Google Classroom As A Writing Learning Medium: Its Effect on EFL Students' Writing Skills and Perceptions at UIN Sultan Maulana Hasanuddin Banten

Abstract

The growing adoption of digital learning platforms in higher education has prompted questions about their actual impact on language learning outcomes and student experience. This study investigates the effect of Google Classroom on EFL students' writing skills and their perceptions of the platform within a single institutional context. Using a descriptive quantitative approach with a 20-item Likert-scale questionnaire as the primary instrument, data were collected from undergraduate students in the English Education Department (TBI) at UIN Sultan Maulana Hasanuddin Banten who had directly experienced writing instruction through Google Classroom. Results indicate that students generally view the platform favorably in terms of administrative functions particularly assignment submission, task management, and access to materials but reveal a notable gap between operational ease and deeper learning outcomes. While feedback effectiveness scored highest among writing-related indicators (M = 3.79), motivational and confidence-related indicators remained comparatively low, suggesting that technical accessibility alone does not translate into intrinsic writing development. These findings highlight the need to integrate Google Classroom not merely as a logistical tool but as part of a broader, pedagogically intentional writing instruction framework.