CHAPTER I
INTRODUCTION
The first chapter of this final project is the introduction. This chapter includes the research background, research questions, research objective, research significance, research scope, and definitions by terms.
1.1 Research Background
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. The problem is with educators who are far away from the Internet. It also happens to students.
Issues such as a weak signal or even the inability to access the Internet have become troubles in teaching and learning.
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. A practical and high-quality learning process is necessary to achieve learning goals. In addition, the teacher or educator
students. These conditions are still challenging to achieve learning goals because sometimes it does not meet the development and skills of today's learners.
Therefore, teachers must be more selective when choosing learning media.
Teaching a subject matter area Reading in high school is not considered a technique of conveying content because content area instructors believe that their primary responsibility to students is to deliver content (Razak et al., 2020). 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 researchers, teachers' reluctance is due to instructional time constraints, teachers' lack of confidence in their knowledge and preparation to teach reading skills, teachers' beliefs that reading skills cannot be related to content teaching, and teachers' confusion between reading to learn and learning to learn, mistaking reading instruction for basic skills instruction.
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 had trouble comprehending a question. Students would not understand how to find preliminary information and some keywords. That is why, though Quipper School, I used employed fill a form to assist them in resolving reading comprehension challenges. According to the 2013 curriculum, students in class X can comprehend contextually relevant meaning connected to social functions, text structure, and linguistic aspects of particular texts in the form of fill-in forms used by businesses/banks/other agencies to verify identity and additional information.
The above explanation is extensive to learn about the effect of using Quipper School and the student's engagement in using Quipper School in teaching reading comprehension. The research participant is on the tenth grade English language and Culture students of MAN 1 Semarang in the 2021/2022 school year. The title of this study is to learn about the effect of Quipper school as learning media for teaching reading comprehension and their learning engagement.
1.2 Research Questions
Regarding the background of this research, the questions raised by this research are as follows:
1. How is the effectivenes of using Quipper School in online reading instructions on students’ reading comprehension?
2. How is the students' engagement of using Quipper School in mastering reading comprehension in online learning context?
1.3 Research Objectives
The goal of this research can be summarized as follows:
1. To describe the effectivenes of using Quipper School in online reading instructions on students’ reading comprehension being the tenth grade English Language and Literature students of MAN 1 Semarang.
2. To describe the the students' engagement of using Quipper School in mastering reading comprehension in online learning context for the tenth grade English Language and Literature students of MAN 1 Semarang.
1.4 Significances of the Research
The results of the research are typical to be helpful knowledge and contribute to a scholarly academy:
1. Theoretically
The outcomes of this study are intended to serve as a reference for educational research in English, thereby expanding the repertoire of available knowledge and spurring the creation and deployment of innovative English learning tools.
2. Practically
The outcome of this research is for students to help them enhance their reading comprehension skills and as a suggestion for English teachers to increase their professionalism in teaching reading comprehension, mainly through using the Quipper School program. Another researcher is interested in learning more about teaching reading comprehension through this study.
1.5 Scope of Study
The study's scope is limited to the subject and object under investigation:
1. Subject
The subject of this study is the students of the tenth grade English Language and Culture of MAN 1 Semarang.
2. Object
The object of this study is the effectivenes of using Quipper School in online reading instructions on students’ reading comprehension.
1.6 Definition of Terms
1. Quipper School
Quipper School is a free, open-source tool that anyone can use. This program can be used as an educational aid in education and is available for free download and use. Quipper School was established in January 2014 as a new educational breakthrough (Husaefah H and Mardhiah, 2017).
2. Students' Engagement
Gunuc and Kuzu (2015) define school engagement as the quality and
students' learning processes, academic and social activities both in and out of class, and accomplishment of successful learning outcomes. The quality of learning improves when students are engaged in school (Osterman, 2000).
3. Reading Comprehension
Clein, Johnstone, and King (2006) defined reading as the process of decoding and comprehending material for the reader's objectives.
1.7 Outline of Study
This final project is divided into five sections.
The first chapter contains the study's history, the rationale for selecting the topic, an explanation of the problem, the study's aim, the study's importance, the study's scope, a definition of relevant terms, and an overview of the study.
The definition of Quipper School, features of Quipper school, benefits of quipper school, the definition of reading, reading comprehension, the definition of students' engagement are all covered in the second chapter.
The third chapter discusses the methods of research. The research design, the study topic, the process and instrument for data collection, the data analysis, and the research procedure.
Chapter four contains the findings and discussion of the research. The study's findings indicate that Quipper School has a positive influence on students' reading comprehension of forms and on their participation in learning (Pre-Experimental study at MAN 1 Kota Semarang).
Chapter five summarizes the research and makes recommendations.
