This research was aimed to know whether the use of Google Docs feature
in Google Classroom is effective on students’ writing skills in narrative
text at the eleventh grade of SMA Negeri 26 Bone. This research used a
quantitative approach and employed a Pre-experimental design that one-
group pretest-posttest design. The populations of this research were the
eleventh grade students of SMA Negeri 26 Bone. The sample of this
research consisted of 31 students of the XI MIPA 2 class which was taken
by using purposive sampling technique. The data of this research was
collected by giving the pre-test, treatment and then post-test. After getting
the test score, the data were analyzed and processed by using formula in
Excel 2007 and the t-test formula in SPSS 25 software. The results of this
research showed that the use of Google Docs feature in Google
Classroom was effective on students’ writing skills in narrative text. The
result of this research was the value of significance (2-tailed) was lower
than the significance level (0.0001.697). It meant that, this had a
significant difference between the results of the students’ pre-test and
pots-test. Therefore, hypothesis H0 was rejected and H1 was accepted. It
can be said that the use of Google Docs feature in Google Classroom was
effective on students’ writing skills in narrative text at the eleventh grade
of SMA Negeri 26 Bone.
. Conclusion
Based on the findings and the discussion in the previous chapter, the
researcher concluded that the use of Google Docs feature in Google Classroom
was effective on students‟ writing skills in narrative text at the eleventh grade of
SMA Negeri 26 Bone. It was proved from the result of the test showed that there
was a significant difference between students‟ pre-test and post-test. Where, the
mean score of the post-test was higher than the mean score of the pre-test (80.65 >
55.74). The t-test value was higher than the t-table value (17.230 > 1.697). Also,
the calculated significant value was 0.000 less than 0.05. It meant that the H0 was
rejected and H1 was accepted, it was seemed the use of Google Docs feature in
Google Classroom was effective on students‟ writing skills in narrative text.
B. Suggestions
Based on the conclusion presented above, the researcher tries to give some
suggestions for English teacher, the next researchers and anyone who read this
thesis as follows:
1. For Education
Using Google Classroom in teaching and learning process is one of
the most effective learning media for English lesson or other lesson
because it can increase the student‟s interest in learning.
2. For Students
Using Google Classroom can increase the student‟s interest in
learning and students activity because in this era of technology, the
students tent to be more interested in learning if through smart phone.
3. For the English Teacher at the Eleventh Grade of SMA Negeri 26 Bone,
the application of Google Docs feature in Google Classroom is one the
learning media that can be considered in learning English especially on
students‟ writing skills.
4. For School
For school, it is assumed that the implementation of Google Docs
feature in Google Classroom can increase student‟s interest in learning so
it is recommended to school institution to maintain media or learning
method in class so the students like the subject.
5. For the Next Researchers
The results of this research can be useful as a reference for further
researchers that want to conduct further research on the effectiveness of
Google Docs feature in using Google Classroom on students‟ writing skills
especially in writing narrative text. Also, the researcher hopes that the
further researchers followed her to apply this media not only for writing
skills in narrative text, but also try to apply to the other skills and the other
types of writing.

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160/2022

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