenges in using Google Classroom as E-Learning
Media in teaching English at Madrasah Ibtidaiyah Muhammadiyah 1 Al-Furqan.
D. Scope

This research is focused on the implementation of teachers’ creativity and

challenges in using Google Classroom as E-Learning Media in teaching English at
Madrasah Ibtidaiyah Muhammadiyah 1 Al-Furqan.

E. Assumption
This research will be conducted under the following assumption that the use of
appropriate media in teaching can help the teacher and the students to reach the goal
of the teaching and learning process.

F. Significance

1. The teacher

This research can be a source of information for teachers to explore the

challenges and opportunities of using the teacher's creativity on using Google
Classroom during the COVID-19 pandemic. The teachers are expected to try to find
new things as an alternative to maximize their teaching abilities. Teachers must have
their own way to be used to transfer their knowledge to students to get the best result.

2. The Students

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 The result of this research is expected to give the information to the students
related to the media that can be used in online learning in this case Google
Classroom.

3. Future Researchers
The result of this research is expected to be a reference for future researchers
who are interested in conducting similar research.

G. Method of the Research

1. Research Design
Researcher will use narrative design (Clandinin & Connelly, 2000) by
exploring the stories of teacher ‘experiences in using Google Classroom.
2. Participant
The participants of this research are the English teachers at Madrasah
Ibtidaiyah Muhammadiyah in Banjarmasin. There are 4 teachers that will be
participate the interview.

4. Research Setting

This research will be conducted on July 2021 at Madrasah Ibtidaiyah

Muhammadiyah 1 Al-Furqan Banjarmasin. The school is located at Komplek Kadar
Permai 2, Jl. Sultan Adam, Sungai Miai, Kec. Banjarmasin Utara, Kota Banjarmasin,
Kalimantan Selatan.

5. Procedure of Data Collection

To obtain the required data, the researcher will use semi structured interviews
as an instrument. Interviews are the most commonly used data collection method
(Taylor 2005) the reason why the semi-structured interview is a popular data
collection method is that it has proved to be both versatile and flexible. It can be
combined with both individual and group interview methods (DiCicco-Bloom &
Crabtree 2006) and the rigidity of its structure can be varied depending on the study
purpose and research questions (Kelly 2010). Unlike formal interviews, which follow

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a rigid format of set questions, semi-structured interviews focus on specific themes but
cover them in a conversational style. The topics interview semi structure of teachers
use Google Classroom as E-Learning Media in teaching and challenges are the
teachers have in using Google Classroom as E-Learning Media in teaching English at
Madrasah Ibtidaiyah Muhammadiyah 1 Al-Furqan How to conduct a semi-structured
interview : Identifying the right people to interview, Setting up an interview, Skills for
listening, understanding and questioning, Themes for discussion, At the end of the
interview ask the interview if they would like to ask you any questions. Type up your
notes as soon as possible (best to do it the same day). If your notes are written word-
for-word, you can write up some of the interview as a first person narrative.

6. Data Analysis Techniques

Analysis is the procedure that a researcher use to condense facts into a

narrative and its interpretation. (Schensul). Data analysis was the process of
condensing a significant quantity of acquired data in order to make it
understandable. Researchers employed research data analysis to reduce data to a
narrative and analyse it in order to draw insights. The data analysis procedure
aided in the fragmentation of a big amount of data, which makes sense. (2010)
(LeCompte).

Several approaches for data analysis existed, depending on the qualitative

researcher's fundamental philosophical viewpoint. In the model, there were four
concurrent verification flows: data gathering, data reduction, data visualisation,
and data conclusion drawing and verification. (1994, Huberman):

a) Data collection

After identifying the issue, the researcher conducted an interview with the
English instructor to gather data. The researchers gathered all recorded data
then duplicated them. The researchers gathered data using transcription. The
researcher assures the teacher's originality in using Google Classroom as an
E-learning medium in this stage.

b) Data reduction

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 It is a technique for decreasing the quantity of data saved in a data storage
environment. The researchers analysed and selected data acquired throughout
the study procedure about instructors' inventiveness in utilising Google
Classroom as an E-learning medium.

c) Data Display

At this step, the researcher meticulously summarises and discusses the

study results. As a consequence, it is straightforward to verify. The word
"display data" refers to the process of organising data.

d) Conclusion Drawing and Verification

Furthermore, the researcher drew conclusions and provided

recommendations based on the data analysis.

