Blended Learning Model Based on Google Classroom on The Ability to Read Short Stories in Sundanese Subjects

The blended learning model based on Google Classroom is a learning model that uses the Google Classroom application to make it easier for teachers and students in the learning process. This study aimed to determine the effect of the blended learning model based on Google Classroom on student learning outcomes in reading short stories in Sundanese subjects. The method used in this research is the experimental method with a pretest-posttest control group design. The population in this study were students of class 1 Kramatmulya Public Junior High School. The sample in this study were students of class VIII.B as the experimental class and class VIII.C as the control class—data collection through observation, tests


Introduction
The COVID-19 pandemic has affected several sectors, including the economic, social, and educational sectors.Due to the COVID-19 pandemic that has affected the education sector, the Minister of Education and Culture issued a circular stating that face-to-face learning is replaced by online learning.During the COVID-19 era, restrictions on interaction meant that learning carried out by teachers could only be carried out indirectly with students, as is usually the case in schools.In the learning process in everyday situations, the process of delivering material is carried out by the teacher directly to students using media, methods, and learning models that are adapted to the material to be provided.During the pandemic, adaptation is needed by both teachers and students in the learning process so that learning can continue.In the learning process, the teacher still uses the conventional model.This, of course, can make students passive and the learning process more teacher-centred.In the traditional learning process, several problems are found, including 1) lack of student response in learning, 2) the learning process is more monotonous, and 3) students do not need to understand the material presented by the teacher.Students perceive Sundanese as a complicated subject; 4) the interaction between teachers and students is less varied; 5) students do not need to top their knowledge; 6) many students do not need to do assignments for Sundanese subjects due to a lack of understanding of students in learning.Therefore, teachers must choose an active learning model to understand the material well to improve student learning outcomes.One alternative learning model that can overcome this problem is implementing a blended learning model.
According to Trianto (2011), the learning model is a design or pattern used as a guide in designing the learning process in class.The learning model that can be used during the COVID-19 pandemic is the blended learning model because, in the learning process, students are required to learn actively.Certainly can improve students' understanding of learning.According to Wicaksono & Rachmadyanti (2017), blended learning is an opportunity to combine various innovations and technologies with interaction and participation in face-to-face learning.This learning model is characterized by combining conventional learning and online learning by utilizing technology, where the combination carried out will be adjusted to the learning objectives to be achieved.Yusuf (2020) explains blended learning combines face-to-face learning with online knowledge that is used flexibly.Meanwhile, according to Morar et al., (2017), the blended learning model is one form of modern learning in Industrial Revolution 4.0.Blended learning utilising internet technology can make it easier for students in the learning process.The blended learning model can be used as an alternative to learning during the COVID-19 pandemic because learning is 50% in schools and 50% online.In blended learning, teachers can use teleconference media as a substitute for face-to-face classroom learning activities, such as the Zoom application, Google Meet, Microsoft Team, WebEX, CloudX, and others.The change between conventional and faceto-face video conference services will undoubtedly cause various problems, such as higher spending on internet packages and internet services that are not evenly distributed to all regions.However, teachers can use a platform easily accessed by teachers and students and do not cost too much or waste quota using the Google Classroom platform.
Google Classroom is an online learning media that is more essential than other media platforms.This can be seen in its superior features: it is easy to learn, access, and manage; creating and joining classes is fast, hassle-free, effective, and efficient (saving costs, energy, and time).Cloud-based and flexible.Regarding its benefits as an LMS (Learning Management System), this media can increase interaction between teachers/lecturers and students through collaboration, communication, and motivation when evaluating learning outcomes.The interaction between the two is supported by the process of submitting documents containing learning material that can be accessed directly by class members, providing feedback through sharing opinions in material discussions at each meeting, and storing student data and assignments in one class location so that there is no worry of it being lost.This study combines the blended learning model with the Google Classroom application.According to Hardiyana (2015), google Classroom is a product from Google for education to make it easier for teachers to manage to learn and convey information to students.The blended learning model can also be used in learning to read short stories at school because students can get digital literacy.Because documents regarding Sundanese short story manuscripts can be easily accessed anywhere and anytime on Google Classroom media.
Reading short stories is one of the learning materials in the 2013 Revised 2017 curriculum for class VIII Sundanese.Basic Competence (KD) in Sundanese short story material is that students understand and identify the social function, structure, and linguistic elements of the cottage's story by paying attention to its intrinsic details (Hadadi, 2017).Reading is one of the four language skills (listening, speaking, reading, and writing) that have an essential role in the learning process at school (Tarigan, 2015;Anwas, 2022).Judging from the problem of learning to read Sundanese short stories at SMPN 1 Kramatmulya, student learning outcomes in the ability to read Sundanese short stories are still below the Minimum Completeness Criteria (KKM).This is due to the need for students' understanding of the contents of the reading and the elements in the short story.Therefore, the Google Classroom-based blended learning model is expected to be a way to improve student learning outcomes in the ability to read Sundanese short stories in schools.
The Google Classroom-based blended learning model has been carried out by several researchers, including 1) Agustiono et al. (2020), with the title "Application of Google Classroombased Blended Learning to Students' Creative Thinking Skills & Learning Independence".The result is that the blended learning model based on Google Classroom affects students' creative thinking abilities and learning independence; 2) Haka et al. (2020) "The Effect of Blended Learning Assisted by Google Classroom on Students' Creative Thinking Skills and Learning Independence."The results of this research are that the blended learning model based on Google Classroom affects students' thinking abilities and independence.This can be seen from the posttest score for the experimental class with an average score of 79.39, while the average score for the control class is 69.47.Ali & Adistana (2019, p. 3) "Application of Blended Learning Using the Google Classroom Application in Basic Competencies in Presenting Types of Heavy Equipment in Construction Work."This research has a positive impact on student learning outcomes.The results of previous studies are varied and have had a positive effect, thus providing opportunities for further research, both replicative and developmental.What differs from previous research is that it is seen from the other research objects.In particular, the blended learning model used to measure student learning outcomes in their ability to read short stories in Sundanese has yet to be researched.
Based on the description in the background of the problem, the objectives of this research are: 1) to determine student learning outcomes in the ability to read Sundanese short stories before implementing the Google Classroom-based blended learning model; 2) to determine student learning outcomes in their ability to read Sundanese short stories after implementing the Google Classroom-based blended learning model; 3) to determine the effect of the Google Classroombased blended learning model on student learning outcomes in their ability to read Sundanese short stories.

