CHAPTER II
LITERATURE REVIEW
This section will explain the parts of this research literature review relevant to my research topic, such as past studies and theoretical reviews, which are described in the following sections.
1.1 Previous Studies
The first study had been conducted by Wjanayu; et al. (2018) with the title "Blended Learning Method Based on Quipper School to Improve Concepts Understanding and Independence Learning at SMPN 1 Sumowono" was published by the Journal of Primary Education. This research suggests that students' understanding of the experimental class has improved on the medium criterion but not on the expected standard. Students who follow Quipper School's blended learning technique have a better knowledge of the idea than students who follow the learning of discussion and question and answer. Meanwhile, the experimental class's learning independence is growing. Students who use a blended learning strategy based on Quipper School acquire independence and fall into the self-supporting category. The outcome of this study is that the Quipper School-based blend learning method is beneficial in improving students' grasp of concepts and their learning independence. The Quipper School-based blended learning system is projected to serve as a model for future learning.
The following study Huda (2018) conducted an experimental study in the
in class MIPA 2nd who are taught using Quipper School material outperform MIPA 1st who are not. According to her research, using Quipper School to teach reading skills on descriptive literature is particularly effective because there is a significant achievement gap between students in class MIPA 2nd who are taught using Quipper School material and students in class MIPA 1st who are not.
Moreover, by incorporating Quipper School Media into the classroom to teach descriptive language, children can improve their reading comprehension.
According to this study by Syafitri (2017), she was investigated the use of Quipper School Application improved students' reading comprehension achievement. From this study, quantitative data could demonstrate an increase in student achievement. Qualitative data could also reveal an improvement in student accomplishment. The qualitative information was obtained via the observation sheet. Every cycle, the behavior of the teacher and students improved, as evidenced by the observation sheet.
The another previous study was an article (Gargallo, et al.,2018) titled The dimensional validation of the Student Engagement Questionnaire (SEQ) with a Spanish university population. Students’ capabilities and the teaching-learning environment. Specifically, the goal of this study was to validate the SEQ with a Spanish population by determining whether or not the authors' claimed dimensional structure was correct (Kember & Leung, 2005b; Kember, Leung & Ma, 2007;
Kember & Leung, 2009). This instrument was intended to be used to conduct a joint evaluation of teaching-learning processes at the university level and to provide
questionnaire analyzes the abilities of several students, as well as the ability of the teacher to create an appropriate learning environment for them. As a result, the instrument appears to be suitable for usage in samples. The collected results revealed that the structure of the model's dimensions and relationships could be simply maintained as a result of their research findings.
Another previous research was from Baranova, et al. (2019). The goal of this study is to assess students' involvement with a newly implemented integrated learning model, to ascertain the model's impact on students' learning outcomes, and to determine whether students' engagement levels have an effect on their learning outcomes. Correlation study revealed that students' engagement had a significant impact on their learning outcomes. In this situation, we may conclude that our integrated learning model increases students' engagement in the educational process and, as a result, enables them to reach higher levels of achievement.
In this research, I distinguished it from others. The object of my study is how the effectivenes of utilizing Quipper School in online reading instructions on students; reading comprehension and their learning engagement. In order to achieve learning objectives, students’ engagement in online learning should be prioritized. From this, we can observe how students recognize and even see about their abilities, materials, communication, and evaluation in learning. The subjects in this study were students of the tenth grade of English Language and Literature.
1.2 Theoretical Review
This section offers reviews, summaries, and written reflections on a variety of library sources related to the research topics.
1. Quipper School
The presence of multiple new education institutions, Quipper School, was a process of teaching and learning activities at senior high school more easily developed. Miyasaki Watanabe created it in December 2010 in London. Quipper has established representative offices in Japan, the Philippines, Indonesia, and Mexico. Millions of teachers and students around the world have utilized Quipper. Teachers use Quipper School to help them manage lesson materials, tests, and students' grades (Buntoro, 2018).
