TEACHERS’ AND STUDENTS’ PERCEPTIONS IN USING QUIPPER

SCHOOL IN ENGLISH LANGUAGE TEACHING AND LEARNING

AT SECOND GRADE OF SPECIAL CLASS IN SMA BUDI UTOMO

PERAK

UNDERGRADUATE THESIS

BY

YUDRIKA BELLA AULYANA

135110500111016

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

FACULTY OF CULTURAL STUDIES

UNIVERSITAS BRAWIJAYA

2017

TEACHERS’ AND STUDENTS’ PERCEPTIONS IN USING QUIPPER

SCHOOL IN ENGLISH LANGUAGE TEACHING AND LEARNING

AT SECOND GRADE OF SPECIAL CLASS IN SMA BUDI UTOMO

PERAK

UNDERGRADUATE THESIS

Presented to

Universitas Brawijaya

In partial fulfillment of the requirements

For the degree of Sarjana Pendidikan

BY

YUDRIKA BELLA AULYANA

135110500111016

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

FACULTY OF CULTURAL STUDIES

UNIVERSITAS BRAWIJAYA

2017

ii

DECLARATION OF AUTHORSHIP

Here with I,

Name : Yudrika Bella Aulyana

NIM : 135110500111016

Address : Dsn. Mangu, Gadingmangu, Perak Jombang

declare that:

1. This thesis is the sole work of mine and has not been written in collaboration

with any other person, nor does it include, without due to acknowledgement,

the work of any other person.

2. If at a later time, it is found that this thesis is a product of plagiarism, I am

willing to accept any legal consequences that may be imposed upon me.

Malang, July 27, 2017

Yudrika Bella Aulyana

NIM 135110500111016

iii

This is to certify that the undergraduate thesis of Yudrika Bella Aulyana has

been approved by the supervisor.

Malang, July 27, 2017

Supervisor

Didik Hartono, S.S. M.Pd.

NIP. 200911 780813 1 001

iv

This is to certify that the undergraduate thesis of Yudrika Bella Aulyana has

been approved by the Board of Examiners as one of the requirements for the

degree of Sarjana Pendidikan.

Peptia Asrining Tyas, S.Pd.,M.Pd., Chair

NIP. 201301 861020 2 001

Didik Hartono, S.S. M.Pd., Member

NIP. 200911 780813 1 001

Acknowledged by,

Head of English Language

Education Program

Vice Dean of Academic Affairs

Dr. Esti Junining, M.Pd. Syariful Muttaqin, M.A.

NIP. 19720604 200212 2 001 NIP. 19751101 200312 1 001

v

ACKNOWLEDGMENTS

To the almighty God for the good health and wellbeing to be able to

complete this thesis. To my folks, for the unstoppable support, heartaches, and

headaches. Furthermore, the completion of this thesis could not have been

possible without the participants, support, and assistance of so many people

whose names may not all be enumerated.

The writer also would like to express gratitude, indebtedness, and

appreciation particularly to the Mr. Didik Hartono, S.S. M.Pd. as my supervisor

and Mrs. Peptia Asrining Tyas, S.Pd. M.Pd. as my examiner who assist me in

completing this thesis.

The Headmaster of SMA Budi Utomo, Drs. H. Bambang Wahyudi, M.Si.

who gave the writers the opportunity to do the research in SMA Budi Utomo

Perak. Then, Teacher of Special Class, Mr. Abdul Aziz Kusaini, S.Pd. and Mrs.

Wizard Sesulih, S.Pd. who gave the writers the opportunity to do an interview.

Also, Second Grade of Special Class, especially Science seven until Science ten

who gave the writers the opportunity to distribute the questionnaire. Generally, for

teachers, staff, and students of SMA Budi Utomo Perak.

In this opportunity, we would like to say thank you.

Malang, June 14, 2017

The Writer

vi

ABSTRAK

Aulyana, Yudrika Bella. 2017. Persepsi Guru dan Murid dalam Menggunakan

Quipper School dalam Pengajaran dan Pembelajaran Bahasa Inggris di Kelas

Dua Khusus di SMA Budi Utomo Perak. Program Studi Pendidikan Bahasa

Inggris, Fakultas Ilmu Budaya, Universitas Brawijaya. Pembimbing: Didik Hartono,

S.S. M.Pd.

Kata Kunci: Quipper, Persepsi, ELT.

Quipper adalah platform pembelajaran online. Quipper menyediakan materi

and soal-soal yang mendukung kurikulum. Quipper mempuyai dua portal, yaitu

Link untuk guru dan Learn untuk murid. Quipper tidak membutuhkan instalansi dan

bisa diakses dimanapun dan kapanpun. Penulis melaksanakan penelitian mengenai

persepsi guru dan siswa dalam menggunakan Quipper di Pengajaran dan

Pembelajaran bahasa Inggris. Penelitian ini dilaksanakan di SMA Budi Utomo yang

telah menggunakan Quipper sejak awal semester 2016/2017. Ada tiga masalah yang

harus diselesaikan dalam penelitian ini, yaitu: (1) Apa persepsi murid dalam belajar

bahasa Inggris melalui Quipper; (2) Apa persepsi guru dalam mengajar

menggunakan Quipper; dan (3) Apa kontribusi Quipper untuk Pengajaran dan

Pembelajaran Bahasa Inggris.

Penelitian ini menggunakan penelitian deskripsi kualitatif. Instumen yang

digunakan adalah kuesioner dan pedoman wawancara. Kuesioner digunakan untuk

meneliti persepsi murid dalam pembelajaran bahasa Inggris mengguanakn Quipper.

Sedangkan pedoman wawancara digunakan untuk meneliti persepsi guru dalam

pengajaran bahasa Inggris mengguanakan Quipper. Lalu, informasi dari hasil

wawancara akan ditarik untuk meneliti kontribusi Quipper untuk pengajaran dan

pembelajaran bahasa Inggris.

Penelitian ini mengungkapkan bahwa murid dan guru mempunyai persepsi

yang positif tentang penggunaan Quipper dalam pembelajaran dan pengajaran

Bahasa Inggris. Hampir semua murid setuju bahwa Quipper membantu mereka

dalam belajar Bahasa Inggris, khususnya dalam skill membaca dan mendengarkan.