Blended learning model
According to Ali & Adistana (2019), blended learning comes from the word "blended", which means a combination, and "learning" means learning.Blended learning is a learning model that combines face-to-face learning and e-learning (Husamah, 2014;Arifin, 2021).Meanwhile, Jannah (2019), blended learning combines multimedia technologies, CD rooms, video streaming, virtual classes, voice mail, e-mail, online text animation, and teleconferencing.The integrated learning model is a learning model that combines face-to-face learning and online learning by utilizing technology.Khoiroh et al., (2017), the objectives of blended learning are: 1) improving student learning outcomes; 2) provide realistic, practical opportunities for teachers and students in the independent learning process; 3) increase scheduling flexibility for learners.The steps in blended learning, according to Putriningsih & Sujadi (2021), are: 1.The teacher uploads learning materials on online learning applications.2. The teacher provides information to students to understand the material that has been uploaded into the online learning application.3. The teacher opens a discussion session in the comment's column of the online learning application.4. The teacher explains the learning material and holds discussions on direct learning.5. Quiz and evaluation.
The advantages of Google Classroom as a learning medium are that it is easy to operate, creates discussion space between educators and students, and does not waste (Wulandari, 2021).Google Classroom has several advantages, including as an application that allows the creation of classes in cyberspace and as a means of distributing assignments, submitting assignments, and even assessing collected studies without being tied to time and place (Islami, 2020).

Reading
Reading is a process carried out by the reader to get the message conveyed by the author through the medium of written language (Patiung, 2016).Meanwhile, according to Patiung (2016), reading is one of the activities or cognitive processes to get some of the information contained in writing.The goals in reading, according to (Han & goleman, daniel;boyatzis, Richard;Mckee, 2019), namely: 1) reading to get details or facts; 2) to get the main idea; 3) to find out the organizational structure in the story; 4) to conclude; 5) to group; 6) to assess, read the evaluation; 7) to compare.Tarigan (2015), judging from the scope of reading content, reading is generally divided into two types, namely intensive reading and extensive reading.In this study, researchers used a kind of intensive reading: reading comprehension.Reading comprehension or reading for understanding is a type of reading that aims to understand the contents of the task with literary standards.In this research, students are expected to be able to identify the intrinsic elements contained in Sundanese short story texts.
Reading comprehension is an activity where someone understands the content of the reading and is limited to questions about what, why, how, and drawing conclusions based on what is read.A person's understanding ability is not passed down from generation to generation but results from a learning process and diligent practice (Ambarita et al., 2021).

