CLASSROOM INTERACTION IN TEACHING ENGLISH USING QUIPPER SCHOOL AT VOCATIONAL HIGH SCHOOL 2 BUDURAN SIDOARJO.

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CLASSROOM INTERACTION IN TEACHING

ENGLISH USING QUIPPER SCHOOL AT

STATE VOCATIONAL HIGH SCHOOL 2

BUDURAN SIDOARJO

THESIS

Submitted in partial fulfillment of the requirement for the degree of Sarjana Pendidikan (S.Pd) in Teaching English

By

Siti Munawaroh

NIM D05212043

ENGLISH TEACHER EDUCATION DEPARTMENT

FACULTY OF EDUCATION AND TEACHER TRAINING

SUNAN AMPEL STATE ISLAMIC UNIVERSITY

SURABAYA

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EXAMINERS APPROVAL SHEET

This thesis by Siti Munawaroh entitled “Classroom Interaction in Teaching

English Using Quipper School at State Vocational High School 2 Buduran

Sidoarjo” has been examined on August 12th

, 2016 and approved by the Boards of Examiners.

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ABSTRACT

Munawaroh, Siti. 2016. Classroom Interaction in Teaching English Using Quipper School at Vocational High School 2 Buduran Sidoarjo. A thesis English Department, Faculty of Education and Teacher Training. Advisor: Sigit Pramono Jati, M.Pd.

Key Words: Classroom Interaction and Quipper School

Various media for teaching and learning have been developed and have been a popular issue, including media for teaching English. Regarding to this, technology and online or web-based learning take an important role in teaching and learning process. Using technology can be easier to get the latest information. This E-learning, Quipper School is for media to teach English. This research focuses on the classroom interaction in teaching English using Quipper School. The method of this research used descriptive qualitative. The researcher did the preliminary research and did the research. The researcher described the data and analyzed the data. From this research the researcher found that teacher’s talk occurred in teaching process in opening section, teaching explanation, assignment, and closing. Student’s talk occurred when one of students was asking, writing study note and answering the question. Also the pattern in classroom interaction using Quipper School is not always all the patterns are used. As the researcher found that in one teaching process there are three patterns, teacher – whole class and teacher – a student and student – student. The strength of using Quipper School is the students get award when the students have true answer. The weaknesses of Quipper School are the lesson difficult to understand, from students are having no internet connection and from school limit internet connection. The researcher concludes that Quipper School is good for teaching English. But, it is better used online class not in class.

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COVER SHEET ... i

APPROVAL SHEET ... ii

EXAMINERS APPROVAL SHEET ... iii

DEDICATION SHEET ... iv

ABSTRACT ... v

ACKNOWLEDGEMENT ... vi

MOTTO ... viii

PERNYATAAN KEASLIAN TULISAN ... ix

TABLE OF CONTENT ... x

LIST OF TABLE ... xii

LIST OF PICTURES ... xiii

LIST OF APPENDICES ... xiv

CHAPTER I ... 1

INTRODUCTION ... 1

A. Background of study ... 1

B. Research question... 5

C. Objective of study ... 5

D. Significance of study ... 6

E. Scope and limit of study ... 6

F. Definition of the key terms. ... 7

CHAPTER II ... 8

LITERATURE REVIEW... 8

A. Classroom Interaction ... 8

B. Quipper School ... 14

C. Previous Studies ... 23

CHAPTER III ... 27

RESEARCH METHOD ... 27

A. Research Design ... 27

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C. Data and Source of Data ... 28

D. Subject ... 30

E. Instruments ... 30

F. Data Analysis Technique ... 33

G. Checking Validity of Findings ... 34

H. Research Stages ... 34

CHAPTER IV ... 37

RESEARCH FINDING AND DISCUSSION ... 37

A. Research Finding ... 37

B. Discussion ... 46

CHAPTER V ... 57

CONCLUSION AND SUGGESTION ... 57

A. Conclusion ... 57

B. Suggestion ... 59

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CHAPTER I

INTRODUCTION

This chapter discusses the area of the study that explains the following headings. In addition this study explains the reason of this research and also has research question. This research also has the goal and the significance of study. The scope and limit of study also explained in this research and definition of the key terms explained the meaning of this research to avoid misunderstanding the reader.