H. Working Theory

1. Teacher’s creativity

According to Cremin (2009), creative teaching “involves teachers in making

learning more interesting and effective and using imaginative approaches in the
classroom”. Creative teaching is about the teacher’s personality, personal creativity
and its manifestations in everyday practice. Teaching for creativity “is seen to involve
teachers in identifying children’s creative strengths and fostering their
creativity”(Cremin, 2009). Teaching for creativity is one of the most important
priorities and is a heavily researched area in the scientific literature worldwide (e.g.
Zachopoulou et al., 2006; Hodges Kulinna, 2008). Proactively creative teachers use
their personal creativity as the key resource for improving educational practice.
Creativity is important and valuable on its own, but not because of reward or school
arrangements. Different types of creativity suggest that different combinations of
individual and social factors predict creative teaching.

2. Media

Media in the learning process is very needed because in fact the learning
process is a communication process that is the delivery of messages from the
introduction to the recipient. Yusuf hadi Miarso (2004), defines the term learning as
an attempt to manage the environment deliberately so that one forms one's self

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positively in certain environmental. Rusman (2013), defines learning as essentially a
process of interaction between teachers and students, whether direct interaction such
as face-to-face or indirect activities, i.e. by using various learning media.

3. Google Classroom

Google Classroom is meant to help teachers manage the creation and

collection of student assignments in a paperless environment. Google Classroom is an
app that enables the creation of classrooms in cyberspace. In addition, Google
classroom can be a means of distribution of tasks, submit tasks even assessing the tasks
collected (Herman in Hammi, 2017). Thus, this app can help facilitate Teachers and
Students in carrying out the learning process more deeply. This is because both
Students and Teachers can collect assignments, distribute assignments, assess
assignments at home or anywhere without being subject to time limits or lesson hours.
Google classroom is actually designed to make it easier for Teachers and Students to
interact online. This application gives teachers the opportunity to explore their
scientific ideas.

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 CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter summarises the results from the study project Teacher's Creativity in

Using Google Classroom as E-Learning Media: Case Study Madrasah Ibtidaiyah

Muhammadiyah 1 Al-Furqan. The conversation starts with an overview of the study and its

results.

4.1 Research Findings

With the advancement of technology, the use of e-learning in education has grown

widespread. As one of the schools that has embraced e-learning, teachers at Madrasah

Ibtidaiyah Muhammadiyah 1 Al-Furqan are expected to be innovative in their use of

available media. where school-based e-learning programmes make use of the Google

Classroom tool. As a teacher, must be able to incorporate the creativity into the classroom

setting. A creative teachers will use a variety of strategies to increase the interest level of

online learning. One such strategy is to build online learning activities with Google

Classroom.

A. English teacher's Creativity in Using Google Classroom as E-Learning

Media

Datum 1: Definition of English teacher’s creativity

At Madrasah Ibtidaiyah Muhammadiyah 1 Al-Furqan, the notion of teacher

creativity means that teachers can produce teaching materials that are tailored to the
individual needs of students and also build interesting English learning activities with
Google Classroom. Excerpts from conversations with four English teachers at the
institute, whose names have been changed, testify to this fact. In response to the
question, "Do you have your own definition or view of creativity?" The first instructor
answered as follows:

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 "The novelty here is the creation of information that is
acceptable to kids learning English via Google Classroom. English
instructors that are creative should be able to create a non-
saturated learning atmosphere that is appealing to pupils,
particularly given that English is a challenging subject for the
majority of students. As a result, English instructors should use
learning activities that aid students in developing a full
comprehension of the topic."
Subsequently, in response to the same question, the second instructor said as follows:
“Innovation for me is an effort to choose an idea or method of
learning English based on Google Classroom that is easily accepted
by students. Therefore, as a teacher creativity is very important,
especially in online learning. So that students can understand what
is being said even when it is not being conveyed directly to them.
The third teacher's response to the same question is as follows:
“For me, creativity means being an interesting teacher. Constantly
introducing new concepts that can increase students' interest in
learning English which can be quite difficult to understand because
it is a foreign language. The critical factor is choosing the
appropriate material. As a teacher, you are expected to be
significantly more creative to create a fun learning environment
when using Google Classroom such as using interesting ways to
introduce new vocabulary that students must memorize."
Then, as follows, respond to the fourth teacher's question:

"Innovation is the process of developing the best possible English

material that students will receive when using Google Classroom for
learning. So learning English is fun and useful in helping students
gain a solid understanding of the topic."
Based on the responses of the four sources, it can be concluded that creativity in
teaching English via Google Classroom refers to the ability to design engaging and
simple-to-understand learning activities, given that English lessons are notoriously
difficult to grasp for students as a foreign language.

