The Impact of “Quipper school” as Teaching Media Toward English Listening

Comprehension Of Eleven Grade Students

THE IMPACT OF “QUIPPER SCHOOL” AS TEACHING MEDIA

TOWARD ENGLISH LISTENING COMPREHENSION OF ELEVEN
GRADE STUDENTS

(AN EXPERIMENTAL RESEARCH)

PROPOSAL

By:

IBESTI AGENUM RANINGRUM (A1B015004)

ENGLISH EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGES AND ARTS

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITAS BENGKULU

2018
The Impact of “Quipper school” as Teaching Media Toward English Listening
Comprehension Of Eleven Grade Students

CHAPTER I

INTRODUTION

1.1 Background

According to Rivers (1980) states that listening is a creative skill of

interpretation or analysis. There are three components of comprehension as
follows:1. Linguistic information refer to the listeners do not have to listen
to everything, but should be able to predict surrounding words. 2. Situation
Context refers to speaking situations that affect the listener such as the
relationship between the message heard and what is spoken, including what
the listeners expect to hear next. 3. Comprehended Message refers to the
ability to understand information, which depends on how the listener attend
to interpret what the speaker says.According to Rost.(1991) “Listening is an
active process requiring participation on the part of the listener

The integration of technology and other modern gadgets in education

is boosting and now common in the teaching ad learning. As Information
and Communication Technology (ICT) is advancing rapidly, new
technology and innovation in teaching and learning have developed
accordingly. Joe and Chol (2002) argue that new technology systems and
instruments are becoming more and more common and being used for the
benefits of educational activities The innovation concerning educational
activities brings about opportunities for teachers and students to experience
teaching and learning beyond traditional classrooms, that is through
Computer-Assisted Language Learning (CALL). One of the most well-
known CALL media is Learning Management System (LMS).

Learning Management System (LMS) is describes as an online

learning platform or software that is devised to organize and manage
learning (Anderson, 2008; Paulsen, 2003). Further, Paulsen (2003) describes
three fundamental features of an LMS namely the creation of course tools,
teacher and student support tools, and administrative system. The creation of
course tools are features that enable the users of LMS to create learning
The Impact of “Quipper school” as Teaching Media Toward English Listening
Comprehension Of Eleven Grade Students

materials, develop learning modules, and arrange group works. Teacher and
student support tools provide access to learning materials and facilitate
teacher-students and student-student communication. Administrative system
includes features for registration, course enrollment, and grouping students.

One of the most recently established and popular LMS is The Quipper
School (QS). Quipper School is a web-based online learning website and
application that is originally developed by Quipper Ltd. in London and
available online at http://school.quipper.com.

There is the previous research that stated the effectiveness of quipper,

Quipper School And Its Effectiveness In The Academic Performance Of
Grade 8 Students In English Jonny Viray(2016) reveal that there is a
significant difference between the academic performances of the two groups
indicating that the Quipper School is effective in improving the academic
performance of Grade 8 students in English.

Often I see students rarely learn listening in case lack of listening

material or low motivation because the level of their listening proficiency
and the material is not balance, so they unconfident to enjoy themselves in
listening. Based on this background in this proposal, I want to see the
impact of Quipper toward listening comprhension on students who use it
and not.
The Impact of “Quipper school” as Teaching Media Toward English Listening
Comprehension Of Eleven Grade Students

1.2 Identification Of The Problem

The students rarely practice listening due to the lack of
listening material or there is no time to practice listening. Because of it
the vocabulary that the students learn from listening is low
1.3 Limitation of problem
The problems that I want to focus are the lack of practice and the lack
of material because quipper can cover the solution of the problems
1.4 Research Question
• Does “Quipper school” give Impacts toward English Listening
Comprehension of Eleven Grade students?

