THE EFFECTIVENESS OF UTILIZING QUIPPER SCHOOL ON STUDENTS’ READING COMPREHENSION AND THEIR LEARNING
ENGAGEMENT
A Final Project
Submitted in partial fulfillment of the requirements for the degree of Sarjana Pendidikan in English
by Ayu Shulhul
F2B017004
ENGLISH EDUCATION DEPARTMENT
FACULTY OF FOREIGN LANGUAGE AND CULTURE UNIVERSITAS MUHAMMADIYAH SEMARANG
2022
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The Effectiveness of Utilizing Quipper School on Students’
Reading Comprehension and Their Learning Engagement
Ayu Shulhul1); Dodi Mulyadi2); Testiana Deni Wijayatiningsih3) Faculty of Foreign Languange and Culture
Universitas Muhammadiyah Semarang Email: ayu.shulhul@gmail.com, dodi@unimus.ac.id,
testiana@unimus.ac.id
ABSTRACT
The purpose of this research is to explain the effect of Quipper School on teaching reading comprehension and to describe the students' engagement in online learning reading comprehension on tenth-grade English Language and Culture students at MAN 1 Kota Semarang. This study employed a pre-experimental design with one group pre-test post- test. The research instruments included a pretest, a posttest, and a questionnaire. The current study's data were analyzed using SPSS for validity, reliability, and T-test. The findings of this study indicated that there was a substantial difference between students before and after treatment. As evidenced by the mean of the pretest and posttest scores. The pretest mean was 68.29, and the posttest mean was 70.24. That is, the posttest score was greater than the pretest score. Then, the result significant value for the "Paired Samples Test" (2-tailed) was 0.03 < 0.05. While students' interest in learning reading online through Quipper School received excellent responses, they also learned with a high level of engagement. It can be concluded that the outcome was different before and after treatment.
As a result, Quipper School's online teaching reading comprehension had an influence on the students' reading comprehension and their learning engagement.
Keywords: Quipper School, Online Learning, Reading Comprehension, Student Engagement
1 INTRODUCTION
The coronavirus pandemic has prompted educators to teach at home. Indonesia is still dealing with the effects of the Covid-19 pandemic in 2021. The Covid-19 pandemic crisis has radically altered the order of the learning system around the world, including Indonesia, from early childhood education to higher education (Abidah et al., 2020; Bestiantono et al., 2020; Simamora, 2020). This situation forces educators to teach students through online systems. In fact, this is not a problem for educators in urban areas because they are used to it. In this pandemic era, the needs of online media are very similar to those such as Zoom, Edmodo, Google Classroom, Learning Management System (LMS), WhatsApp, Google Meet, Quipper School, Microsoft teams, Kahoot, and so on to help the online learning process.
Heller (2018) provided support for this assertion, arguing that few middle and high school instructors receive more than a rudimentary amount of training in reading instruction and that even fewer consider themselves to be reading teachers. The vast majority of secondary school teachers, on the other hand, consider themselves to be subject matter experts in subjects such as biology, history, and so on. She also pointed out that even English teachers who are supposed to be in charge of reading education prefer to define themselves first and foremost as literary teachers, rather than reading instructors, and help teachers continue learning even when they cannot attend class. Teachers have developed what is known as resistance to topic reading instruction since the integration of reading education into subject-area courses was mandated.
According to the pre-observation done at MAN 1 in Semarang, students had encountered problems with their English. The first problem is that 75% from 36 students had lessed understanding of reading. Furthermore, the reading materials were not particularly interesting and were not well received by them. Because some students had difficulted in understanding these words, they felt bored and less interested in reading activities. The second problem was I found the students
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had trouble comprehending a question. Students would not understand how to find preliminary information and some keywords.
LITERATURE REVIEW
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).
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). 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. 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.
3 METHOD
Arikunto (2006) defined research design as "a process by which researchers do research." By defining the next step, the purpose of study was designed to make the results more objective and accurate. The research conveyed the pre- experiment research design or commonly referred to as quasi-experimental research. As Sugiyono (2013) mentioned, a pre-experimental method could be utilized to overcome the researchers' challenges establishing the study's control group. For this study, I used a one-group pretest-posttest design.