At Madrasah Ibtidaiyah Muhammadiyah 1 Al-Furqan, efforts to increase teacher

creativity are carried out through attendance at educational seminars. English language

teaching seminars are also frequently held, including seminars on proper teaching

methods, and the school also involves teachers in MGMP (Subject Teacher

Consultation) activities. when the researcher asked, "How can we stimulate more

creativity in teaching English?" The response from the first instructor was as follows:

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 “Several factors contributed to my increased creativity as an
English teacher. I attend seminars on teaching English in various
educational institutions or institutions. In addition, Madrasah
Ibtidaiyah Muhammadiyah 1 Al-Furqan often holds seminars on the
teaching process, and the school participates in MGMP (Subject
Teacher Consultation) activities.”
Subsequently, in response to the same question, the second instructor said as follows:

"Through attendance at seminars and the MGMP (Subject

Teacher Conference)."
The third teacher's response to the same question is as follows:

"There are several methods. However, in my view, the most efficient

method is to attend English educational seminars since they provide a
wealth of information and, as a teacher, science must constantly be
enhanced, particularly in terms of teaching creativity."

Then, as follows, respond to the fourth teacher's question:

"by attendance at English seminars and also through MGMP training"
According to the four sources interviewed, increasing the creativity of English
instructors at Madrasah Ibtidaiyah Muhammadiyah 1 Al-Furqan is accomplished via
attendance at numerous English seminars and MGMP conducted by the school.

Datum 2: The learning method used by English teacher in teaching Using Google

Classroom as E-Learning Media

The English teacher at Madrasah Ibtidaiyah Muhammadiyah 1 Al-Furqan adopted the

synchronous online courses learning technique to present information whilst utilising

Google Classroom as E-Learning media. This course takes happen concurrently and may

employ different formats such as virtual classrooms, instant chat, and more. The

researcher inquired, "How do you teach using Google Classroom at Madrasah Ibtidaiyah

Muhammadiyah 1 Al-Furqan?" Then the first teacher's response is:

"In light of the pandemic and the nature of online learning, the
method of instruction will be synchronous online courses, and the
medium of instruction will be E-learning applications such as Google

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 Classroom, which will be integrated with Telegram, YouTube, and
WhatsApp to ensure the English learning process runs smoothly." For
instance, the instructor may provide an English movie related to the
subject being discussed; for instance, if the subject is the introduction
of colours, the teacher may provide an animated film depicting the
introduction of colours for students to view.
Subsequently, in response to the same question, the second instructor said as follows:
"In my classroom, I use worksheets, student handbooks, and
learning links to help students comprehend."
The third teacher's response to the same question is as follows:
“LKS, a student book, a link to further resources on the internet,
and YouTube videos were all employed in order to aid students in
better comprehending the topic”
Then, as follows, respond to the fourth teacher's question:
“Asynchronous online classrooms are used as the teaching
technique, while e-learning systems such as Google Classroom are
used as the teaching medium, which are coupled with other
supporting apps to guarantee that the learning process takes place.
"Everything seems to be in functioning order."

Creativity should be included into the learning process by selecting information that

is suitable for the students' level and devising interesting learning activities that help

students comprehend the subject. when the researcher inquired, "How do you include

your creativity into your English teachers?" The following is the first teacher's response:

"When I teach, I choose content depending on the students' level

of comprehension and use instructional techniques and activities that
are both interesting and easily understood by studentsin English
learning. As a result, students will have a firm grasp on the contents
".
Subsequently, in response to the same question, the second instructor said as follows:
“If I teach a topic, I choose it based on how well it will be
understood by the students, and I employ learning methodologies and
activities that are both intriguing to pupils and easy to understand.

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 As a result, students will have a solid understanding of the subject
matter”
The third teacher's response to the same question is as follows:
“I choose topics depending on students' comprehension, and I
use interesting learning tools and activities. As a consequence, kids
will fully grasp the topic”
Then, as follows, respond to the fourth teacher's question:
“I approach topics depending on the students' demonstrated
existing knowledge and use engaging tools and activities to aid them
in acquiring new material. As a result, students will graduate with a
firm grasp of the subject matter”

Table 4.1 The result of an interview by Four English Teachers on how to using
Google Classroom as E-Learning Media activity design

No The way using Google Classroom as E-Learning Media activity design

at Madrasah Ibtidaiyah Muhammadiyah 1 Al-Furqan
1 Developing online learning activities that are suited for the situation
2 Choose from a variety of interesting online learning activities.
3 Establish a time for consultation between students and teachers.
4 Allowing time for Q&A at the conclusion
5 By focusing on student concerns
6 Getting to know the students who would be taught
7 Integrating the to-be-taught skills

B. Learning Activities using Google Classroom Developed by English

Teachers

Based on facts from interviews and documentation. The English teacher at Madrasah

Ibtidaiyah Muhammadiyah 1 Al-Furqon used his ingenuity in teaching to create engaging

online learning exercises.