1.5 Objective Of The Research

To find out The Impact of “Quipper” Toward English Listening
comprehension Of eleven Grade Students

1.6 Hyphotesis
• “Quipper school” will gives Impacts toward English Listening
Comprehension of Eleven Grade students(H1)
• “Quipper school” will not give Impacts toward English Listening
Comprehension of Eleven Grade students(H0)

1.7 Significance Of The Research

• For teachers
This research will give the alternative privilege of teaching
methodology especially in using CALL and quipper.
• For students
Student can use quipper to enhancing their listening proficiency
with a lot of sources anytime and anywhere
.
The Impact of “Quipper school” as Teaching Media Toward English Listening
Comprehension Of Eleven Grade Students

1.8 Definition of Key Terms

• Quipper School is a web-based online learning website
and application that is originally developed by Quipper
Ltd. in London and available online at
http://school.quipper.com. QS has been widely used by
teachers and students around the world including those in
Indonesia.
• Heinich et al in Arsyads‟ book (2007), suggest that
teaching media is a media that carry messages or
information aimed at containing instructional or teaching
purposes.
• According to Rost.(1991) “Listening is an active process
requiring participation on the part of the listeners
• Listening comprehension divided into two
comprehension; Direct meaning comprehension means
the understanding of surface information and facts that
are explicitly stated in the input text. Some examples are
listening for gist, listening for main points, and listening
for specific information. Inferred meaning
comprehension includes implicit understanding and
drawing inferences from input texts
The Impact of “Quipper school” as Teaching Media Toward English Listening
Comprehension Of Eleven Grade Students

CHAPTER II

LITERATURE REVIEW

2.1 The Nature of Listening

Listening is the first language mode that children acquire. It provides a

foundation for all aspects of language and cognitive development, and it plays a
life-long role in the processes of learning and communication essential to
productive participation in life. A study by Wilt (in Hyslop and Tone: 1998) which
found that people listen 45 percent of the time they spend communicating, is still
widely cited? Wilt found that 30 percent of communication time was spent
speaking, 16 percent reading, and 9 percent writing. That finding confirmed what
Rankin had found (in Hyslop and Tone: 1998) that people spent 70 percent of
their waking time communicating and those three-fourths of this time were spent
listening and speaking. Listening is one of the most important language skills.

Feyten (in Vasiljevic: 2010) claims that more than 45% of

communicating time is spent listening, which clearly shows how
importantthisskill is in overall language ability. Listening is often erroneously
considered a passive skill. In fact, inorder to decode the message that the speaker
is delivering, the listener must actively contribute knowledge from both linguistic
and non-linguistic sources. This view of listening would involve the learner in
listening to the message, without paying attention to its component elements.
Listening to a language can he defined as the ability to receive and decode oral
communication by processing a language sample.
The Impact of “Quipper school” as Teaching Media Toward English Listening
Comprehension Of Eleven Grade Students

2.2 Listening Comprehension

Listening activities are designed to give the learner practice in identifying

correctly different sounds, sound-combinations and intonation patterns. As the
learners‟ proficiency increases, meaning based activities become more important.
Meanwhile, meaning based activities can be divided into two broad categories,
they are as follows: (1) activities that assess direct meaning comprehension and
(2) those that measure inferred meaning comprehension. Direct meaning
comprehension means the understanding of surface information and facts that are
explicitly stated in the input text. Some examples are listening for gist, listening
for main points, and listening for specific information. Inferred meaning
comprehension includes implicit understanding and drawing inferences from input
texts

2.3 Teaching Media

Learning is the activity or process of gaining knowledge or skill by

studying, practicing, experiencing something (the activity of someone who
learns). Learning is the development of new knowledge, skills, or attitudes as
an individual interacts with information and the environment (Smaldino
&Russell, 2005:06). According to UU RI No.20 (2003), learning is students‟
interaction process with a teacher and learns in the environment. While,
teaching is to give something by way of guiding and assisting the learning
activities to someone (student) in developing the intellectual
potential,(emotional and spiritual) so that these potentials to develop optimally
(Sulistyorini, 2009:33).