RESULTS
1. The Effectivenes of Utilizing Quipper School in Online Reading Instructions on Students’ Reading Comprehension
I administered the pretest before beginning treatment, and the posttest was administered after I had completed treatment. The pretest and posttest consisted of 50 multiple-choice items, all of which were related to the topic of Forms. To make sure that the treatment would work, I asked the expert to look over the test. I had gathered the information at MAN 1 Kota Semarang. One Group Pre- Test and Post-Test was the design I used to implement Quipper School on teaching online reading about Forms. In order to gather data, I used one class.
In this research, I held this research by teaching online reading about Forms through Quipper School, which was done at the tenth grade of English Language and Culture class, which began on October 23rd 2021 and ended on October 30th 2021. The English Language and Culture class in the tenth grade included 36 students.
Before to conducting this research, I wanted to ensure that the data was indeed valid. I began by consulting the test results that would be evaluated by professionals. These specialists were reading lecturers at the Muhammadiyah Semarang University. When the first expert judgment resulted in a score of 97.5%, it suggested that the test was extremely valid and could be utilized without change. Additionally, validators recommended providing clear information on test instructions and considering including time constraints in
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the exam. Beside that, the researchers used SPSS 16 to analyze the test results.
I compared the results with the final scores before and after the test. There was the normaly test results, descriptive statistics results, and paired samples t test results.
Before to performing the paired sample t-test, the pretest and posttest data must be normalized to see whether the data contribute normally or not, as detailed in Table 1.1.
Table 1.1 One-Sample Kolmogorov-Smirnov Test
PRE-TEST POS-TEST
N 34 34
Normal Parametersa,b
Mean .00000 .00000
Std. Deviation 20.994 14.753
Most Extreme Differences
Absolute .202 .204
Positive .129 .154
Negative -.202 -.204
Kolmogorov-Smirnov Z 1.178 1.192
Asymp. Sig. (2-tailed) .637 .637
According to the results of the table "One-Sample Kolmogorov-Smirnov Test," the known significant value (2-tailed) was 0.637 > 0.05. The pretest and posttest data were found to be regularly distributed. As a result, the criteria for normality in the paired sample t-test had been met.
The descriptive statistics data to determine whether or not there is a difference in the mean score of students, allowing them to respond to the hypothesis.
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Table 1.2 Descriptive Statistics
Sample N Mean SD Min. Max
Pre-Test 34 68.29 14.754 22 92
Post-Test 34 70.24 20.994 22 92
Table 1.2 shows that there were 34 students' who answered the survey's questions. Compared to the pretest, the posttest had a different mean. The mean score on the pretest was 68.29, while the mean score on the posttest was 70.24. The minimum, maximum, total, and standard deviation of the data obtained using descriptive statistics are also displayed. The lowest possible pretest score was 22, and the highest possible score was 92. The standard deviation was the final item on the list. The standard deviation of the pretest score was 14.753 while the standard deviation of the posttest score was 20.994. So, the posttest score was greater than the pretest score, indicating that the posttest was more accurate because the treatment and materials have been communicated clearly to the students.
In this study, I employed the t-test to compare the pretest and posttest results in order to determine whether the hypothesis might be accepted or rejected, as detailed in Table 1.3.
Table 1.3 Paired Samples Test
Paired Differences
t Df Sig.(2- tailed)
Mean SD
Std.
Error Mean
95% Confidence Interval of the
Difference Lower Upper
Pair 1 Pre Test -
Post Test -1,941 23,754 4,074 -10,229 6,347 -,477 33 ,03
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Table 1.3 demonstrates that using Quipper School had an effect on the score results. However, before we explored the interpretation of the data in the
"Paired Sample Test," I demonstrated how the study hypothesis was formulated. Ho indicated that there is no difference in mean between pretest and posttest results, or that the Quipper School has no effect on the score outcomes. Ha indicated that there was a difference in the mean between the pretest and posttest results or that Quipper School had an effect on the score outcomes. According to Santoso (2014), the decision-making guidelines for the Paired Samples T-test of the SPSS output is as follows: if the significant value (sig.)<0.05, Ho is rejected and Ha is received. If the value was significant (2-tailed) > 0.05, on the other hand, Ho was accepted while Ha was rejected. The output table for the "Paired Samples Test" indicates that the significance value (2-tailed) is 0.030 < 0.05. Ho was then rejected, whereas Ha got approved. Thus, there was a change in the mean between the pretest and post test findings, indicating that Quipper School had an effect on the score outcomes.