Quipper juga membantu meningkatkan motivasi, percaya diri, dan sikap siswa

terhadap Bahasa Inggris. Quipper juga bias menjadi alat yang bermanfaat untuk

membantu guru dalam proses mengajar, merancang materi Bahasa Inggris

berdasarkan kurikulum, dan memantau perkembangan belajar setiap siswa. Quipper

juga berkontribusi sebagai supplement in-class instruction dalam ELT. Maka dari

itu, Quipper adalah platform online yang cocok untuk membantu murid dalam

belajar Bahasa inggris and membantu guru dalam mengajar Bahasa inggris.

vii

ABSTRACT

Aulyana, Yudrika Bella. 2017. Teachers’ and Students’ Perceptions in Using

Quipper School in English Language Teaching and Learning at Second Grade

of Special Class in Sma Budi Utomo Perak. English Language Education Study

Program, Faculty of Cultural Studies, Universitas Brawijaya. Supervisor: Didik

Hartono, S.S. M.Pd.

Keywords: Quipper, Perception, ELT.

Quipper is an online learning platform. Quipper provides materials and

exercises which supported the curriculums. Quipper have two portals, they are Link

for teachers and Learn for students. Quipper does not need instalation and can be

accessed wherever and whenever. The writer conducts a study about teachers’ and

students’ perceptions in using Quipper in English language teaching and learning.

This study was conducted in SMA Budi Utomo because they have already used

Quipper since the first semester of 2016/2017. There were three problems to solve

in this study, namely: (1) What are the students’ perceptions in learning English

through Quipper; (2) What are the teachers’ perceptions in teaching English through

Quipper; and (3) What are Quipper contributions for English language teaching and

learning.

This study uses descriptive qualitative research. Instruments used in this

study are questionnaire and interview guidelines. Questionnaire were used to

investigates students’ perceptions in using Quipper in English language learning.

While interview guidelines were used to investigates teachers’ perceptions in using

Quipper in English language teaching. Then, information on the interview result

will be drawn to investigate Quipper contributions for English language teaching

and learning.

This study revealed that students and teachers have positive perceptions

regarding the use of Quipper in English language teaching and learning. Most of

the students agreed that Quipper assist them in learning English, especially reading

and listening skills. Quipper also can help to enhance students’ motivations,

confidences, and attitudes towards English language. Quipper also can be a helpful

tool to assist teachers in teaching process, designing English language material

based on curriculums, designing exercises, and monitoring each of students’

achievement in learning. Quipper also contribute as a supplement in-class

instruction in ELT. Therefore, Quipper is a suitable online platform in assisting

students in learning english and assisting teachers in teaching English.

viii

TABLE OF CONTENTS

TITLE PAGE ........................................................................................................ i

DECLARATION OF AUTHORSHIP ............................................................... ii

SUPERVISORS’ APPROVAL .......................................................................... iii

BOARD OF EXAMINERS’ APPROVAL ........................................................ iv

ACKNOWLEDGEMENTS .................................................................................. v

ABSTRAK ........................................................................................................... vi

ABSTRACT ........................................................................................................ vii

TABLE OF CONTENTS .................................................................................. viii

LIST OF TABLES .............................................................................................. ix

LIST OF FIGURES ............................................................................................ ix

LIST OF APPENDICES ...................................................................................... x

CHAPTER I INTRODUCTION

1.1 Background of the study ................................................. 1

1.2 Research Problems.......................................................... 3

1.3 Purpose of the Study ....................................................... 4

1.4 Significance of the Study ................................................ 4

1.5 Scope and Limitation ...................................................... 5

1.6 Definition of Key Terms ................................................. 5

CHAPTER II REVIEW OF RELATED LITERATURE

2.1 An Overview on Quipper ............................................... 6

2.1.1 Quipper for Students ............................................. 9

2.1.2 Quipper for Teachers .......................................... 11

2.2 Perception ..................................................................... 14

2.3 Previous Studies ........................................................... 17

CHAPTER III RESEARCH METHODOLOGY

3.1 Research Design ........................................................... 20

3.2 Data and Source of Data ............................................... 21

3.3 Research Procedure ...................................................... 22

3.4 Research Instrument ..................................................... 22

3.5 Data Collection ............................................................. 23

3.6 Data Analysis ................................................................ 24

3.7 Data Triangulation ........................................................ 24

CHAPTER IV FINDING AND DISCUSSION

4.1 Finding .......................................................................... 26

4.1.1 Students’ Perceptions in Learnig English through

Quipper .................................................................. 26

4.1.1.1 Students’ General Practice in Quipper .............. 27

4.1.1.2 Students’ Perception in Quipper ....................... 27

4.1.2 Teachers’ Perceptions ........................................... 31

4.2 Discussion ..................................................................... 33

ix

CHAPTER V CONCLUSION AND SUGGESTION

5.1 Conclusion .................................................................... 37

5.2 Discussion ..................................................................... 38

REFERENCES .................................................................................................... 39

APPENDICES ..................................................................................................... 43

x

LIST OF TABLES

Table 4.1 Students’ access on Quipper ................................................................. 27

Table 4.2 Students’ perception of language improvement via Quipper ................ 28

Table 4.3 Enhance students’ confidence via Quipper ........................................... 29

Table 4.4 Enhance students’ motivation via Quipper ........................................... 29

Table 4.5 Students’ attitude towards learning English via Quipper ..................... 30

xi

LIST OF FIGURES

Figure 2.1 Quipper Portal ........................................................................................ 9

Figure 2.2 Students’ Message Page ...................................................................... 10

Figure 2.3 Students’ Dashboard ............................................................................ 11

Figure 2.4 Creating Assignment in Quipper .......................................................... 12

Figure 2.4 Create Educational Contents ............................................................... 13

Figure 2.5 Students’ individual report .................................................................. 14

Figure 2.6 Invite colleagues for teacher ................................................................ 15

xii

LIST OF APPENDICES

Appendix 1. Quipper Materials for Second Grade of Senior High School ............ 44

Appendix 2. Syllabus for Second Grade of Senior High School .......................... 45

Appendix 3. Students’ Questionnaire Produce 1 .................................................. 58

Appendix 4. Teachers Interview Guidelines Produce 1 ........................................ 60

Appendix 5. Validation Sheets .............................................................................. 61

Appendix 6. Students’ Questionnaire Produce 2 .................................................. 70

Appendix 7. Students’ Questionnaire Produce 2 Bahasa Indonesia ...................... 72

Appendix 8. Teachers Interview Guidelines Produce 2 ......................................... 74

Appendix 9. Students’ Questionnaire Result ........................................................ 75

Appendix 10. Interview Transcript ....................................................................... 82

Appendix 11. Surat Permohonan Ijin Penelitian ................................................... 85

Appendix 12. Surat Keterangan telah Melaksanakan Penelitian .......................... 86

Appendix 13. Berita Acara Bimbingan Skripsi ..................................................... 87

1

CHAPTER I

INTRODUCTION

This chapter presents a brief description about the whole contents of this

research including the background of the study, research problems, purpose of the

study, significance of the study, scope and limitation, and definitions of key terms.

