This thesis presents research about the analysis of students’ difficulties in writing
descriptive text by using Google Classroom. The aimed of this research were to
find out students’ difficulties in learning to write descriptive text by using google
classroom. This research used a qualitative method. The researcher have take five
students as a sample in this research. The data was collecting by interview. The
data were analyzed by reduction, display, and verification. The results showed
that there were difficulties experienced by students in writing descriptive text
using google classroom. Research managed to identify what difficulties
experienced by students.
Based on the inquire about, it appears that review IX Cibi understudies have
challenges in composing clear content, these challenges are troubles in common
structure, challenges in linguistic use, and challenges in spelling. Whereas the
variables that cause students' challenges in composing expressive writings are
need of capability in content generation aptitudes, need of information related to
the substance of the content to be composed, and students' need of information
approximately the utilize of highlights within the Google classroom application.
A. Conclusion
The students' difficulties in learning to write descriptive text by
using Google Classroom are first, students on the difficulties in writing
descriptive text using Google Classroom are quite difficult due to several
obstacles such as slow or problematic internet connections, lack of face-to-
face interaction with teachers and limited features in Google Classroom.
Second, the difficulty of writing descriptive texts using Google Classroom
and without using Google Classroom are that using Google Classroom
makes it easier for students to write and get guidance and feedback from
teachers or instructors online. Meanwhile, without using Google
Classroom, students can bring up creativity and ideas and focus more on
writing structure. Third, the difficulty of finding writing ideas when using
Google Classroom are that students experience limited ideas in writing and
lack of physical interaction or sharing opinions between students to
classmates and also teachers or instructors. Fourth, the difficulties in
writing with correct punctuation when using Google Classroom are that
students only pay attention to their writing so they don't pay attention to
punctuation. Fifth, the difficulties in writing grammatically when using
Google
Classroom
are
that
students
experience
limitations
in
understanding the rules in the writing structure. Sixth, difficulties in
selecting words for writing when using Google Classroom are the lack of
vocabulary that is understood so that students find it difficult to express
ideas creatively through appropriate words and students also have
difficulty in getting a good connection because of the data package is
limited.
B. Suggestion
To improve teaching and learning activities, the researcher would finally
like to make some suggestions to the parties involved in English education
as follows:
1. For Students
Researchers can provide solutions for students to understand
descriptive text writing using Google Classroom, namely by
understanding the features in Google Classroom. Students as
participants in the learning process must be more active and more
critical in understanding the features of Google Classroom asking
about things they do not know, both to the teacher concerned and to
their friends.
2. For other Researchers
Provide information to other researchers to increase creativity in
learning English, especially writing descriptive texts using google
classroom as media.

STAR20240239

239/2024

Perpustakaan Pusat

Tersedia