As a result, Quipper School had an effect on Students' reading comprehension, as seen by posttest scores that were greater than pretest scores.
2. The Students’ Engagement of Using Quipper School in Mastering Reading Comprehension in Online Learning Context
The questionnaire was provided to students after I taught them about Forms using Quipper School. The questionnaire's objective was to describe the students' engagement in teaching reading online about Form through Quipper School. First, I looked over a questionnaire that would be evaluated by professionals. After the experts had completed their evaluation and the score determined that the score was valid. After that, I went out and conducted this research.
In this section, the questionnaire's results were summarized in terms of the indicators provided for each questionnaire item. There were 30
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respondents, and the proportion of respondents who completed the questionnaire was computed using SPSS based on the information in the table.
The Students’ Engagement Questionnare was administered using the Kember and Leung (2009) version, which had 35 items and examined the 15 above capabilities/variables. The SEQ employed a Likert-style scale had five response possibilities ranging from Completely Disagree to Completely Agree. The questionnaire is included at the end of the paper as an appendix.
Table 2.1 Students' Engagement to Learning Through Quipper School
No Variable
Completely Disagree
(%)
Disagree (%)
Cannot Decide (%)
Agree (%)
Completely Agree (%)
1 Critical Thinking 6,6 35 46,7 11,7
2 Creative Thinking 3,3 3,3 31,7 33,4 28,3
3 Self-Managed Learning 1,7 13.3 21,7 43,3 20
4 Adaptability 3,3 5 18,3 35 38,4
5 Problem Solving 1,7 6,7 45 35 11,6
6 Communication Skills 1,7 8,3 41,6 36,7 11,7
7 Interpersonal Skills 3 3 46 30 18
8 Active Learning 2,5 9,9 14,4 45,7 27.5
9 Teaching for
Understanding 7,8 11,1 14,4 40 26,7
10 Assessment 6,7 8,3 25 41,6 18,4
11 Coherence of Curriculum 0 10 18,3 45 26,7
12 Teacher Students'
Relationship 1,7 16,7 15 36,6 30
13 Feedback to Achieve
Learning 3,3 16,7 20 35 25
14 Relationship with Other
Students 4,4 24,4 32,2 20 19
15 Cooperative Learning 5,5 11,1 24,5 42,2 16,7
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In conclusion, this research is effective to be applied in order to support student’s engagement in learning reading comprehension.
DISCUSSION
Based on the findings above, I conclude that Quipper School had an effect on the tenth grade of English Language and Culture at MAN 1 Kota Semarang in teaching online reading comprehension. After I taught the material with Quipper School, students' scores improved. This research result was relevant to Syafitri (2017), using the Quipper School helped children enhance their reading comprehension achievement. The study's quantitative statistics indicated an increase in student achievement. Qualitative data can also demonstrate improvements in students' academic attainment levels. Besides that, this current research was correlated with Wijanayu, et al. (2018) the outcome of they study was 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.
Concerning student engagement with the teacher, the majority of students agree that the English teacher used a variety of teaching methods, the teacher made a concerted effort to assist us in comprehending the material covered in Quipper school, and the course design assisted them in comprehending the material covered in Quipper school. Additionally, several of them agreed unequivocally that communication between English professors and students is excellent. Concerning feedback in learning, some students agree that there is sufficient feedback regarding the activities and tasks about Forms to ensure that they learn from their work because Quipper school used a variety of assessment methods and also evaluated their comprehension of essential ideas related about Forms at Quipper school. This current research was correlated with (Baranova, et al., 2019) that on the basis of learning outcomes, it has been demonstrated that the educational process is effective and that learners' records are favorable. It was also discovered that students' engagement played an important influence in influencing their learning outcomes.
9 CONCLUSION
According to the data and discussions, Quipper School has a greater impact on students. It can be seen from the posttest results that using Quipper School is more effective than the pretest. There was an effect of using Quipper School in teaching online reading comprehension, with a significant value (2-tailed) of 0.030 < 0.05.
There was a difference in mean between the pretest and posttest. The outcome of questionnaire on students’ motivation and responses also had positive results. The questionnaire results suggest that, in general, most students agree with the questionnaire indications concerning student engagement and their responses in learning to read about Forms using Quipper School. As a result, the current research findings are useful for adopting Quipper School in teaching Forms reading comprehension while also assisting students in increasing student interest in learning.
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