1.1 Background of the Study

Nowadays, technologies are growing rapidly and people are familiar with

it that they use it in their daily life. McCrindle (2014, p. 53) suggest that the newer

generations have lived their entire lives immersed in digital technologies. Most

people who were born in the nineties which are not familiar with technologies yet,

spent their childhood exploring the nature and playing with each other. But

nowadays, most parents usually entertain their children with some sort of

technology, such as using smartphone and television. As a result, those children

become familiar with technologies and use it, whether for entertainment or to assist

their daily life.

Ever since internet emerged and became a prominent technology, it is

become everyone need to use internet. Younes & Al-Zhoubi (2015, p. 82) states

that currently people recognize that the use of modern technologies is a requirement

for life and an indication of the cultural awareness of the community. Most people,

especially youngster bring gadget everywhere, even in school. When they have task

to do most of them seek answer through internet rather than go to the library, or

when they have free time, most of them tend to go online rather than reading books

2

in library. This shows how much technology has developed and influenced people

lives, especially youngster. Therefore, many researches had been done to make use

of its great potential, especially for educational use.

Technology itself had assisted teachers as a media in delivering materials

to the students, especially through online learning (e-learning). According to

Nagarajan & Jiji (2010, p. 37), e-learning is all forms of electronic supported

learning and teaching, whether it is through video, voice recording, or platform.

While software, such as Microsoft Power Point, is widely use in assisting teacher

in teaching and learning process, internet better known as a learning source. But

since e-learning services develop gradually and now people also used internet as a

learning media, especially learn a language through internet.

Using Internet for language learning has been proven to help students in

learning about the language more. According to Singhal (1997, para. 17), the

Internet provides supplemental language activities which can provide students with

additional practice in specific areas of language learning. There are many websites

in the internet that can help students to learn languages or provide as an additional

knowledge that they did not get from their teacher in school. However, only some

websites purposively designed to facilitate students in language learning, especially

learning English based on the school curriculum and one of them was Quipper

School.

Quipper School (Henceforth mentioned as Quipper) is an online platform

that purposely used for teaching and learning process and it is designed to support

the curriculum. Mulyono (2016, p. 69) states that “Quipper addressed the three

3

condition of CALL pedagogy suggested by Chapelle (2003), which are L2-input

exposure, interaction, and linguistic production”. Therefore, it supports students to

learn English through it. Both teacher and students just need to sign up in

http://www.quipper.com/.

In this study, the researcher will investigate teachers’ and students’

perception in using Quipper in English language learning and teaching, and its

contribution as a teaching and learning media. This study is different with the

previous study because its learning media which is Quipper and the subject of the

study, also because its’ investigating teachers’ and students’ perspective.

The study was conducted in the second grade of Special Class in SMA Budi

Utomo Perak. SMA Budi Utomo is a private high school located in Gadingmangu,

Perak Jombang. Special Class refers to a computer-based class where the students

learn through computers. According to the interview with the teacher and students,

they have already use Quipper in teaching and learning process.

1.2 Research Problems

According to the explanation in the background of the study above, the

researcher formulated a problem as follows:

1. What are the students’ perceptions in learning English through Quipper?

2. What are the teachers’ perceptions in teaching English through Quipper?

3. What are Quipper contributions for English language teaching and learning?

4

1.3 Purpose of the Study

This study investigates students’ perception in learning English through

Quipper. It has two main goals:

1. To understand the students’ perception in learning English through Quipper.

2. To understands the teachers’ perception in teaching English through Quipper.

3. To know what are Quipper contribution for English language teaching and

learning.

1.4 Significance of the Study

The finding of this study is expected to give some useful information for

teachers and future researchers who will conduct similar study on using Quipper in

English language learning.

1. For English teacher

Hopefully the finding of this research can be taken as references and

inspiration to use Quipper in English language teaching. Moreover, the finding

of this study is expected to give positive impact towards the quality on using

online learning platform for language learning.

2. For future researchers

Hopefully the finding of this study will give inspirations and references

to explore more about Quipper’s potential. Also, on the topic regarding

learning a language through an online platform, especially through Quipper.

5

1.5 Scope and Limitations

This study focuses on students’ and teachers’ perception in using Quipper

in English language teaching and learning and its benefit for ELT.

1.6 Definition of Key Terms

This section clarifies some definition of key terms used in this study.

1. Quipper is an online platform that supports English language learning. It

supports L2-input exposure, interaction and linguistic production” (Chapelle,

2003, cited in Mulyono 2016, p. 64).

2. Perception is “the process by which we interpret the world around us, forming

a mental representation of the environment" (Ward, et.al, 2010, p. 74). In this

study, the researcher investigates teachers’ and students’ perception.

3. ELT refers to teaching English language for speakers of other languages

(Howatt and Smith, 2014, p. 77).

6

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the explanations of theories and previous studies that

are relevant to this study. This chapter explain about an overview on Quipper,

perception, and the previous studies.

2.1 An Overview on Quipper School

English as an international language was used widely in every part of this

world that people made a conscious effort to learn about the language. Therefore,

the term English Language Teaching (ELT) mean teaching English to the non-

English speaker (Howatt and Smith, 2014, p. 77). The English language teaching

has been subjected into tremendous changes throughout the centuries since it was

proclaimed as the official language in the 15th centuries by King Henry V,

especially in this 20th centuries. In this century, using internet in teaching and

learning English was a way to harness the internet that infiltrate and developed

rapidly in the society.

Using internet in teaching and learning process known as online learning

(E-learning). According Nagarajan & Jiji (2010, p. 37), e-learning is all forms of

electronic supported learning and teaching, whether it is through video, voice

recording, or platform. Blog and Facebook were some example in using website in

the internet for educational use. However, they were not created for educational use.