A. Background of study

1 _{Solanki D. Shyamlee, M Phil.,”Use of Technology in English Language Teaching and}

Learning”.Journal of International Conference on Language, Medias and Culture. Vol. 33, 2012, 150-156.

Lisa Noor Ardhiani, education thesis: Analisis Faktor-Faktor Penerimaan Penggunaan Quipperschool.Com Dengan Menggunakan Pendekatan Technology Acceptance Model (Tam) Dan

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new knowledge of English using technology. One of the functions the technology is for education3. So, the students will be very interested to study English with the new thing. Besides, now technology is easy to find and it does not need much money for using this4. One of the advantages of technology in education is there are so many free E-books that can be downloaded and read complacently.

Related to education, teaching and learning English in class can be called classroom interaction. Classroom interaction is interaction between students and teacher everyday in class5. There are three topics for this research, pattern, aspect, and types pf classroom interaction. In teaching and learning, the teacher chooses pattern, aspect, and types based on the class what the teacher wants. The teacher used the typical classroom interaction for successable in teaching English. The implication for the classroom practice is that everything done in the classroom involves some kind of communication leading to the use of language6. In addition, classroom interaction will be helpful for language learner, because there will be speak and interact each other.

Theory Of Planned Behavior (Tpb) Di Sma Negeri 7 Yogyakarta. Yogyakarta: Universitas Negeri Yogyakarta, 2015.

Lisa Noor Ardhiani, education thesis: Analisis Faktor-Faktor Penerimaan Penggunaan Quipperschool.Com Dengan Menggunakan Pendekatan Technology Acceptance Model (Tam) Dan Theory Of Planned Behavior (Tpb) Di Sma Negeri 7 Yogyakarta. Yogyakarta: Universitas Negeri Yogyakarta, 2015.

Bc. Jan Bleha, Project of Public E-learning Portal. (Brno: Masaryk University, 2013), 1.

Siti nurmasitah, linguistic dissertation: Study of Classroom Interaction Characteristics In A Geography Class Conducted in English: The Case at Year Ten afo An Immersion Class In Sma N 2 Semarang. Semarang: Diponegoro University, 2010.

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Teaching and learning through Learning Management System (LMS) in Indonesia is getting develop as stated Lisa Noor Ardiyan LMS in Indonesia has been developed in school or another institute7. One of example LMS usage in Indonesia is Students in Vocational High School 2 Buduran, sidoarjo use LMS, Quipper school. Not only the students but also the teacher also uses this LSM for managing the class. From technology the students will be easier to find out any information and possibility to improve their comprehension in English8. Moreover, in this school always abreast of the developing technology because before using the Quipper School the teacher used the Edmodo for learning. According to the teacher this school is the first school that used Quipper School9. So that, using technology in learning process will get two advantages target knowledge and new knowledge of technology.

Technology in education that is used in this school is Quipper School. Quipper school is one of E-learning as the CEO of Quipper school, Masayuki Watanabe said that Quipper school is designed to empower teachers and students by supplementing traditional methods with a platform that’s powerful and exciting, but simple too10. Quipper School is one kind of open source E-learning. Using E-learning has three choices the first is developing E-learning, the second is buying the system of E-learning, and the last is

Lisa Noor Ardhiani, teacher thesis: “Analisis Faktor-Faktor Penerimaan Penggunaan Quipperschool.Com Dengan Menggunakan Pendekatan Technology Acceptance Model (Tam) Dan Theory Of Planned Behavior (Tpb)” (Yogyakarta: Universitas Negeri Yogyakarta, 2015).

Andrienne L Herrel and Michael Jordan, 50 strategies for teaching english Language Learners

(New Jersey: Pearson Education, 2008), 229.

Stating of the teacher English of X programming class at State Vocational High School 2 Buduran Sidoarjo.

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using open source E-learning11. In addition, Quipper School is open source E-learning that can make the teacher and the students are easier to access it.