Short stories
Short stories are stories that are compiled briefly and have one main focus on the problems of the life of the main character (Mulyaningsih, et.al. 2022).Short stories can also be interpreted as fictional stories that are relatively short because they can be completed and understood in one reading (Sa'adah, 2017).Meanwhile, according to Wiyanto (2005), short stories only tell one incident from the whole life of the perpetrator.Short stories can also tell actual events in everyday life, but in writing, it is added with a fictional incident to make the story more enjoyable.Limbong (2016), intrinsic elements build a literary work.Intrinsic elements in short stories are a theme, plot, character and character, setting, point of view, message, and language style.Kusmayadi (2010), short stories also have characteristics that distinguish them from other prose essays, namely: 1) limited by the number of words or pages; 2) have one plot; 3) single setting; 4) the number of characters in the story is limited; 5) Characterizations in short stories are centred on the main character.

Research method
This research is quantitative.The method used is an experimental method with Pretest-Posttest Control Group Design.The population in this study were class VIII students of SMPN 1 Kramatmulya.At the same time, the samples were class VIIIB students as the experimental class and class VIIIC students as the control class.The techniques used in this research are observation, test, and documentation.At the same time, the instrument used is a multiple-choice objective question script.Two expert validators analysed the results of the instrument validation items in the Sundanese language field.The validator assesses each item component based on the Likert scale, and the results are matched with the expert validation criteria according to Akbar's reference.How to calculate expert validation according to Akbar (2013) that is: Calculating the validity score of the expert validation result with the formula : The results of expert validation with known outcomes are matched with the validation criteria in table 1 : The analysis of differences in student learning outcomes on the ability to read Sundanese short stories was carried out in several ways, namely:

Data normality test
The normality test is used to determine whether the data in two groups are normally distributed or not (Fahmeyzan et al., 2018).The normality test used in this study is the Kolmogorov Smirnov test with the SPSS.26 program.The basis for making decisions on the data normality test, namely: If sig.(significance) > 0.05, then the data is usually distributed.If sig.(significance) < 0.05, then the data is not normally distributed.

Homogeneity tets
The homogeneity test is a statistical parameter used to determine whether the variance of the sample used is homogeneous (Usmadi, 2020:51).The homogeneity test in this study was assisted by the SPSS.26 program and the basis for making decisions, namely: If sig.(significance) > 0.05, then the data is homogeneous If sig.(significance) < 0.05, then the data is not homogeneous Independent t-test The independent t-test was used to test the comparative hypothesis of two samples (Ramadan & Triwahyuni, 2020:132),.The independent t-test in this study was assisted by the SPSS program.26.The basis for making decisions on the independent t-test test are: If the value of sig.(2-tailed) < 0.05, then there is a significant difference between learning outcomes in the experimental class and the control class.If the value of sig.(2-tailed) > 0.05, then there is no significant difference between learning outcomes in the experimental class and the control class.