One of online platform that created for educational purpose was Quipper School.

7

In 2010, Quipper School (Henceforth mentioned as Quipper) was found

by the CEO of Quipper Ltd. located in London and was expanded since then. Now,

they have already opened representative offices in another four countries, namely

Japan, Philippines, Indonesia, and Mexico. In Indonesia itself, Quipper was

launched on November 14th, 2015 and had been used since then.

Quipper was an online learning platform used for teaching and learning

process. According to Hill (2012, para. 5), a learning platform is an integrated set

of interactive online services that provide teachers, learners, parents and others

involved in education with information, tools and resources to support and enhance

educational delivery and management. Teachers and students can engage in

teaching and learning process online though Quipper. Furthermore, Quipper

consists of three main features, namely creation, assessment, and learning.

Creation means that Quipper works with hundreds of leading education

publishers and teachers to create the highest learning materials and make it all free

for the teacher all over the world. Assessment means that teachers can use these

materials and assign them to their students while monitoring their progress.

Learning means that the students can receive the assignments wherever and

whenever they are. Mulyono (2016, p. 61) states that Quipper is a “ready-to-use

web-based learning that doesn’t need installation”. Thus, enable its’ user to access

this platform as long as they have internet-enable devices, such as computer, tablet,

or smartphone.

Quipper was a suitable online learning platform to assist teaching and

learning foreign language. Mulyono (2016, p. 69) states that Quipper fits the three

8

conditions for an online learning platform, which makes Quipper affordable for

EFL teaching and learning. Those conditions make Quipper as a potential aid to use

in teaching and learning foreign language. Those three conditions are L2-input

exposure, interaction and linguistic production (Chapelle, 2003, cited in Mulyono

2016, p. 64).

One of Quipper purpose was to supported the curriculum. It means that

all materials provided in Quipper were arranged based on the curriculum. However,

the researcher found that the materials provided in Quipper (see appendix 1) didn’t

match the syllabus (see appendix 2). But some materials in the syllabus were

provided in the Quipper, such as expressing love, pleasure, and relief.

In Budi Utomo Senior High School, Quipper was used by the teacher in

Special Class. Special Class refer to the classes that facilitated with computer and

internet in teaching and learning process. The teacher used it to assist their teaching

such as delivering material or doing quizzes. In the beginning of the semester,

before the teachers apply this application, they already received a training about

how to use this application. Also, students already received a socialization about

Quipper.

In accessing Quipper, teachers and students are requiring to sign up for

an account. In signing up, they can use their Facebook account or make their own

Quipper account. There are two portals in Quipper as can be seen in a screenshot of

sign in options in Quipper (see Figure 2.1), namely Link which is for teacher and

Learn which is for students. Link and Learn will be explained as follows.

9

Figure 2.1 Quipper Portal

(Source: www.quipper.com)

2.1.1 Quipper for Students

Students’ portal in Quipper called Learn, it is where students study. Here

are few features that Quipper has to make learning safe and fun for students:

1. Assignments and general study

The students can work on specific topics proscribed by their teachers or

study any part of their curriculum independently. In accessing the material that

provided by their teacher, students have to enter the class code first which is

provided by the teacher. Even though it is purposely to support students’ in learning

school material, they can access it inside and outside the school as long as they

connect to the internet. It is what makes Quipper suitable for distance learning.

2. In – built messaging

Students and teachers can stay in contact with our in-built messaging

service as can be seen in a screenshot of students’ messages page (see Figure 2.2),

10

which allows students to highlight specific questions or topics that they need

assistance with. This feature can only support message between two individuals.

Figure 2.2 Students’ messages page

(Source: https://help.quipper.com/en/articles)

3. Gamified features

LEARN rewards students with redeemable coins, allows them to

customise their learning environment and check how their classmates are getting

on on the Timeline as can be seen in a screenshot of students’ dashboard (see Figure

2.3).

11

Figure 2.3 Students’ dashboard

(Source: http://www.quipper.com/)

There is also an additional feature called as family. In this feature, the

students can invite their parents so that they can monitor the students’ activity or

improvement.

2.1.2 Quipper for Teacher

Teacher portal in Quipper called LINK. Here are some features that

Quipper provided for the teacher:

1. Send assignments and practice examinations

It allows teacher to make lessons and quizzes according to the curriculum

then send it to the classes or group of students. Thus, teachers already designed

lessons and quizzes in Quipper as seen in the screenshot of creating assignment in

12

Quipper (see Figure 2.4), then send it through their classes online. Those online

classes can be access by students through pin codes. Each pin codes were designed

for one classes with unlimited students.

Figure 2.4 Creating assignment in Quipper

(Source: https://help.quipper.com/en/articles)

2. Create educational content

Quipper already provided lessons and quizzes that cover the curriculum.

If the teachers think that something missing or lacking the teacher can edit it or

create a whole new lessons and quizzes as can be seen in a screenshot of create

lessons in teacher’s page (see Figure 2.5).

13

Figure 2.4 Create educational contents

(Source: https://help.quipper.com/en/articles)

3. View and download analytics

Quipper allows teacher to monitor their students’ progress as can be seen

in screenshot of students’ individual performance result (see Figure 2.5). Students’

progress is automatically synced between LEARN and LINK therefore teacher can

gain information about students’ work rate, attainment, strengths and weaknesses.

There are three ways to see students’ progress, namely individual performance

which shows students’ individual performance in the class, results by content which

based on to specific topics or assignments, and overall class progress which based

on the summaries of class progress.

14

Figure 2.5 Students’ individual report

(Source: https://help.quipper.com/en/articles)

4. Work alone or together

Teacher can work alone in their classes or collaborate with two or more

teachers. Those teachers will have the same access in the classes they work together.

There are some options for teachers to invite other teachers to join their classes as

can be seen in the screenshot of invite colleagues in teachers’ page (see Figure 2.6),

they can invite them through their Quipper account, email account, and Facebook

account.

15

Figure 2.6 Invite colleagues for teacher

(Source: https://help.quipper.com/en/articles)

2.2 Perception

Perception is about how someone views something that they have

experienced. According to Hazari (2014, para. 14), perception is their thoughts,

beliefs, and feelings about persons, situations, and events. Thus, perception express

what they believe and know about persons, situations, and events. Also, people

might have different believe and though.