In the fast-paced world of e-learning the available technologies to make a course exciting are always changing and course content should be updated quickly to give students the very latest information12. In Quipper school, the teacher uses immediately the material and quizzes. Interesting thing in this LMS is in the last of doing the assignment the student directly can look the score and reward from Quipper School system. Using Quipper School also has the easier way for teacher to deliver the lesson to the student. There are many things are to be compared between using technology and using traditional tool. According to Nasution, 2005 in Rizki Rahmawati, et. al said that using traditional tool has several deficient (1) need much money, (2) the students become passive student because they always receive the knowledge from the teacher without exploring their ideas, (3) the students have to manage their time for studying, (4) the students have mindset that the teacher is the best resource in any knowledge, (5) preparing the module in traditional teaching is difficult way and need much time, (6) need many things to prepare13. From that several deficient above, most of them are the teacher as the first subject in class. It is totally different when the class using technology, both of them between teacher and students will work together in

Rizky, Rachmawati, Sudiyanto, and Sri Sumaryati, ”keefektifan Penerapan E-learning Quipper

school pada pembelajaran akuntansi di SMA Negeri 2 Surakarta”. Journal of Tata Arta. Vol. 1(1), 2015, 6.

Epignosis LLC, E-learning concepts, trends, applications. California:USA, 2014, 7.

13 _{Rizki Rahmawati, Sudiyanto, dan Sri Sumaryati, “Keefektifan Penerapan ELearning Quipper}

School pada Pembelajaran Akuntansi di SMA Negeri 2 Surakarta”. Tata Arta UNS, Vol. 1, No. 1, Juli, 2015. 1-12.

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class. In addition, using technology is the best way for teacher to help the students understanding the lesson and practicing skill of English.

According to Bassma Basser Normass said in his journal using technology in learning second language is necessity. The result of his journal showed that the students prefer use technology, especially computer, for developing the student’s skill in English. It same as Bassma, according to Solanki said that technology pkays is very important role in English teaching. In Solanki’s journal is about analyzing the necessity of technology in teaching and learning and also found the solution of the problem while using technology. To making different, the researcher used classroom interaction while using e-learning.

Based on the popular issue in media for teaching and learning at state vocational high school and also using Quipper School as media e-learning. The researcher wanted to know the classroom interaction in teaching English using Quipper School at State Vocational High School 2 Buduran Sidoarjo.

B. Research Question

In relation to the background of the study previously outlined above, the problem of the study can be formulated as this following question:

How is the classroom interaction in teaching English using Quipper School English at state vocational high school 2 Buduran, Sidoarjo?

C. Objective of the Study

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The classroom interaction in teaching English using Quipper School English at state vocational high school 2 Buduran, Sidoarjo

D. Scope and Limit of Study

The scope of this study is media that the teacher used for teaching at Vocational High School Buduran, Sidoarjo. The teacher used Quipper School as a media in teaching English. The researcher wants to know how classroom interaction in teaching English using Quipper School and also the way the teacher deliver the material through this media.

The limitation of this study is the students of X programming class and consists of 38 students in a class. In programming class has goal for coding and designing. In coding, all the sentences are using English and the students can use the quipper school features as the inspiration of designing program. In addition, this research is very useful for the programming students.

E. Significance of The Study

1. The Teacher

From this research the teacher will know what aspect and pattern of classroom interaction, the teacher will have solution for reaching the goal in class in each meeting. The teacher also knows the weakness and the strength of this media, Quipper School. So, the teacher will have the solution to keep or leave. Also the teacher will find out the best way for decreasing the weakness and it can become motivation for the teacher.

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2. Further researcher

This research can motivate the next researcher to make a something new from this research and also this research will be used for one of references to further researcher. The reader will find something new from this research. There are a lot of topics that have not explained in this research yet. The further research is explained in chapter conclusion.

F. Definition in Key Terms

1. Classroom Interaction

Classroom interaction is the patterns of verbal and non-verbal communication and the types of social relationships which occur within classrooms14.

In this research the meaning of classroom interaction is the interaction class between teacher and student by using Quipper School.

2. Quipper school

Quipper School is a free online platform for teacher and students15. In this research quipper school is one of LMS that is used for teaching and learning. This is one of application for students to study, test, and exercises. For teacher, this application is for teaching, monitoring and manage the activity of the student.