Students will find it easier to do historical homework and online assignments if they use digital gadgets. For history teachers to be effective during the Covid-19 outbreak, they must use technological sophistication to boost the effectiveness of history learning (Javaid, 2020; Martin, Potocnik, &
Fras, 2017; Perbawaningsih, 2013; Rahmawati, 2015). Teachers have enjoyed numerous benefits from learning management systems in their classrooms (Gerwin, 2018; Hubackova, 2015; Haq, 2016; Ng, 2010). Quipper School is an efficient and straightforward addition to learning. Teachers are allowed to double their real-world classrooms online, allocate study goals as bite topics, help students acquire knowledge over time, and achieve easy and digestible methods that demonstrate their students' achievement as they progress through the course (Supawadee, et al., 2016).
The Quipper school can be conceptualized within some literature reviews about using quipper school as an e-learning platform for English teaching. Quipper School is an online learning (e-learning) platform that aims to "innovate improvement by allowing scholar or educators and to use digital technology" (Wahyuni, 2016). It hopes to deliver learning anywhere outside of the classroom in a fun and relaxing way. The founder's mission of the platform reflects the stumble conceived of building nature an improved and brilliant dream, whatever inspired its inspiration. Smart distributor (Wahyuni, 2016).
Quipper School is a learning management system (LMS) or virtual learning environment (VLE) that is accessible via the web, which facilitates lecturers to manage, record, step, detail, and bring e-education technology (e- learning) chase or education plan (Mulyono & Herri, 2010). Dissimilar alternative web-based learning management systems, Quipper School is a web-based qualified-to-help learning method that does not correct to be installed on an actual receive home (or net helper). It makes it easier for educators or educational associations with limited ability of material automation to use them.
Quipper School canister be entered at
http://www.school.quipper.com/. Dissimilar to more web-based learning management systems, Quipper School has an easy-to-use interface that will make limited Internet knowledge comfortable for users. The web page is elaborate and exciting, so it may generate students practice learning in an
exciting idea. Quipper School provides two distinct versions. Teachers and students. One by one version has diverse aspects and feed. Those who wish to handle the floor will register on individuals and institutions. To fully experience these features, they will receive a school code one keep be attain from a formal deputy or delegate office.
In the teacher entry, teachers can approach five feeds, specifically
"Overview," "Assignment," "Curriculum," "Messages," and "Manage".
"Overview" tells students about the activities relevant to task resignation ("Overview" submenu) and their performance analysis ("Performance"
submenu). It is great to please notice that this reasoning is alone consistent with multiple choice questions. Teachers can create new assignments through the "Assignments" menu and distribute them to students.
This menu offers two options, whether they are creating their owned subtance or uploading from actual materials contribute in the database. The
"Messages" cuisine promotes interaction halfway teachers and students relevant to assignments or lot more assignments other case. Completly, the
"Manage" menu is relevant to colleague collection, student organization and inviting other teachers to use this platform for collaboration. The student portal has any later the teacher portal. Inside are only three menus, specially
"Assignment", "Message" and "Study Notes". The "Assignment" menu consist of some homework, which going to be ended by students. There are too a few notice raised the work they have completed and their tasks proficiency height. Through the "message" menu, students can collaborate
with more students and envoy their teacher about a given assignment.
Certainly, they can only access already provided by the teacher.
2. Students' Engagement
School engagement is defined as students' favorable perceptions of school activities and achievements and their willingness to participate in school activities and feel like they belong to and are a part of the school.
Strong school engagement increases children's emotional ties to their families, schools, and colleges and facilitates school success, trust, and socialization. Strong school engagement strengthens children's emotional bonds to their homes, schools, and colleges while lowering academic achievement, confidence, and socialization; on the other side, students are more likely to become involved in crime (Yldz & Kutlu, 2015).
The participation model for reading understanding development shows that reading participation is the outcome of motivational processes and cognitive strategies that act together during reading understanding (Guthrie
& Wigfield, 2000). According to this perspective, highly engaged readers are both internally motivated and strategic, whereas less engaged readers are less motivated and use fewer comprehension strategies. According to Fredricks, Blumenfeld & Paris (2004), engagement is a multi-faceted characteristic that involves conduct (actively performing academic tasks), cognitive commitment (with high-level tactics to promote deep education) and emotional commitment (enjoying academic tasks and expressing enthusiasm for learning). In this study, we looked at the structure of engaged reading as
a mediating variable that could explain the influence of integrated education on the understanding of reading in high school children.
