The Readiness of The Undergraduate Students of English Department UIN Datokarama Palu in Using Google Classroom During Covid-19

The spread of the corona virus outbreak has forced educational institutions to transform learning activities in university into network-based learning at home. Students who are not familiar with the online learning system will face various challenges, especially in understanding lessons that cause learning outcomes to be less than optimal. Readiness of students is the first step for students in accepting
and responding to the transformation of learning so as to achieve their learning Goals. Online learning carried out in the English Tadris program by utilizing the Google Classroom application. So the purpose of this research is to determine the readiness of students Tadris English program to use Google Classroom During Covid-19 Pandemic. The Problem in this research are: (1) How is the readiness of students in
implementing online learning using Google Classroom? (2) What are the factors that affect student’s readiness to use Google Classroom during the COVID-19 pandemic? The research uses a qualitative description. The data collection techniques in this research are questionnaire and interview. Data analysis techniques used are data reduction, data presentation and data verification. The results indicated that most English students are ready to face online
learning using Google Classroom during the COVID-19 pandemic. there were four indicators that could be used to identify how students were ready for online learning. First, it was the skills of students in using Google Classroom. Second, the students understood how to make use technological devices for learning including Google Classroom. Third, the students were ready to receive learning materials through Google Classroom. In addition, the students’ attitudes towards Google Classroom were categorized sufficiently acceptable. This was shown by the average scores of students that were at 76%. Related to the factors that influenced students’ readiness for online learning, learning facilities and other infrastructures together contributed