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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