Datum 1: The process of using Google Classroom as E-Learning media activities

Google Classroom learning activities begin by distributing content to students

through textbooks or by offering material sources from the web via connections to

12
students, including YouTube links so that students can also get more material

explanations via learning videos. Following the delivery of the information, students

work on practise questions from the LKS. Students have completed the LKS questions;

QnA activities are done to allow students to raise questions regarding content that has not

been grasped. At the conclusion of the session, the English instructor assigns Quiz Time

activities in which students are given a quiz link and instructed to complete it within the

allotted time.

Datum 2: Teachers e-learning activities using Google Classroom as a medium of

instruction.

Furthermore, the English teacher creates learning exercises for each skill, using

Google Classroom as a platform for E-learning activities. Students create videos about

specific materials and upload them to Google Classroom for speaking skills, and the

English teacher assigns students material to read and comprehend independently based on

the material presented and the following reading skills. For writing skills, students create

sentences and upload them to Google Classroom, sentences are created based on the

material being studied.

The following online learning activities include Quiz Time, which occurs at the

conclusion of each session. These facts are verified by an interview in which the

following question is asked: "What are the learning activities that you have designed

utilising Google Classroom as an e-learning medium?" Mention and explain the

appropriateness of the abilities used in each of these learning activities!" The first teacher

responded as follows:

"For speaking, students must create video conversations, write sentences

or short stories and upload them to Google Classroom, read the material
independently at home, study independently by providing links to additional
material on the internet and online meetings using technology, consultation,

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 and question and answer time at the conclusion. Quiz time in class."
Subsequently, in response to the same question, the second instructor said as follows:
“includes speaking skills which are assigned by making a simple video
conversation which must then be uploaded to Google Classroom, then to
practise writing skills students are assigned to write sentences or short stories
and upload them to Google Classroom, the teacher here provides material
that is delivered in the form of a module from WhatsApp, then in Certain
sessions are quizzed through the site chosen by the teacher.”
The third teacher's response to the same question is as follows:
"Students must create video dialogues, write phrases or short tales and submit
them to Google Classroom, then take quizzes."
Then, as follows, respond to the fourth teacher's question:
"Naturally, all assignments must be posted to Google Classroom while
learning through Google Classroom. The activities include recording yourself
speaking and writing, as well as reading content from the provided online
modules. Additionally, each session concludes with quizzes."
4.2 The way using Google Classroom as E-Learning Media activity design at
Madrasah Ibtidaiyah Muhammadiyah 1 Al-Furqan
No Online Learning Activities Skill
1 Making Video Speaking skill
2 Writing (Make a sentence) Writing skill
3 Reading the material by their self Reading skill
4 Quiz Time All skill
5 QnA section (Question and Answer) All skill
6 Teacher Explanation Listening skill
7 Consulting All skill

Based on the data above, the English teachers use Google Classroom to create learning

activities that include video creation, reading, writing, quiz periods, QnA sections, and

teacher explanations.

C. The challenges are the teachers have in using Google Classroom as E-Learning

Media in teaching English at Madrasah Ibtidaiyah Muhammadiyah 1 Al-Furqan

Datum 1: The problem of online learning

Indeed, various difficulties arise throughout the online learning process. The

researchers discovered issues with the learning process while using Google Classroom,

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which was presented by an English instructor. The issue is with the student network,

which impedes the learning process. Students' passion for studying is waning, and there is

a communication breakdown between instructors and students. This information was

gathered when the researcher inquired, "Is there a difficulty with using Google Classroom

in learning activities?" Then the first teacher's response is:

"For the problem when teaching online, it is the internet network

between teacher and students. Because students come from different
areas, there must be obstacles related to the internet network. Also,
the student's spirit in learning is decreasing and lack communication
between teacher and students".

Subsequently, in response to the same question, the second instructor said as follows:
"The most often encountered issue is network disruption. It
develops into a really influential impediment."
The third teacher's response to the same question is as follows:
"Frequently, what occurs is a network issue. Typically, it has an
effect on pupils' spirits. When the network was unexpectedly shut off
during a Google Classroom lesson, the pupils were too lethargic to
continue".
Then, as follows, respond to the fourth teacher's question:
"The primary issue with online education is unquestionably the
network issue. Occasionally, students reside in such distant locations
that networking becomes a significant problem ".