3. Definition of Reading
According to Perfetti (2001), Reading wasa language-dependent process reader and writing system encode these languages. The unit writing system transformed into spirit include language system. So significant is recognizing words and language and general interaction cognitive mechanisms words become messages. It is a visual word, the most specific process of unique reading. The reader decodes the text by converting it to speech and then directly into meaning. To understand a written text, the reader must engage in creative processes to render the text meaningful, the ultimate goal or outcome.
One of the receipts in learning English is reading, which is concerned with how someone obtains a written text. Neil (2003) defines reading as a fluent process in which readers mix information from a book with prior knowledge to build meaning. According to Hedgcock (2009) the purpose of reading was to understand what you're reading. "Reading comprehension is a complicated construct that requires the interaction of some psycholinguistic processes,". It meant that students needed interaction between the reader and the writer to understand the parts and concepts of reading materials. The reader should understand what the author was trying to say.
Reading is one of the English achievements needed for the learning process. Reading can enable students to gain more knowledge, information
and experience. According to Tarigan (2008), reading is a process that readers engage in and utilize which allows readers to see and know the message conveyed by the writer through words. Weaver (2009) pointed out that reading is a process that largely depends on what the readers' intellect, concern and confidence begin to reading: insight or material (or misstatement). Therefore, reading too attracts personal intellect, concern and confidence.
Grabe (2009) proposed that reading is a proceeding, during readers get thing outside of reading and incorporate it into the intellectual environment as component of study. From these statements, I can conclude that reading is an crucial movement in teaching and learning, aimed at enhancing knowledge, thinking and obtaining more information.
Reading is one of the methods of clear insight and education. Almost people must execute this considering it is crucial and will be a guide in the future. If readers have the purpose of reading, they will understand better by reading the text. They know the interpretation of the text. According to Abidin (2013), the purpose of reading is: 1) Read for insight. The function of reading is to get useful material for insight improvement; 2) Reading for entertainment. The purpose of reading is to have fun from the text. Moreover, Anderson believes that the reading function is as follows: 1) read detailed reality, 2) read major intention, 3) read sequence clue, 4) read reasoning, and 5) read classified. 6) Read for evaluation, 7) Read for comparison or competition.
From the purpose for reading, we can see that reading brings many benefits. For example, students can find more information and update news, they can gain more knowledge, and at the same time they will feel comfortable and happy. In addition, Wijayatiningsih (2013) claimed that people with strong reading ability can expand their language knowledge, and therefore will effectively affect their communication skills. All in all, the reasons why students should read can provide them with a lot of knowledge.
4. Reading Comprehension
Reading comprehension was the capacity to read, comprehend, and apply what you've learned. Students' abilities to processed information and comprehend language have a role in their capacity to comprehend written material. "The process of generating meaning by coordination of a number of complicated processes involving word reading, word and world knowledge, and fluency" is what Klingner (2007) calls reading comprehension. This meant that a text must convey a reader's capacity to discern the relationship between different concepts. Nunan (2003) noted that reading comprehension was a process of combining information from the text and the reader's prior knowledge into a meaningful meaning. The reader's ability to comprehend the material is aided by prior knowledge of the subject matter.
According to Richards (2010), the level of reading comprehension can be divided into four categories, which are as follows:
a. Literal Comprehension
In literal understanding, the reader simply identifies and comprehends the author's core concepts and facts. As a result, the reader is not required to deduce the text's meaning.
b. Inferential Comprehension
Inferential understanding requires the reader to draw conclusions based on instinct or experience, as the information in this reading was not presented explicitly in the chapter.
c. Critical Comprehension
This critical comprehension task requires readers to determine the objective of the content they are reading and to consider what they already know about the topic. Because critical comprehension involves reading to identify disparities between material in the text and one's own knowledge and understanding of the text's significance. It was expected that the reader utilized their existing reading skills in accordance with the information presented by this text.
d. Appreciative Comprehension
In appreciative comprehension, the reader can had a more complete understanding of the text, allowing for the emergence of an emotional reaction to the writer's language, ideas, imagination, and moral principles.
1.3 Hypothesis
The following are the hypotheses that have been raised by this research:
1. Ho indicates that there is no difference in mean between pretest and posttest results, or that the Quipper School has no effect on the score outcomes.
2. Ha indicates that there is a difference in the mean between the pretest and posttest results or that Quipper School has an effect on the score outcome.