While, media comes from the Latin medius which literally means
middle, intermediate, or receiver ( Arsyad, 2008:03). A medium (plural, media)
is a means of communication and source of information. Derived from Latin
word, meaning “between” the term refers to anything that carries information
between a source and a receiver. Examples include video, television, diagrams,
printed materials, computer programs, and instructions. These are considered
instructional media when they provide message with an instructional purpose.
The Impact of “Quipper school” as Teaching Media Toward English Listening
Comprehension Of Eleven Grade Students

The purpose of media is to facilitate communication and learning (Smaldino

and Russell, 2005:09). Usman & Asnawir (2002:11) wrote in their book that,
Association for Education and Communication Technology (AECT,1977)
defines all forms of media that are used to process information distribution.
Meanwhile, according to NEA (National Education Association,1969) defined
as objects that can be manipulated, seen, heard, read or discussed along with
instruments to good use in teaching and learning activities, may effects the
effectiveness of the instructional program. According to United Nations
Educational, Scientific and Cultural Organization (UNESCO, 2006:07), Media
play an important part in the socialization of young people, a phenomenon
which has been gaining in momentum. Media is anything that can be used to
deliver a message from the sender to receiver so that it can stimulate the mind,
feelings, concerns and interests as well as the students‟ attention such that the
learning process occurs (Sadiman et al, 1986:07). Thus, from definition text
above, media is the plural of medium, or ways to communicate information.

According to Heinich et al in Arsyads‟ book (2007), suggest that

teaching media is a media that carry messages or information aimed at
containing instructional or teaching purposes. The use of media in teaching-
learning process is not a new thing. Many teachers know that media will be
helpful. Media give students something new, but not all of teachers know how
to implement it correctly, so sometimes media disturb learning process instead
of helping students in learning process. This situation causes a problem. The
use of media is questioning whether it really helps teaching-learning activities
or not. Thus, teaching media means something, event and people that is used to
send a message (materials) from the sender (teacher) to the receiver (students)
to the teaching and learning objective.
The Impact of “Quipper school” as Teaching Media Toward English Listening
Comprehension Of Eleven Grade Students

2.4 Characteristic of Teaching Media

Some of figures mentioned that characteristics of teaching

media as follow, Gerlach & Ely(1971) cited in Arsyad (2007:12) ,
mentioned that there are three characteristics of teaching media :

1. Fixative Property

These characteristics describe the media's ability to record, store,

preserve, and reconstruct an event or object. An event or object
can be sorted and rearranged with media such as photography,
video tape, audio tape, computer diskettes, and movies. An
object that has been photographed (recorded) by a camera or
video camera can easily be reproduced easily whenever required.
With this fixative property, allow the media to a recording of
events or objects that occur at a particular time are transported
without knowing the time. Example: photo, video and tape.

2. Manipulative Property

Transformation of an event or object is possible because the media

have a manipulative characteristic. Transform event faster or slower.
An example is video about butterfly metamorphosis.

3. Distributive Property

Distributive property of media enables an object or event is

presented to a large number of students with the same stimulus
relative experiences regarding the event it. Today, the media
distribution is not limited to one class or several classes at
schools in a particular area, but also the media for examples,
recording video, audio, computer diskettes can be spread to all
corners of the desired place anytime.

The characteristics of the above mentioned that the

characteristics of teaching media more specific. While, According
The Impact of “Quipper school” as Teaching Media Toward English Listening
Comprehension Of Eleven Grade Students

to Rudi Bretz (1977) in Usman and Asnawir‟s book (2002) means

that, the characteristics of teaching media on three basic elements,
namely sound, visual and motion. Visual form differentiated into
three forms, namely the visual image, the line (liner graphic) and
symbol. Besides, he also distinguishes media broadcasting
(transmission) and the recording media (recording), so there are
eight classifications media: audio-visual media motion, audio-
visual media silence, media Audio semi motion, media visual
motion, visual media silence, media visual motion spring, media
audio, and the print media.

Every figures different mentioned the characteristics of

teaching media based on their each opinion. But, the content is
almost same. While , According to Oemar Hamalik (1985) cited in
Usman and Asnawir (2002), the characteristics of teaching media
are: visual tools that can be seen for example filmstrip,
transparency, micro projection, whiteboards, bulletin boards,
pictures, illustration chart, charts, posters, maps and globes. And
then the tools are auditory or can only be heard, for example;
phonograph records, transcription electris, radio and recording on
a tape recorder. The tools that can be seen and heard, for example,
film and television, three-dimensional objects that are usually
performed, for example; models, specimens, sandbox, map
electris, a collection of dioramas. And the last is dramatization,
role play, socio dramas, puppetry, and so forth.
The Impact of “Quipper school” as Teaching Media Toward English Listening
Comprehension Of Eleven Grade Students

2.5 Quipper school

Quipper, also known as Quipper School, is a web-based online learning

application. It was originally developed by Quipper Ltd. located in London.
Quipper opens its representative offices in four countries, namely Japan, the
Philippines, Indonesia and Mexico.