Datum 2: How the English teacher designed online learning By Using Google

Classroom as E-Learning Media

Based on an interview with the data. The English teacher at Madrasah Ibtidaiyah

Muhammadiyah 1 Al-Furqan is creative in her use of Google Classroom to develop

learning activities. During online learning, the teachers are responsible for developing a

variety of learning resources, instructional methods, and learning activities that are

suitable for the students' needs and circumstances. This statistic is based on the response

to the question "How do you feel about online learning using Google Classroom?" The

first teacher then responded:

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 "As a teacher, must exert utmost effort while teaching online using
Google Classroom. Because we educate indirectly using online
programmes, there are several impediments created by the internet
network, which means that learning is not always successful. As
educators, we must prepare. Online learning resources, instructional
methodologies, and learning activities that are contextually relevant".
Subsequently, in response to the same question, the second instructor said as follows:

"When using Google Classroom, teachers must be especially

prepared to conduct online learning without the benefit of face-to-face
interaction. because the challenge must be increased in magnitude.
Along with the difficulties of selecting appropriate learning techniques
for conveying the content effectively, the potential of network limits
must be considered. Therefore, educators must be prepared.
Everything must be meticulously planned, including educational
materials, teaching methods, and contextually appropriate learning
activities.
The third teacher's response to the same question is as follows:

"I believe that learning activities utilising Google Classroom are

really beneficial, since online learning can be done from anywhere
and at any time. However, it must be properly prepared, including
learning techniques that are appropriate for students' circumstances,
curriculum-aligned resources, and instructional approaches that may
also aid students' comprehension while utilising Google Classroom".
Then, as follows, respond to the fourth teacher's question:
"The instructor creates Google Classroom learning materials,
methods, and activities based on the students' needs and situations.
Because Google Classroom is a remote learning tool, planning is
critical."

At Madrasah Ibtidaiyah Muhammadiyah 1 Al-Furqan utilised his creativity in

selecting learning resources for students during online learning through Google

Classroom. The English teacher's instructional resources include worksheets delivered to

pupils, E-modules, YouTube videos based on the content, and another online link

pertaining to the material presented. Thus, reading was the online learning activity.

Numerous items may be read independently by pupils. The question “How are the

learning methods you apply during using Google Classroom in Learning Activity?” The

first teacher then responded:

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 "When I teach using Google Classroom, I utilise worksheets,
student handbooks, and online connections to supplementary
information on the internet and YouTube videos to assist students
clearer understanding and study the subject. self-created stuff."
Subsequently, in response to the same question, the second instructor said as follows:

"When I used Google Classroom for learning activities, I

augment student comprehension using worksheets, student
handbooks, online modules or e-books, and YouTube learning
videos."
The third teacher's response to the same question is as follows:

"In using Google Classroom learning activities, I complement

student comprehension by applying Modul, LKS, e-book downloads,
link and YouTube learning videos,"

Then, as follows, respond to the fourth teacher's question:

"use online modules, workbooks, student books, learning videos

from youtube and some learning links from the internet"

However, with the English teacher at Madrasah Ibtidaiyah Muhammadiyah 1 Al-

Furqan,  they can solve learning problems using Google Classroom by always distributing

material on the prepared learning platform, providing time for QnA at the end of the

lesson for students to ask questions about material they don't understand, constantly

reminding students to study the material in groups, and directly addressing students who

have difficulties. it is obtained as a fact via the query "How do you overcome issues while

teaching using Google Classroom?" Then the first instructor responded as follows:

“To assist students in overcoming learning difficulties by using

Google Classroom. This is done by choosing interesting learning
activities that prevent students from getting bored, such as displaying
interesting pictures and then asking students to mention them in
English. then allow time for QnA at the end of each class to ensure
that students understand the subject thoroughly, and constantly
remind them of the subject. and assignments sent using WhatsApp are
in the form of English worksheets".
Subsequently, in response to the same question, the second instructor said as follows:

"In overcoming obstacles during Google Classroom learning

activities, it is done by utilizing learning videos that are interesting,

17
 not boring, and easy for students to understand. Then, at the end of
each learning session, conduct a question and answer session using
English to assess students' understanding of the material that has been
taught. then share practice questions using other channels such as
whatsapp."
The third teacher's response to the same question is as follows:
"The solution is to choose a method that is easy to learn and
fosters a positive learning environment. Usually, the class ends with a
question and answer session and then asks students to memorize new
vocabulary and practice it in video form."
Then, as follows, respond to the fourth teacher's question:
"The solution is to choose an instructional method that is
straightforward to comprehend and promotes a good learning
environment. Assignments are sent over WhatsApp, followed by a
question and answer session."