Results
Student learning outcomes in the ability to read Sundanese short stories before applying the google classroom-based blended learning model The initial stage is conventional learning; in this stage, students are expected to understand the Sundanese short story entitled "Duh Indung" by Tetti Hodijah by paying attention to the elements in the short story.Furthermore, students are given pretest questions on Google form to determine the student's initial ability in reading short stories in Sundanese.Results The students' pretest results can be seen in Table 2. Based on the table above, student learning outcomes in reading Sundanese short stories before applying the Google Classroom-based blended learning model are still far from the Minimum Completeness Criteria (KKM) 75.It can be seen from the pretest scores obtained by the experimental class students who have achieved KKM, and there are only four students (13.33%) while 26 students (86.67%) have not been completed.The average value of the experimental class pretest is 46.67.In the control class, there are two students (6.67%) who have achieved the KKM score, while 28 students (93.33%) have not finished.
Student learning outcomes in the ability to read Sundanese short stories after applying the google classroom-based blended learning model At the next meeting, different treatments were applied to the experimental class and the control class.The practical course involves a blended learning model based on google classroom, while the control class still apply the conventional learning model.The purpose of using the google classroom-based blended learning model in the experimental class is because researchers want to know whether the google classroom-based blended learning model can improve student learning outcomes in the ability to read Sundanese short stories.The results of the students' posttests can be seen be in table 3. Based on the table above, student learning outcomes in the ability to read Sundanese short stories after applying the Google Classroom-based blended learning model in the experimental class, students who have achieved the Minimum Completeness Criteria (KKM) have increased to 20 students (66, 67%).In contrast, 33.33% have not been completed.The average value of the experimental class is 80.67.In the control class, students who still apply the conventional learning model have six students (20.00%), and 24 (80.00%) have not completed.The average value of the control class is 51.67.
The effect of google classroom-based blended learning on students' learning outcomes in the ability to read Sundanese short stories Based on Table 4, the average value of student learning outcomes for the ability to read short stories before implementing the Google Classroom-based blended learning model in the experimental class was 46.67, with the highest score being 90 and the lowest score being 10.Meanwhile, the average pretest score in the control class was 38.33, with the highest score being 90 and the lowest being 10.After implementing the Google Classroom-based blended learning model in the experimental type, student learning outcomes in their ability to read Sundanese short stories increased.This can be seen from the average posttest score for the experimental class, which rose to 80.67, with the highest score being 100 and the lowest score being 50.Meanwhile, in the control class, which still applied the conventional learning model, the average posttest score obtained was 56.67.with the highest score being 100 and the lowest score being 10.
For more detail, student learning results in the ability to read Sundanese short stories who have met and achieved a Minimum Completeness Criteria (KKM) score of 75 can be seen in graphic image 1.Based on Figure 1, there are significant differences in student learning outcomes in their ability to read Sundanese short stories.In the experimental class, the students' pretest results before At the second meeting, different treatment was applied between the experimental and control classes; in the experimental category, the researchers applied a blended learning model based on Google Classroom, while in the control class, they still used the conventional learning model.After implementing the Google Classroom-based blended learning model in the experimental category, student learning outcomes in their ability to read short stories increased.This can be seen in the posttest results.Students who had achieved the Minimum Completion Criteria (KKM) score increased to 20 or 66.67%, while only ten students (33.33%) had not attained the KKM score.Meanwhile, in the control class, which still applied the conventional learning model, only six students (20.00%) completed the learning results or achieved the Minimum Completeness Criteria (KKM) score in reading Sundanese short stories.

Expert validation
Before conducting the research, the researcher first validated the instrument for each question item with two expert validators in the field of Sundanese language to find out whether the instruments used in the pretest and posttest were valid.Validator 1 is Mrs. Heti Triwahyuni , who is a lecturer in Regional Language and Literature Education at STKIP Muhammadiyah Kuningan, and validator 2 is Mr. Rohadi, S.Pd as a Sundanese language teacher at SMP Negeri 1 Kramatmulya.The results of expert validation are then calculated using Akbar's reference (Patmawati, 2016:96) with the formula: After the results are known, the validation results are matched with the validation criteria according to Akbar in table 1.The results of expert validation in this study can be seen in table 5. To find out whether the results of the expert validation analysis fall into the valid criteria or not, the study's results can be adjusted to the expert validation criteria in Table 1.Based on the results of expert validation in table 5, it can be concluded that the research instrument, which includes ten multiple-choice questions, is included in the very valid criteria because the percentage is at a score of 85.01-100.00%.