Jack C. Richards and Richard W. Schmidt, Longman Dictionary of Language Teaching and Applied Linguistics (Harlow: Longman, 2010), 24.

https://help.quipper.com/en/article_groups/access-codes/articles/what-is-quipper-school accessed on 30 July 2016 at 05:42 am.

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CHAPTER II

LITERATURE REVIEW

This chapter discusses the area of the study that explains the theory of this research. The theory bellow will be used for consolidating the discussion. There will be three headings, classroom interaction will explain the theory of the main of this research and Quipper School will explain the theory of media in this research and the previous studies will explain the other different research with this research

A. Classroom Interaction

Classroom interaction is defined as the interaction between students and teacher in class while learning process1. The students and the teacher have to build the good classroom interaction, because the teacher and the students will meet every day as long as the learning process. The kind of classroom interaction is not only about lesson, but also discuss about the material that the students do not understand is the one of the example of classroom interaction. In addition, classroom interaction can be in the form of sending messages, receiving messages, interpreting messages, or negotiating meaning2.

In classroom interaction the teacher should be balanced all components in teaching, for instance syllabus, methods, atmosphere and the other things.

Sita Nurmasitah, linguistic Dissertation: “A Study Of Classroom Interaction Characteristics In A Geography Class Conducted In English: The Case At Year Ten Of An Immersion Class In SMAN 2 Semarang”. Semarang: Diponegoro University, 2010.

2 _{Siti Murtiningrum, English Language Studies thesis: “}

Classroom Interaction in English

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According to Rivers in Sita Nurmasitah thesis stated that teaching learning process should be considered all the components that are needed in learning process. The teacher should not focus in one media only and one method only, but the teacher should look for the most appropriate approach, design of materials, or set of procedures in a particular case3.

Interaction between the teacher and the students is not only verbal communication, non verbal communication may occur in classroom and also another possibility is the combinations of verbal and non verbal communication occur in classroom4. Between student and student also between teacher and student can make verbal communication in learning process speak each other and also non verbal communication while learning is from technology that used for media for instance doing assignment, discuss orally and message friends or teacher. Another definition of classroom interaction from Sinta Hoerun Nisa Interaction occurs as long as people are communicating each other and giving action and receiving the reaction in one another anywhere and anytime, including in the classroom setting. In addition, when teacher and students are in class automatically occur classroom interaction.

Technology also helps the teacher and students to communicate about learning English. At the beginning classroom activity until the end of activity between the students and the teacher interact each other about the lesson. The

Sita Nurmasitah, linguistc thesis: “A Study Of Classroom Interaction Characteristics In A Geography Class Conducted In English: The Case At Year Ten Of An Immersion Class In SMAN 2 Semarang”. Semarang: Diponegoro University, 2010.

4 _{Siti Murtiningrum, English Language Studies thesis: “}

Classroom Interaction in English

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teacher initiates with the whole group of students and with individuals, right from the beginning of a language class5.

1. Aspect of classroom interaction

According to Sinta Hoerun Nisa there are two aspects of

classroom interaction. The first is teacher’s talk and the second is

student’s talk. In each aspect there will be the categories that explained. The first is teacher’s talk; teacher talk is decisive and important, not only for the organization and for management of the classroom but also the process of the acquisition. Teacher’s talk has eleven categories and divided into two categories indirect and direct influence. Indirect influence means here an effect the learners to lead the warm of classroom atmosphere and try to break the ice in order to encourage them to participate and learn in classroom interaction. Direct influence means encouraging students to involve directly in the teaching and learning activity. There are six categories of indirect influence; deals with feeling praise or encourages, jokes, uses ideas of students, repeat the student response, and ask question. There are five categories of direct influence; giving information, corrects without rejection, gives direction, criticizes student behavior, and criticizes student response.

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Deals with feeling category is communicating with students based on the feeling of the students in past, present, or future. Interact between students and teacher depending on the feeling.