To bring attention to the Google Classroom learning process, researchers discovered

that English teachers at Madrasah Ibtidaiyah Muhammadiyah 1 Al-Furqan created online

learning activities that entice students to study online. When creating learning activities,

the English instructor identifies appropriate learning strategies for students by assessing

the students' ability. Thus, when learning is conducted by use of Google Classroom as a

media, E-Learning activities may operate smoothly and effectively. Additionally, students

become more engaged in their studies. based on the topic "How do you choose the type of

Google Classroom learning activities to conduct?" The first teacher responded as follows:

"When choosing the learning activities, it is observed from the

terms of student's ability. There are some students from the lower
group, and there are also students in the higher group in
comprehending the subject; thus, while defining the learning
activities, the instructor should modify students' capacity to grasp the
information".

Subsequently, in response to the same question, the second instructor said as follows:
"When choosing learning activities, we often consider students'
skills in terms of their degree of comprehension; so, our emphasis in
learning activities is on developing teaching and learning activities
that prioritise students' capacity to comprehend the content provided."
The third teacher's response to the same question is as follows:
"When selecting learning activities to be conducted through

18
 Google Classroom, it is important to consider the student ability level,
since some students have a great capacity to comprehend the material
supplied, while others have a low ability. To enable students with low
abilities to compensate, it is important to consider while selecting
learning activities."
Then, as follows, respond to the fourth teacher's question:
“Our focus in producing teaching and learning activities is on
generating teaching and learning activities that prioritise students'
abilities to absorb the knowledge offered”

Based on the facts above, the English teacher applies his creativity to design learning

activities utilising Google Classroom. When designing these learning activities, the

English teacher demonstrates his creativity by developing online learning activities that

are appropriate for the situation, paying attention to student problems, providing

consultation time between students and teachers to improve learning, and including time

for QnA at the end of the lesson for students to ask questions about material not encased

in class. comprehended, modify the abilities to be taught, and take into account the

students' backgrounds.

4.2 Discussion
Teachers must decide on an approach to teaching and also on the methods, techniques,

and strategies that will be used. The researchers discovered the teaching style, method,

strategy, and technique used by English instructors at Madrasah Ibtidaiyah Muhammadiyah 1

Al-Furqon in E-Learning activities using Google Classroom media. The researcher will

provide the following explanation:

1) Teaching approach

According to the data, English teachers implement Inquiry-Based Learning in E-

Learning activities with Google Classroom media. This technique is well-suited for

online learning because it emphasises active learning and puts the participants' ideas,

questions, and observations at the focus of the learning experience.

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 2) Teaching method

The findings indicated that the English teacher utilised an e-learning activity using

Google Classroom to provide information during online learning. The activity was

student-centered and synchronous. These courses run concurrently and may take a

variety of formats, including virtual classrooms, instant messaging, and more.

3) Teaching strategy

English teachers use a variety of teaching tactics in E-Learning activities that use

Google Classroom media, including quizzes, QnA sessions, consultations, writing,

and creating Videos.

4) Teaching technique

English teachers use current technology to promote learning through E-learning

activities using Google Classroom material. For instance, when quizzes, consultations

are conducted using the WhatsApp application, and QnA and writing periods are

implemented in Google Classroom.

According to the information above, English teachers use quizzes, QnA time, consulting,

writing, and creating videos as teaching tactics. According to the study's findings, the English

teachers at Madrasah Ibtidaiyah Muhammadiyah 1 Al Furqon demonstrated their creativity

by creating engaging online learning activities utilising Google Classroom material. The

researcher analysed the data using Mulyana's (2010) theory of teacher creativity and Jack and

colleagues' (2009) theory of learning activities.