People believed and thought differently because each people have

different perception. Ward, et al. (2010, p. 74), stated that perception is the process

by which we interpret the world around us, forming a mental representation of the

environment. Thus, to perceive people process the environment around them and

form a mental note which will become their insight or representation of the

environment. For example, there is a half empty glass of water in front two people,

one might say that the glass is half empty glass of water while the other might say

a half full glass of water.

16

Those differences also could come from the individual itself. According

to Bowditch, et al. (2008, p. 51), different individuals organize their perceptions of

reality in a distinctive if not unique manner. How an individual’s personality and

self-concept can influence perception would be explained briefly as follows.

1. Individual personality

People have different character. There are many definitions of

personality and an underlying theme is consistency (Bowditch, et al, 2008, p. 52).

Consistency means that they will have the similar responses in different situations.

All personality can be condensed into five key traits, namely conscientiousness,

extroversion, openness, emotional stability, and agreeableness.

Conscientiousness is the extent to which a person is dependable,

responsible, organized, and a forward looking (planner). Extroversion is the degree

to which a person is sociable, talkative, assertive, active, and ambitious, and is able

and willing to openly express their feelings and emotions. Openness to experience

is the extent to which an individual is imaginative, broad minded, and curious with

a tendency to seek new experiences. Emotional stability (neuroticism) is the degree

to which an individual is anxious, depressed, angry, and generally emotionally

insecure. Agreeableness is the extent to which a person is courteous, good-natured,

flexible, trusting, and liked by others.

2. Self-concept

This self-concept is closely related to the concept of personality. Self-

concept was the way in which we see ourselves. Those self-concept influences

everything we do, say, and perceive about the world around us. Our self-concept is

17

composed of four interacting factors, namely values, beliefs, competencies, and

personal goals.

Values form the foundation of a person’s character, reflecting those

things that are really important in life and basic to one as an individual. Beliefs are

ideas people have about the world and how it operates. Competencies are the areas

of knowledge, ability, and skill that increase an individual’s effectiveness in dealing

with the world. Personal goals are those objects or events in the future that we strive

for in order to fulfill our basic needs.

In this study, researcher focuses on teachers’ and students’ perception in

using Quipper in their English teaching and learning. Teachers and students’

already experiencing teaching and learning English through Quipper in the

beginning of the semester in the school year of 2016/2017.

2.3 Previous Studies

Some studies are related to this study in students’ perception in learning

English through online web were conducted by Kung and Chuo (2002) and

AbuSa’aleek (2015). The brief explanations of both studies are presented as follows.

First, the previous study was conducted by Kung and Chuo (2002). They

were investigating the potential role of ESL/EFL websites as a means to supplement

in-class instruction. The purpose of this study is to evaluate a program in which

students were introduced to five websites and instructed to use them for a

homework assignment and for self-study. The subject is forty-nine students

majoring in French and minoring in English at a technological college of languages

in Southern Taiwan who were enrolled in a high-beginner EFL class. The result of

18

this research revealed that despite some difficulties encountered, students had an

overall positive attitude in using the teacher-selected websites in their learning of

English. The students found that learning English through ESL/EFL websites was

interesting and that the teaching strategies used by the teachers were effective and

necessary. It is also states that a follow-up study was conducted a year later after

the initial study and the results supported the original findings.

The second previous study conducted by AbuSa’aleek (2015)

investigates the use of Facebook as an online English language-learning

environment and inquires whether this learning model can enhance students’

learning of English. The purpose of this study is to explore the students’ perceptions

towards learning English in the Facebook context. The subject of this study is 65

students from the Department of English Language and Translation, Unaizah

Community College, and Arts & Science College at Qassim University in Kingdom

of Saudi Arabia. The result of this study revealed that the students believe that FB

as an online learning environment facilitates, supports, and encourages their

English language learning. In addition, the findings indicate that students’

motivation and confidence towards English language learning improved via FB.

The study also revealed that students had a positive attitude towards this learning

model. In light of the findings of the study, it is recommended that TEFL teachers

should plan learning classes that use SNS such as Facebook as a learning platform.

The current study is different from Kung and Chuo (2002) and

AbuSa’aleek (2015). In this current study, researcher investigating teachers’ and

students’ perception in learning English through Quipper, while Kung and Chuo

19

(2002) investigating students’ perception in learning English through five web ESL

provided by the teacher and AbuSa’aleek (2015) investigating students’ perception

in learning English in Facebook context. Current study research subject is second

grade students of special class in SMA Budi Utomo, while Kung and Chuo (2002)

is forty-nine students majoring in French and minoring in English at a technological

college of languages in Southern Taiwan who were enrolled in a high-beginner EFL

class students and AbuSa’aleek (2015) is 65 students from the Department of

English Language and Translation, Unaizah Community College and Arts &

Science College at Qassim University in Kingdom of Saudi Arabia.

20

CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses about the research methods that use in this research

including research design, research participants, research instrument, data

collection, and data analysis.

3.1 Research Design

This study is descriptive qualitative research since the purpose is to

describe teachers’ and students’ perception in using Quipper in English Language

teaching and learning. According to Golafsani (2003, p. 600), qualitative research

uses a naturalistic approach that seeks to understand phenomena in context-specific

settings. The setting in this study is not manipulated because it based on the natural

setting to gain the information.

Furthermore, descriptive research is to describe the variable in natural

settings. According to Ary, et al. (2010, p. 640), descriptive research is a research

that asks questions about the nature, incidence, or distribution of variables; it

involves describing but not manipulating variables. Thus, this study describes

teachers’ and students’ perception based on their natural settings. Therefore, it is

the appropriate research design to investigate students’ and teachers’ perceptions in

using Quipper in English language teaching and learning.

21

3.2 Data and Source of Data

This study was conducted in SMA Budi Utomo Perak, which located in

Gadingmangu, Perak Jombang. SMA Budi Utomo was chosen because they

provided classes that use computers and the internet in teaching and learning

process that also used Quipper, which called as a Special Class. The subject in this

research will be the students of Special Class and the teacher that teach English in

special class.

