15 Objective of the Study The study aimed to investigate the effectiveness of the use of Google Apps for Education for writing on-the-job training English reports of Business English student trainees.
16 Research Methodology 1) Populations 2) Research Instruments 3) Experiment Stages and Data Collection 4) Data Analysis
17 Populations The populations were 76 third- year Business English students who were taking Professional Internship course in the summer class of 2013.
18 The populations were divided into five groups according to five levels of English writing ability adapted from the assessment of Wongsothon (1996)
19 Individual scores were placed into different benchmarks out of 60 total scores.
20 5 groups of populations Group A: students who got 50 to 60 scores (Good Level) Group B: students who got 30 to 49 scores (Competent Level)
21 Group C: students who got 20 to 29 scores (Modest Level) Group D: students who got 10 to 19 scores (Marginal Level) Group E: students who got below 10 scores (Extremely Limited Level).
22 Research Instruments Two types of research instruments were used in this study: - the research procedure - the instruments for data collection.
23 The research procedure was - the Professional Internship Guide for Student Trainees of Business English Department.
24 The instruments for data collection applied 5 types: 1) Google Form of on-the-job training English report
35 The table indicates that the average scores of the student trainees’ writing ability on post-test was higher than the average scores using the same Apps on formative tests.
36 This means that the effectiveness of using Google Apps for Education developed the student trainees’ English report writing by exhibiting 41.71/55.20 which was higher than the previously given 40/40 benchmark.
37 Discussion From the findings, the researcher concluded that integrating the Google Apps for Education on the student trainees’ reports had something to do with the competence and the ability of the participants to write English reports.
38 This may be because the instructors gave student trainees timely feedback and comments on their reports through Google Apps for Education,
39 pointing out their errors and providing relevant suggestions for their improvement and how they can do it better next time through Google Apps for Education.
42 This study harmonized with Wichadee’s investigation (Wichadee, 2011) which said that learning through the Internet or computer online was suitable for English teaching and learning.
43 Learning through the Internet or computer online helped to promote autonomous learning skills for learners.
44 This study also went along with the study of Anderson and Bridges (2011), it was found that the use of Google Forms improved students’ performance by increasing individual accountability.
45 Conclusion The researcher wishes to propose that Google Apps for Education should be considered as English teaching and learning media in the classes where English language is the medium of instruction.
46 This study contributes to the way of students’ learning how to write English reports when they are not proficient in English writing.
47 Implementation of Google Apps for Education in English classes is worth considering.
48 Recommendation and Further Study 1)Further research should be incorporated with other English courses to see whether the use of Google Apps for Education could alleviate students writing ability or not.
49 2) Further research should be compared to the use of Google Apps for Education with other online media.
50 3) Researchers should study the advantages and disadvantages of the use of Google Apps for Education.