Quipper has been used by millions of teachers and learners around the
world, including those in the Philippines, Indonesia, Thailand, Mexico, the United
Kingdom, India, Russia and Turkey. This may be why some languages available
on Quipper correspond to those countries, including English, Japanese, Filipino,
Bahasa Indonesia, Mexican-Spanish, and Thai.

Unlike other similar web-based learning management platforms such as

Moodle, Claroline, ATutor, Omeka and Docebo that need installation on an
existing hosting site (or a web server), Quipper provides teachers and students
with a ready-to-use web-based learning application. It also supports teachers via
virtual storage that allows them upload and keep their PowerPoint presentations,
PDF files, pictures and videos online. Furthermore, the storage helps teachers
maintain their teaching and learning activity records on the web server; thus, they
can monitor their students’ learning without encountering constraints of time and
place. It is interesting that the use of these facilities in Quipper is completely free,
although it requires registration.

Quipper School is a free online platform for teachers and students.

Quipper School consists of two parts: LINK for teachers, and LEARN for
students. Quipper School Link is where teachers manage their classes online and
check students' progress. The teachers can create educational content, send
assignments and practice examinations.

Quipper School Learn is where students study. It's packed with features
that make learning safe and fun. Students can work on specific topics proscribed
by their teachers or study any part of their curriculum independently. LEARN
rewards students with redeemable coins, allows them to customise their learning
environment, and check how their classmates are getting on on the Timeline.
The Impact of “Quipper school” as Teaching Media Toward English Listening
Comprehension Of Eleven Grade Students

2.6 How does Quipper School work?

Teachers recreate their real life classes online, set study tasks in the form
of bite-sized topics that help their students to progressively build knowledge, and
receive simple, digestible analytics pointing out their students' progress as they
work through the curriculum. Quipper School method works in three simple steps:

Step 1. Teacher set tasks online.

Step 2. Students complete their tasks, or work on any other part of the curriculum
independently.

Step 3.As students work, teachers instant feedback on student performance.

Source:https://help.quipper.com/en/article.groups/access-codes
The Impact of “Quipper school” as Teaching Media Toward English Listening
Comprehension Of Eleven Grade Students

2.7 Previous researches

Using Quipper As An Online Platform For Teaching And Learning

English As A Foreign Language By Herri Mulyono(2016) stated The evaluation
results from his research indicate that Quipper is affordable for use as an online
teaching and learning EFL platform. More importantly, it corresponds to the three
conditions of CALL pedagogy, thus making it a potential aid for activities used in
teaching and learning foreign language.

Quipper School And Its Effectiveness In The Academic Performance Of

Grade 8 Students In English Jonny Viray(2016) reveal that there is a significant
difference between the academic performances of the two groups indicating that
the Quipper School is effective in improving the academic performance of Grade
8 students in English. Additionally, after the treatment, the experimental group
assessed the feasibility of using the Quipper School in terms of access, cost, and
time to use. Respondents assessed that Quipper School is feasible to use.

Effects Of Quipper School Program Based On Local Contentsin Surat

Thani Province To Enhance English Listening Skill Of Matthayomsuksa V
Students1supawadee Bang, 2
Kanokkarnkittichartchaowalit, 3
jirasak
Saekhow(2016) found that, the efficiency of Quipper School Program based on
local contents in SuratThani province was at 80.12/82.88. The test scores in
English listening students’ ability after learning by using Quipper School Program
based on local contents in SuratThani province was significantly higher than
before at a .05 level.
The Impact of “Quipper school” as Teaching Media Toward English Listening
Comprehension Of Eleven Grade Students

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research method. It focuses the method used in

conducting this research which covers research design, population and sample,

research instrument, data collecting method and data analysis.

3.1 Research Design

Research is process that is the step combination that is done systematically

and logically to get the solution of the problems or to get the answer from the

certain question (Suryabarata : 2003).