A. Creativity of English Teachers in Designing E-Learning Using Google Classroom

as a learning medium

The English teacher at Madrasah Ibtidaiyah Muhammadiyah 1 Al Furqon in designing

online learning activities applies four characteristics of theoretical creative teachers

(Mulyana 2010). The four characteristics are Fluency, Flexibility, Originality, and

20
Elaboration. The researcher will explain the explanation as follows:

a) Fluency

Fluency refers to the teacher's ability to develop precise thoughts in response to

the topic at hand. Online learning is a challenge for instructors because they must

adjust their teaching style to accommodate online learning by using their

creativity. The English instructor at Madrasah Ibtidaiyah Muhammadiyah 1 Al-

Furqon uses his inventiveness to address difficulties via E-Learning activities that

are situationally suitable and engaging online learning activities. Making movies,

reading, writing, quizzes, Q&A sections, teacher consultations, and presentations

are just some of the activities.

b) Flexibility

In this instance, the teacher has the opportunity to expand his intellect. This

capability may be leveraged to generate novel and superior learning concepts. By

allowing for feedback from other individuals or pupils, the ensuing ideas may

please both instructors and students. The English instructor at Madrasah

Ibtidaiyah Muhammadiyah 1 Al-Furqon has the ability to broaden his horizons.

The English instructor uses Google Classroom to facilitate learning activities,

such as consulting and offering QnA time. Students may counsel and ask

questions directly to the instructor during consultation and QnA time about issues

they are encountering or constructive advice to ensure that learning runs smoothly

and is welcomed by all students.

c) Originality

The term "originality" refers to a teacher who generates fresh ideas. This skill is

necessary throughout the learning process since it contributes to the effectiveness

of the learning process. When online learning was initially introduced, English

21
 instructors used E-Learning into their classroom instruction. However, English

instructors use E-Learning in their classrooms for a variety of reasons, including

the need for English teachers to generate new ideas throughout the teaching

process via the usage of Google Classroom. By focusing on student concerns,

English instructors generate new ideas via the use of online learning activities

such as Quiz Time created using Quizizz.com, a QnA section, and consultation.

Students develop an enthusiasm for learning and are not bored when studying

online as a result of these learning activities.

d) Elaboration

The teacher has a high attention to detail. The precision with which a teacher

approaches an issue has an effect on the level of his inventiveness. The English

teacher at Madrasah Ibtidaiyah Muhammadiyah 1 Al-Furqon is attentive to and

effective in resolving student concerns. The English teacher changes the abilities

to be taught and considers the students' backgrounds before selecting learning

activities. Thus, English teachers may tailor learning activities utilising Google

Classroom media to their students' specific requirements and circumstances.

According to this explanation, the English instructor at Madrasah Ibtidaiyah

Muhammadiyah 1 Al-Furqon is capable of seeing an issue in depth.

Table 4.3 The result of analyzing data between the theory of (Mulyana,
2010) and results from interview in how to design learning activities by
using Google Classrom as a media.

The way to design online learning activities

Theory from (Mulyana,
No by The English Teacher using
2010)
Google Classroom as a media

1 Developing online learning activities that are FLUENCY

suited for the situation
2 Choose from a variety of engaging online learning

22
 exercises.

3 Establish a period for consultation between

students and teachers. FLEXIBILITY
4 Allowing time for Q&A at the conclusion
5 By focusing on student concerns ORIGINALITY
6 Getting to know the students who will be taught
ELABORATION
7 Adapting the to-be-taught skills

According to the statistics above, the English teacher at Madrasah Ibtidaiyah

Muhammadiyah 1 Al Furqon applies four theory-based criteria for creative instructors

while constructing online learning activities, namely Fluency, Flexibility, Originality,

and Elaboration.

B. Learning Activities Using Google Classroom Developed by English Teachers

According to (Jack, Chris, and Donald 2009), creative teachers implement twelve

distinct types of activities, including guided discovery, interactive lectures, student

teaching, problem solving, projects, student presentations, self- and peer assessment,

learning independence, reading, technology, role playing, and consulting.

According to the data gathered via interviews, English instructors demonstrate their

creativity by developing many engaging online learning activities to supplement the

learning process utilising Google Classroom and other media. Making movies,

reading, writing, quizzes, Q&A sessions, consultations, and instructor presentations

are just some of the activities. According to (Jack, Chris, and Donald 2009), English

instructors construct five types of learning activities for their students. These include

consultation, interactive lectures, student presentations, reading, and self-study. This

will be detailed in further detail below:

a) Consulting

It is an effective substitute for instruction, in which school personnel give their

knowledge to students' inquiries and difficulties. English instructors provide

online learning activities, namely consultations, in which students may discuss

23
 directly with teachers using Google Classroom or WhatsApp groups.

b) Interactive lecture

It is a solution for long-lasting lectures or teachers. The objective is to construct a

border check with a teacher in which learners may demonstrate their

comprehension of the material delivered. The English teacher at Madrasah

Ibtidaiyah Muhammadiyah 1 Al Furqon uses these learning activities to ensure

that he or she does not interfere with students' comprehension of content

delivered. The English instructor distributes materials to pupils using the Google