The population in this research was the second grade of special class in

SMA Budi Utomo, because the second grade were more focus in teaching and

learning process and they also have experienced using another online – website

which was Moodle in the first grade. The purpose to choose this sample was

hopefully this sample give a profound insight in learning through Quipper. To

decide the sample in this study, the researcher uses purposive sampling. According

to Ary, et al. (2010, p. 156), in purposive sampling—also referred to as judgment

sampling—sample elements judged to be typical, or representative, are chosen from

the population. There are seven class in total with 328 students, consist of 135 males

and 193 females, also 4 teachers who teach in second grade. The amount of the

sample used in this research was calculated using Slovin formula: 𝒏 = 𝑵

𝟏+(𝒆)𝟐 with

0,05 as the acceptable sampling error. The number of the population is 328 students

and the total sample used in this research is 180 students and two teachers. There

are about four classes needed for each class has about 40 until 47 students.

3.3 Research Procedure

22

The procedure in collecting the data was conducted as follows:

1. Researcher arranged the questionnaire and interview guidelines.

2. Researcher tested the questionnaire and interview guidelines validity to the

expert. The questionnaire and interview guidelines were validated by Mrs.

Yulia Hapsari, M.Pd. on April 27th, 2017.

3. Researcher distributed the questionnaire to the students. The questionnaire was

distributed on May 15th, 2017.

4. Researcher interviewed the teacher. The first interview was on May 15th, 2017

and the second interview on May 18th, 2017.

5. Researcher analyzes the data.

3.4 Research Instrument

In this study, the researcher would like to find the information about

teachers’ and students’ perceptions in using Quipper in English language learning

and teaching. The researcher used questionnaire and interview guideline. The

questionnaire and interview guidelines were validated by Mrs. Yulia Hapsari, M.Pd.

on April 27th, 2017.

The questionnaire was used to gather information about students’

perception on using Quipper. It was adapted from Kabilan, et al. (2010) which

emphasized students’ improvement in language skills, students’ motivation,

confidence, and attitude to explored students’ perceptions. The questionnaire was

designed in two sections with five-point Likert scale, it was indicating strongly

disagree, disagree, slightly agree, agree, and strongly agree. The first section

contained students’ demographic information and students’ practice in Quipper.

23

The second section contained construct on learning English through Quipper which

consisted of 19 questions. (see Appendix 6)

The interview guideline was used to gather teachers’ perception on using

Quipper was consist of 12 open-ended questions. According to Ary, et al. (2010, p.

646), open-ended question is a question that does not have fixed response

alternatives but allows the respondent to respond as he or she chooses. The purpose

is to get deeper information through teachers’ perspective regarding using Quipper

in English language teaching as evaluated by Mulyono (2016), which consisted of

Quipper affordability and pedagogy elements as an online English teaching and

learning platform. (see Appendix 8)

3.5 Data Collection

The data of this study was collected through questionnaire and interview

guidelines. Both instruments were collected in different times.

The questionnaire was collected through a directly administered

questionnaire. According to Ary, et al. (2010, p. 387), a directly administered

questionnaire is given to a group of people assembled at a certain place for a specific

purpose. On May 15th, 2017, researcher administered the questionnaire to the four

classes. Those four classes consist of 193 female students.

The interview was collected through personal interview. According to

Ary, et.al (2010, p. 380) personal interview is where “the interviewer reads the

questions to the respondent in a face-to-face setting and records the answers”. The

first interview was on May 15th, 2017 and the second interview was on May 18th,

2017.

24

3.6 Data analysis

After collecting the data, the researcher analyzes the data collected.

According to Miles, et.al (2014, p. 21) there are three steps in analyzing qualitative

data, namely data condensation, data display, and drawing/verifying conclusion.

1. Data condensation refers to researcher selecting, simplifying, abstracting,

and/or transforming the data collected in consideration to make the data

stronger.

2. For the questionnaire, the analysis of demographic data and items in the

questionnaire would be use percentage. The formula are as follows:

a. Percentage and frequency

% = 𝑓

𝑁 𝑥 100

Where:

f = frequency

N = number of respondents

3. For the interview, the researcher transcript the interview result.

4. The researcher will draw the conclusion of the data in the form of description.

3.7 Data Triangulation

Data triangulation purpose is for researcher to get a better insight from the

data collected. Ary, et al. (2010, p. 499) states that in data triangulation, the

researcher investigates whether the data collected with one procedure or

instrument confirm data collected using a different procedure or instrument. In

25

this research, the data consist of questionnaire and interview guidelines to get a

better insight and enhance the conclusion.

26

CHAPTER IV

FINDINGS AND DISCUSSION

This chapter presents the finding and discussion of the data obtained in the

research. The finding sections explained the data obtained on teachers’ and students’

perception in teaching and learning English through Quipper and the discussion

section presents the discussion of the finding based on the related literature.

1.1 Findings

This section presents the finding of the research. It was divided into two

parts, they were students’ perceptions and teachers’ perceptions. Students’

perceptions were explained through tables and descriptions, while teachers’

perceptions were explained through descriptions.

1.1.1 Students’ Perceptions in Learning English through Quipper

This section presented the result of the data collected from the

questionnaire. The researcher collected 166 questionnaires and analyze 142 of the

questionnaires, because the other 24 questionnaires were incomplete. The

demographic information of the students was dismissed because the four classes

where the researcher distributed the questionnaire were all female. Furthermore,

this section was divided into two sections. First, students’ general practice in

Quipper. The second section investigates students’ perceptions in using Quipper in

English language learning.

27

1.1.1.1 Students’ General Practice in Quipper

It was found that the majority of the students’ access Quipper frequently.

Table 4.1 presents responses of respondent regarding their frequency in accessing

Quipper.

4.1 Students’ access on Quipper

Never Seldom Sometimes Frequent Always Total

Frequencies 0 4 54 74 10 142

Percentage 0% 3% 38% 52% 7% 100%

Table 4.1 showed that the majority of the students’ access Quipper

frequently. It showed that 10 students (7%) always access Quipper; 74 students

(52%) access Quipper frequently; 54 students (38%) sometimes access Quipper;

and 4 students (3%) seldom access Quipper.

1.1.1.2 Students’ Perception in Quipper

This section was divided into five parts covered these following parts

which were: Quipper in facilitating language learning, enhance students’

confidences, enhance students’ motivations, and students’ attitudes.

Table 4.2 presents responses of the students regarding whether Quipper

facilitates English language learning.