Learning activities
At the first meeting, the researchers applied the conventional learning model to determine student learning outcomes on reading Sundanese short stories.In the first meeting, students are expected to understand the Sundanese short story "Duh Indung" by Tetti Hodijah and then be given a pretest question.Student learning outcomes Before applying the Google Classroom-based blended learning model, it turns out that many students still score below the Minimum Completeness Criteria (KKM).After conducting research, this was caused by the student's need for knowledge of Sundanese short story material.Two factors, namely: 1) internal factors that cause students' low interest in reading are students' reading ability and lack of reading habits.Reading ability is one of the factors causing low interest in reading that originates from within students; 2) reading resources in schools are still minimal; moreover, the availability of reading sources for Sundanese short stories compared to other story books can be said to be very small; 3) the allocation of learning time is limited so that when learning takes place, especially when students are reading Sundanese short stories using reading comprehension techniques, there are still many students who cannot concentrate fully and are in a hurry to understand the content of the story.From this problem, students still need help understanding and are confused about determining the intrinsic elements contained in reading Sundanese short stories.Many students must still improve in determining theme, plot, setting, and message.To find out the results of student pretest data in detail, see the table 6.It can be seen in table 6.Data from the pretest results of 30 students in each class, many students still needed to complete the 20 multiple-choice questions.In the experimental class, there were only four students, and in the control class, there were only two students, while those who had not completed it were There are 26 students in the experimental class and 28 students in the control class.
Researchers applied different treatments in the experimental and control classes to improve student learning outcomes.In the experimental class, they began to apply a blended learning model based on Google Classroom, while in the control class, they still applied the conventional learning model.In the experimental class, the second meeting was conducted online, namely by implementing a blended learning model based on Google Classroom because blended learning can be done 50%/50%.This means that learning can be done face-to-face and online.With 50% online learning, students can freely study independently at home using gadgets and laptops to look for material regarding Sundanese short stories.Apart from that, the teacher also sent several examples of Sundanese short stories to Google Classroom so that students can access and read them anywhere and anytime independently.So that students can better understand the material and content contained in a story because students can concentrate more on reading by using intensive reading techniques (reading comprehension) To improve student learning outcomes, researchers applied different treatments to the experimental class and the control class.In the experimental class, they began to use the Google Classroom-based blended learning model, while the control class was still using the conventional learning model.The steps for learning activities in the experimental category at the second meeting are: 1. Students see, observe, read teaching materials about short story material given by the teacher.2. Students discuss, collect information, and exchange information about the intrinsic elements of short stories.3. Students make conclusions about what they have learned.4. The teacher informs the learning for the next meeting.
Learning activities at the third meeting in the experimental class: 1.The teacher gives the assignment to identify the intrinsic elements of the Sundanese short story "Duh Indung" by Tetti Hodijah.2. Students identify Sundanese short stories.3. Discussion.4. Evaluation.
Researchers found significant differences in student learning outcomes in Sundanese short stories after carrying out different treatments in the experimental and control classes.This means that students are starting to understand and begin to understand how to determine the intrinsic and linguistic elements contained in Sundanese short stories.Posttest result data for experimental class and control class students can be seen in Table 7.We can see different student learning outcomes based on the student posttest table data.In the experimental class, which implemented a blended learning model based on Google Classroom, students' learning outcomes regarding their ability to read Sundanese short stories increased significantly.Twenty students completed, and ten other students still need to complete; there was an increase of 16 students who completed the previous pretest results.Meanwhile, in the control class, which still used the conventional learning model, only six students had completed it, and 24 students still needed to complete

Normality test
The normality test determines whether the population in the data studied is normally distributed.In this research, the normality test was carried out after the pretest and posttest on the experimental and control classes.Calculation of normality tests using the SPSS program 26.The normality test results can be seen in Table 8.Data from statistical analysis testing the normality of student learning outcomes on the ability to read Sundanese short stories, as shown in Table 8, obtained a sig.The pretest and posttest for the experimental class were 0.120 and 0.029.Meanwhile, in the control class, it is 0.030 and 0.045.So, the significance value is > 0.05.The distribution of sample data in this study is expected.

Homogeneity tets
The homogeneity test is used to determine whether the population's variants are the same.In this research, the data homogeneity test was calculated using the SPSS.26 program.The homogeneity test results can be seen in Table 9.Based on table 9 is obtained based on the mean value sig 0.30 > 0.05.It can be concluded that the data variance of the experimental class and the control class is the same or homogeneous.

Independent t-test
Hypothesis testing determines which hypothesis can be accepted in this research.In this study, the independent t-test technique was used because the researcher wanted to know whether there were differences in student learning outcomes before and after using the Google Classroombased blended learning model in their ability to read Sundanese short stories.The results of the independent t-test can be seen in the table 10.

Figure 1 .
Figure 1.Comparison graph of student learning outcomes

Table 1 .
Expert validation criteria

Table 2 .
Pretest result of experimental class and control class students

Table 3 .
Pretest result of experimental class and dan control class students

Table 4 .
Descriptive analysis of student learning results the Google Classroom-based blended learning model showed that only four students, or 13.33%, had achieved the Minimum Completeness Criteria (KKM) score of 75.The other 26 students (86.67%) still needed to complete it.In the control class, which applies the conventional learning model and the scores have reached the Minimum Completion Criteria score, only two students (6.67).In comparison, the other 28 students still need to complete. implementing

Table 5 .
Expert validation results

Table 9 .
Data homogeneity test

Table 10 .
Independent sample t-test