Praise or encourages category is praise the students still look at the situation the feeling of the students. Jokes category is the teacher include the joke in teaching process, joke is important in teaching process because it can avoid boring time in class. Uses ideas of students category is the teacher provide summarizing of student’s

opinion but still in class environment. It is not only the summarize ideas but also clarifying, interpreting and using the ideas. The point is the students still contribute in learning process. Repeat the students response category is repeat the exact word of the students after participating students. Asks questions category is the teacher ask questions that needs anticipated answer.

Giving information category is the teacher gives information to the students, fact, own opinion and ideas while learning process.

Corrects without rejection category is the category which the teacher correct the mistake’s students without bad judge. The teacher corrects the students with criticism thinking. Gives direction category is giving directions, requests or commands that students are expected to follow; directing various drills; facilitating whole class and small group activity. Criticizes student behavior category

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behavior. Criticizes student response category is the teacher will remind the incorrect answer of the students with acceptable communicating.

The second aspect is students talk; student’s talk can be defined as the initiating new topic, expressing new ideas, and developing opinion. Another definition is student’s talk means that the concentration of the students during the learn process. There are six categories; student response specific, student response open ended, silence, silence AV, confusion work oriented, and confusion non work oriented6.

Students’ response specific category is the student’s response of the teacher with specific and limited range of available or previously practiced answer. Student response open ended category

is the student’s opinion, ideas, reactions and feeling respond to the students. Silence category is pauses in interaction; also the period of pause here is verbal interaction. Silence AV category is silence in interaction during the use of Audio Visual, for instance tape recorder, record player, etc. Confusion work oriented category is there are many students who talk together so it cannot be recorded and also the students calling out impatiently to participate concerning with the task. Confusion work non oriented category is

Sinta Hoerun Nisa, thesis education: Classroom Interaction Analysis in The EFL Speaking Class. (Kuningan: University of Kuningan, 2004).

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same as the confusion work category but different in the students out of order ad also depend on the teacher wishes, not in the task. 2. Pattern in classroom interaction

Classroom interaction needs pattern for making the teacher success in reaching aim and goal of learning every day. There are many different patterns of classroom interaction. All the patters are same but the part of each expert is different. According to teaching English website there are three pattern of classroom interaction; teacher to a whole group and (teacher - students) and pair work (student - student) and group work (students - students)7. The teacher can change the pattern of classroom interaction to look for the best patter for reaching the goal and the aim of lesson. Furthermore the teacher decides the best pattern of classroom interaction.

The typical of classroom interaction can be reference of the teaching process. The teacher used the type of classroom interaction based on the type in classroom interaction and social learning book by Kristiina Kumpulainen and David Wray, there are two pattern classroom interaction8. The first is initiation, response, and feedback the second is initiation, response, and evaluation. Both are same, it is different only in feedback and evaluation. The meaning of the

https://www.teachingenglish.org.uk/article/interaction-patterns accessed on 18 august 2016 at 8:52pm

Kristiina Kumpulainen and David Wray, Classroom Interaction and Social Learning, (New York: Routledge Farmer, 2002), 56.

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first pattern is the teacher initiates to pose the discussion by question for the students and the students respond it after that the teacher gives the feedback for the students.

The teacher sometimes does the interaction to the whole class as the pattern classroom interaction according to Saket Raman Tiwari:

a) Teacher – class b) Teacher – sub group c) Teacher – individual d) Pupil – pupil9

According to M.L Tickoo there are four pattern of classroom interaction10; the first is the teacher interact with the whole class, the second is the teacher interacts with a group, a pair or an individual pupil, the third is pupils interact with each other: in group, in pairs, as individuals or as a class, and the last us pupils work with materials or aids and attempt the task once again individually, in groups and so on. In addition, all the opinions of classroom interaction have the same meaning of interact between students and teacher.

B. Quipper school

Media is one of the easier tools of teacher to deliver the material to the student. As Ahmad Syukron Amrullah summarized in his thesis that media

Saket Raman Tiwari, Teaching of English, (New Delhi, A.P.H. Publishing Corporation, 2009), 294.

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can be defined as mediator from the sender to receiver11. When teacher uses media for teaching, teacher has chosen the best way for teaching. In addition, teaching by using media can be easier reaching by the students.