Classroom tool, which facilitates virtual sessions.

c) Students Presentations

This might be a more informal style of student teaching. Students demonstrate

their class achievement in a variety of ways, including homework solutions, quiz

replies, peer evaluation, and team assessment. The English instructor use this

student presentation to design learning activities such as recording films to clarify

difficult concepts or completing assigned tasks. This online learning exercise is

designed to improve your speaking abilities. Writing sentences and Quiz Time are

the next two online learning activities. Quizzes are produced and cover all subject

areas. Quiz Time is very beneficial for English teachers in assessing students'

comprehension of the subject delivered. Additionally, English teachers provide

online learning activities, such as QnA sessions.

d) Reading

Learners are accountable for comprehending written content in this sort of activity

but often do not grasp what they are intended to learn or what they should be able

to perform as a result of reading the material. The English teacher incorporates

supplementary tools to assist students in practising reading, honing their reading

24
 abilities, and comprehending the topic. English teachers submit materials to

Google Classroom, which students may read independently.

e) Self-study

The purpose of this exercise is to assist students in meeting their learning

requirements. English teachers employ self-study activities to help students better

comprehend the content by providing connections to information from a variety of

sources. The English teacher gives YouTube links to additional resources and

uploads them to Google Classroom in order for pupils to fully comprehend the

topic and develop their listening abilities. The English teacher at Madrasah

Ibtidaiyah Muhammadiyah 1 Al Furqon utilises their creativity to design learning

exercises for students using Google Classroom in order to keep them interested

throughout the online learning process. Five online learning activities are created

by the English teacher: Consultation, Interactive Lecture, Student Presentation,

Reading, and Independent Study. All students may benefit from this learning

exercise since it enables them to study well and comprehend the subject offered.

This will be made abundantly evident by the following table:

Table 4.4 The result of analyzing data between the theory of (Jack, Chris,
and Donald 2009) and results from interview in designing online learning
activities using Google Classroom

No Type of learning activities based on Learning activities designed

theory (Jack, Chris, and Donald 2009) by English Teacher
1 Consulting Consulting by WhatsApp
Group
2 Interactive Lecture Teacher Explanation
3 Students Presentation - Video
- QnA time by Google
Classroom
- Quiz time
- Writing sentences
4 Reading - Reading the material

25
 The teacher uploads it in the
Google Classroom
5 Self-study Reading another material
from:
- Link material from
another source
- Link YouTube
The teacher uploads it in the
Google Classroom

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter includes researchers' findings and recommendations based on study on English

instructors' creativity in building E-learning activities using Google Classroom media at

Madrasah Ibtidaiyah Muhammadiyah 1 Al Furqon.

5.1 Conclusion

Based on the results of this research, English teachers' creativity in building e-

learning activities for students at Madrasah Ibtidaiyah Muhammadiyah 1 Al Furqon using

Google Classroom as a media. Two conclusions are possible. The first conclusion drawn

from this research is that English teachers use their creativity when designing online

learning activities by creating online learning activities that are appropriate for the

situation, selecting interesting online learning activities, providing consultation time for

students and teachers, providing time for QnA, paying attention to student problems,

considering the background of the students to be taught, and adapting the skills to be

taught. According to data analysis, English teachers apply the four qualities of creative

teachers (Mulayana 2010) while building online learning activities, including fluency,

flexibility, originality, and elaboration.

26
 The study's second finding is connected to online learning activities created by

English teachers at Madrasah Ibtidaiyah Muhammadiyah 1 Al Furqon. The English

teacher's learning activities include video production, writing, reading, quizzes, Q&A

sessions, and teaching explanations and consultations. According to the research's

findings, English teachers engage in five types of online learning activities, including

consultation, interactive lectures, student presentations, reading, and independent study.

5.2 Suggestion
The researcher would like to express some comments about this study in this area, and it

is anticipated that these suggestions would be beneficial to English teachers and future

researches.

The researchers recommend that English teachers at Madrasah Ibtidaiyah

Muhammadiyah 1 Al-Furqon share best practises for designing creative activities that

incorporate Google Classroom as an e-learning medium, so that all students can successfully

complete online learning assignments and that teachers always pay attention to student

concerns when teaching online. Additionally, the researcher advises all English teachers at

other schools to choose suitable learning activities in light of the difficulties pupils confront

while engaging in online learning.

The second recommendation is for more study. The researcher advises more study to

elicit other sources regarding learning activities utilising Google Classroom, particularly in

the area of English learning, in order to boost the creativity of English teachers and to assist

English learning education in Indonesia.

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