28

Table 4.2 Students’ perception of language improvement via Quipper

No

. Statement

Strongl

y

Disagre

e

Disagre

e

Slightl

y

Agree

Agre

e

Strongl

y

Agree

1. I practice writing in

English via Quipper. 1% 20% 37% 37% 15%

2. I practice reading in

English via Quipper. 0% 5% 30% 51% 15%

3. I practice listening in

English via Quipper. 1% 5% 23% 56% 16%

4.

Quipper enhances my

English communication

skills.

0% 7% 32% 46% 14%

5. I learn new vocabulary

through Quipper 0% 2% 29% 52% 17%

Table 4.2 above shows that the students believe that Quipper can

facilitate their English language learning, hence it assisted them in improving their

English language skills. The majority of the students (72% - the aggregated result

of ‘agree’ and ‘strongly agree’) agreed that Quipper could help them to practice

their listening skills, while 64% of the students agreed that they could practice

reading skills. However, only 42% of the students agreed that they practiced writing

skill in Quipper, while 58% of the students disagreed that Quipper helped them to

practice their writing skills. Furthermore, 61% of the students agreed that Quipper

helped them to enhance their communication skills. Also, 69% of the students

agreed that they learned new vocabularies through Quipper.

Table 4.3 presents responses of the students whether Quipper enhance

their confidences through Quipper.

29

Table 4.3 Enhance students’ confidence via Quipper

No

. Statement

Strongl

y

Disagre

e

Disagre

e

Slightl

y

Agree

Agre

e

Strongl

y

Agree

1.

Quipper enhances my

confidence to write in

English.

1% 10% 53% 31% 6%

2.

Quipper enhance my

confidence to read English

materials

0% 2% 25% 57% 16%

3.

Quipper enhance my

confidence to listen to

English materials.

0% 4% 23% 57% 15%

4.

Quipper enhance my

confidence to

communicate using

English

1% 10% 44% 34% 11%

Table 4.3 showed that the majority of the students agreed that Quipper

enhanced their confidence. The majority of the students (73%) agreed that Quipper

enhanced their confidence to read any English materials, as well as listened to any

English related materials. However, only 37% of the students agreed that Quipper

enhanced their confidence to write in English, and 45% of the students agreed that

Quipper enhanced their confidence to communicate using English.

Table 4.4 presents responses of the students about Quipper in enhancing

their motivation.

30

Table 4.4 Enhance students’ motivation via Quipper

No. Statement Strongly

Disagree Disagree

Slightly

Agree Agree

Strongly

Agree

1.

Quipper enhance my

motivation to communicate

using English

1% 5% 40% 43% 11%

2.

Quipper enhance my

motivation to read English

materials

0% 1% 26% 61% 12%

3. Quipper enhance my

motivation to write in English 1% 6% 45% 42% 6%

4. Quipper enhance my

motivation to listen in English 0% 4% 32% 53% 12%

Table 4.4 indicates that the majority of the students agreed that Quipper

enhanced their motivation. Hence 73% of the students agreed that Quipper

enhanced their motivation to read English materials, also 65% of the students

agreed that Quipper enhanced their motivation to listen to English materials.

Quipper also enhanced their motivation to communicate using English. However,

only 49% of the students agreed that Quipper enhanced their motivation to write

using English, while 51% of the students disagreed.

Table 4.5 presents responses of the students about their perception in

using Quipper to enhance their attitude towards learning English language.

31

Table 4.5 Students’ attitude towards learning English via Quipper

No. Statement Strongly

Disagree Disagree

Slightly

Agree Agree

Strongly

Agree

1.

Quipper inculcate a more

positive attitude towards

learning English as a second

language

1% 4% 27% 51% 18%

2.

Quipper inculcate a more

positive attitude towards

English as a language

0% 3% 30% 53% 14%

3.

Quipper inculcate a more

negative attitude towards

English as a language

25% 51% 14% 8% 2%

4.

Quipper inculcate a more

negative attitude towards

learning English as a second

language

25% 55% 11% 8% 1%

5. Quipper makes learning

English more interesting 0% 1% 11% 55% 34%

6. Quipper make learning English

easier 0% 1% 15% 52% 32%

The majority of the students agreed that they generally had a positive

attitude in learning English language through Quipper. There were 68% of the

students agreed that they had a positive attitude towards learning English through

Quipper, and 67% of the students agreed that they had positive attitude towards

English as a language. Most of the students (89%) believed that Quipper made

learning English interesting and 84% of the students believed that Quipper made

learning English easier. Some students stated in the questionnaire additional section

that Quipper provided them explanation of the exercises, whether they were

corrected or incorrected. Also, most of the students stated that learning English

through Quipper was fun and also the gamified feature makes them more excited to

learn through Quipper.

32

Furthermore, the majority of the students disagreed that they had

negative attitude towards learning English through Quipper. Most of the students

(91% - the aggregated result of ‘strongly disagree’, ‘disagree’, and ‘slightly

disagree’) disagreed that they had negative attitude towards learning English

through Quipper, also 89% of the students disagreed that they had negative attitude

towards English as a language.

1.1.2 Teachers’ Perceptions

This section discusses about the teachers’ perceptions regarding the use

of Quipper in teaching English. The data was collected by using interview guideline.

(see appendix 2)

Quipper already provided materials and exercises that could be used by

the teacher. Both teachers stated that the materials in Quipper was clear and very

helpful. They could modify the exercise, they could choose how many exercise they

would give to the students. Also, one of the teacher stated that the exercises were

too easy for the students. However, the teacher could not modify the materials in

the Quipper. In order to use the materials provided by Quipper, first the teachers

need to choose which curriculum and subject they would teach, and then Quipper

would show the materials and the exercises based on the topic.

Quipper helped teachers to monitor their students’ achievement. Both

teachers stated that it was easy to monitor their students’ achievement through

Quipper. They monitored it through a statistic in the Quipper. The statistic

presented each of students’ progress. They would know which student who already

33

finished the exercise, in progress, or had not done the exercise. Furthermore, both

teachers stated that the statistic was easy to understand.

Quipper was very helpful in assisting teacher in teaching grammar,

vocabulary, reading, and listening skills. Both teachers agreed that Quipper helped

the students to practice their English language skills, especially reading, listening,

vocabulary, and grammar. Students could practice those skills through materials

provided, also through exercises. However, because the exercises in Quipper are in

multiple choice type only, the teachers cannot assess their writing skills. As for

speaking skills, Quipper helped the teacher by providing some example of speaking

materials, such as dialogues for conversation. Even though Quipper provided

videos, both teachers and students had to pay to be able to access it.