Ary et al (2006 : 325) states “Experimental research design is to enable

researcher to estimate the effect of an experimental treatment”. Experimental

research can be done in the laboratory, in the class and in the field. In this

study, the experimental research is done in the class with taking students as

population. A researcher chooses the design to determine the validity of

conclusions can be drawn from the study.

According to Prasetyo (2008 : 160) there are many kinds of experimental

research design that is Classical experimental design, Pre experimental design

and Quasi experimental and special design. Experimental research is unique in

two very important respects. It is the only type of research that directly attempts

to influence a particular variable, and when properly applied, it is one or more

dependent variables. An experimental usually involves two groups of subject,

an experimental group and a comparison group, although it is possible to

conduct an experiment with one group. This study uses pre-experimental

The Impact of “Quipper school” as Teaching Media Toward English Listening
Comprehension Of Eleven Grade Students

design in the form of one- group Pretest- Posttest design using quantitative

approach. In Pre-test and Post-test group the observation do two times, before

giving treatment called Pre-test and after giving treatment called Post-test.

This study is classified as experimental design because it is little or no control

of extraneous variable. In the one-group Pretest-Posttest design, a single group

is measured or observed not only after being exposed to a treatment, but also

before,

A diagram of One-Group Pretest-Post test design:

Y1 X Y2

Pre-test Treatment Post test

(Independent variable) (Dependent variab

3.2 Subject of the researh

Fraenkel and Wallen (1993 : 79) stated that a population is the group to
which the results of the study are intended to apply. Kountour in Azib (2008 : 6)
stated that population is the large group about which the generalization is made. It
is defined as all members of any well-define class of people, events, or objects.
The population of my research are 240 eleven grade student

The sample of my research are 80 eleven grade students. Ary et al

(2006:167) stated that sampling is technique taking sample which give
opportunity for every element or population member to be chosen as sample.

In this study, the researcher used purposive sampling technique. Because

researcher want heterogeneity class that consists balance number between boys
and girs
The Impact of “Quipper school” as Teaching Media Toward English Listening
Comprehension Of Eleven Grade Students

3.3 Instrument

• Listening pre test

This test will be conducted to know the score before using Quipper
• Listening post test
This test will be conducted to see the result whether there are the impact
on listening comprehension of students after giving Quipper
• Validity of the instrument
The pre and post test can be from researcher that already verify by the
lecture or teacher or can be from the quipper school

3.4 Data Collection Technique

The research will used pretest and posttest, the tests will used to measure
students lisening comprehension before and after. The data collection involed
pretest manipulation with 80 participants. The subjects were assigned to do the
pretest listening before using Quipper School to measure English listening
comprehension.The experiment carried out in 4 week, one treatment will takes 45
minutes and in one week there are 2 treatment/meetings. In the last meetings
students will do the post test.
The Impact of “Quipper school” as Teaching Media Toward English Listening
Comprehension Of Eleven Grade Students

3.5 Research Procedure

 Collaborate to school person in charge in order to conduct the research

 Prepare the experimental and control class

 Prepare the pre test also post test

 Come to the experimental class and socialize about the research

 Conduct the listening pre test in experimental and control class

 Tell students in experimental class to join quipper and the group that
already made

 Meet the students in one weeks as two meetings. One meeting consist of
45 minutes

 After 4 weeks, do the listening post test in experimental and control class

 Analyze the data

The Impact of “Quipper school” as Teaching Media Toward English Listening
Comprehension Of Eleven Grade Students

3.6 Tecnique Of Analyzing Data

The data will be analyzed by using mean, percentage and t-test for dependent

In this research, the writer uses a quantitative data analysis technique. The

quantitative data of this research is analyzed by using statistical method.

The researcher in this research uses T-test as formulated below:

t = Md

∑ X2 d

N ( N – 1)

Notes :

t = t-test

Md = means of different pre-test and

post-test Xd = deviation in every subject (d –

Md)

∑x 2d = total of quadrate

deviation N = subject of sample

d.b = decide by N – I
The Impact of “Quipper school” as Teaching Media Toward English Listening
Comprehension Of Eleven Grade Students