It was very easy to set up students’ participant in Quipper. Both teacher

agreed that it was easy to set up students’ participants in Quipper. Each teacher has

their own class and for the students to be able to join their classes, the teacher would

give them pin code. Those pin codes were for one class with unlimited students.

When the students entered those pin code through their account, they would

instantly join the class.

Quipper helped teacher to make learning English more enjoyable and

easier. Both teachers stated that using Quipper in English language teaching helped

students to enjoy learning more. Especially gamified features, students can gain

thumbs up and point if they do the exercises. Furthermore, they could exchange

those points with Quipper themes. The reward they got from the gamified features

made the students felt more excited to learn.

34

In addition, both teachers stated that they used Quipper as a supplement

in-class instruction. Thus, they combined another application and additional

materials in teaching using Quipper. They stated that sometimes they used Moodle

and any other additional materials, such as from BBC, VOA, YouTube, and

Kangguru Radio English. They also stated that even though they teaches using

Quipper, they still explained the materials directly and used textbook.

1.2 Dicussion

This section discusses about the finding of this study in relation with the

previous study. This compromise an analysis on the students’ and teachers’

perceptions in using Quipper in English language teaching and learning. The

researcher started to collect the data by giving the questionnaire to the students and

then interviewing the teachers.

Based on the research finding, both teachers and students agreed that they

could use Quipper in English language teaching and learning. In line with Ward,

et.al (2010, p. 74) states that perception is the process by which we interpret the

world around us, forming a mental representation of the environment. Both teachers

and students have already used this application in the beginning of this semester,

they have also already had a prior experience in using another application other than

Quipper which is Moodle. Also, Hazari (2014, para. 14) states that perception is

their thoughts, beliefs, and feelings about persons, situations, and events. Because

they already had a prior experience in using another application before using

Quipper, they could form stronger beliefs, thought, and feelings about using

Quipper in teaching and learning process.

35

Mulyono (2016, p. 61) states that it is interesting that the use of these

facilities in Quipper is completely free, although it requires registration. Quipper

gave students and teachers free access in the feature provided, such as materials and

exercises. However, based on the teacher interview, both students and teachers had

to pay to access the video. Thus, this statement did not completely true for teachers

and students still had to pay to access the video.

Mulyono (2016, p. 69) also states that Quipper help teachers in

evaluating students’ achievement in writing, reading, and listening. It was found

that Quipper could not assess students’ achievement in writing skills. As presented

in table 4.2, only 42% of the students agreed that they practice writing skills in

Quipper, while 58% of the students disagreed that Quipper help them practice their

writing skills. Also, according to the teachers’ perceptions in which they stated that

they could not evaluated students’ writing achievement because the exercises in

Quipper were in multiple choices types only. Therefore, it only helped teachers in

evaluating students’ reading and listening achievement.

As stated before, one of the teachers’ features in Quipper is created

educational contains in which teachers can create their own materials. Mulyono

(2016, p. 64) stated that teachers can develop learning materials that are enriched

by visual and audio media, such as text with illustration. However, both teachers

stated that they could not modify or add anything in the learning materials in

Quipper. Teacher can only do as much as to choose how much exercise they would

give to the students.

36

Quipper also could be used for self-study. One of Quipper feature for

students was assignment and general study, where the students could work on

specific topics proscribed by their teachers or study any part of their curriculum

independently. Quipper provided graphic of students’ improvement for teachers in

which from the graphic teacher knew the students’ progress in doing assignment.

Both teachers also stated that the that the materials provided were clear and helpful.

In addition, Mulyono (2016, p. 61) stated that teachers “can monitor their students’

learning without encountering constraints of time and place”. Therefore, Quipper

encourage students to study on their own and pace. Even though the students may

be found some misunderstanding in the learning materials or exercise, they could

ask their teacher directly through the massage features. Furthermore, Quipper

provided students explanation of each exercise they had done whether it was

corrected or incorrect.

Quipper also could be used as a supplement in-class instruction. In the

interview, both teacher stated that they did not always use Quipper. They still used

textbook, also another source such as YouTube and BBC. They also still explained

the materials provided by Quipper to the students directly. Thus, Quipper helped

the teachers to provide materials to the students, as well as exercises.

37

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents the conclusion and suggestion. The researchers draw

conclusion based on findings and discussions in the previous chapter. It also

presents some suggestions for the significance of this study.

1.1 Conclusion

This section presents the conclusion of the findings and discussion. The

researcher concluded that Quipper assisted teachers and students in English

language teaching and learning. Teachers found that the materials in Quipper were

clear and easy to be understood. Quipper also helped teachers in designing exercises.

Moreover, Quipper helped teachers in monitoring each of students’ achievement in

learning.

Students also found that learning through Quipper were enjoyable and

easy. They found that gamified feature in Quipper helped them to learn more,

because they wanted to gain points which later could be used to change Quipper

themes. Also, explanation on each exercise helped them understand more.

Furthermore, Quipper helps them to improve their reading and listening skills also

grammar and vocabulary by providing materials and exercises.

Quipper could contribute as a supplement in-class instruction for ELT.

Quipper, which provided the materials based on the curriculum helped teachers in

designing materials. Its accessibility help students to learn more inside and outside

of the classroom, especially through exercises where the students could get

38

explanation about each exercise. Furthermore, it could be used to help students to

study on their own.

1.2 Suggestion

After the conclusion that have been drew above, the researcher would

like to convey some suggestion for English teachers and future researchers.

For the English teachers, Quipper help them to assist in English language

learning. By using Quipper in English language learning, teachers can monitor each

of the students’ progress. Especially in large class in most of school in Indonesia,

this task is quite hard to do. It also can help to boost students’ excitement in learning

English. Moreover, it will ease teachers in designing materials which suited the

curriculums. Furthermore, for an English language where practice is needed,

Quipper can help them by its accessibility.

For future researchers, Quipper is an online learning platform with a great

potential. In this digital era, people tend to choose something simpler and easier.

Quipper feature are simple and easy. Also, its accessibility should be put into

attention. Future researcher should consider to explore more about its potential

because there are still limited sources despite its potential in assisting students and

teachers in learning and teaching process. Especially in English teaching and

learning, future researcher should explore more about its potential in assisting

students in reading and listening skills. Also explore more about its potential for

self-study and for distance learning.

39

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