Teacher is facilitator and motivator for the students. As the motivator because, the teacher uses media for making the students are happy and enjoy in learning12. When teacher uses media, the teacher will use two things in a meeting as a facilitator and as a motivator. So, the teacher will be helpful in teaching by using media.

E-learning is type of web media. E-learning is the most activity of LMS or it can be called that LMS is the backbone of E-learning activities13. There are many definitions of the expert about E-learning in journal of Joi L. Moore, Camille Dickson-Deane, and Krista Galyen said that the definition of e- learning is not certain14 because each expert said differently and has the own evidence.

According to Nichols (2003) in journal of Joi L. Moore, Camille Dickson-Deane, and Krista Galyen e-learning is technological tool that being accessible for example web-based, web-distributed, or web-capable15. The teacher and the students do not need meet each other in class only through computer and internet they will meet each other. In addition, e-learning is

11 _{Ahmad Syukron Amrullah, Teacher thesis: “}

Penerapan Teknologi Web Blog Sebagai Media Pembelajaran Alternativ Berbasis Web Pada Mata Pelajaran Sejarah Kebudayaan Islam Kelas Xii Di Madrasah Aliyah Yaumi Ringinharjo Gubug Grobogan Tahun 2010” (Semarang: Institut Agama Islam Negeri Walisongo, 2011).

12_{Ahmad Syukron Amrullah, Teacher thesis: “}

Penerapan Teknologi Web …….

Epignosis LLC, E-learning concepts, trends, applications. California:USA, 2014, 34.

Joi L. Moore, Camille Dickson-Deane, and Krista Galyen, “e-Learning, online learning, and distance learning environments: Are they the same?”. Journal of internet and higher education.

vol. 14, 129-135.

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electronic learning that learning through computer and internet without attend in class.

All the definitions are stated that e-learning is distance learning that the teacher and the students separate the time and place. But, according L. Sulistyo Basuki said that e learning is not only the distance and flexible learning but also can be used the face-face teaching16. Face-face teaching here means that the students and the teacher still use e-learning but in the same time and place.

Quipper school is one of the new media e-learning with open source. Since 2014 this media was launched and could be accessed by teacher and students17. Masayuki Watanabe as the CEO of Quipper school said that Quipper school is designed to empower teachers and students by supplementing traditional methods with a platform that’s powerful and exciting, but simple too18.

Another definition of Quipper school is a web-based online learning application; it was originally developed by Quipper LTD. Located in London19. Mostly, country in this world use quipper as media for learning. Including Indonesia, Philippines, Mexico, Japan, the United Kingdom, India,

L. Sulistyo Basuki., IT and education, the case study of e-learning in Indonesia, Jakarta: Universitas Indonesia.

Rizky, Rachmawati, Sudiyanto, and Sri Sumaryati, ”keefektifan Penerapan E-learning Quipper school pada pembelajaran akuntansi di SMA Negeri 2 Surakarta”. Journal of Tata Arta. Vol. 1(1), 2015, 1-12.

http://www.quipper.com/ accessed on 15 April 2016 at 06:33 am.

19_{Herri Mulyono, “}

Using Quipper As An Online Platform For Teaching and Learning English As A Foreign Language”. Journal of Teacing English with Technology, Vol. 16(1), 59-70.

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Russia and turkey those country use Quipper school20. The user doesn’t worry about the language because language in Quipper school is adjusted.

The features of Quipper school, the first thing that the students and teacher do, it should register or sign up. This application is very friendly and ready to use. The first will appear in new screen for new user. There are two portals for teacher and for students. The processes of registration or sign up are very easy and directly follow the instruction. If the teacher and the student have facebook accounts sign in with facebook or email.

Picture 1.1 Welcoming screen

In quipper school there are three main features “creation”, “assessment” and “learning”. “Creation” is for setting up the learning classroom, the material and the classroom participants. “Assessment” is the facilitating feature for teacher to give the assignment to the students. In this features the teacher can upload or use directly from quipper school. The teacher can also choose the curriculum that is used. The students can access those from

20_{Herri Mulyono, “}

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“Learning” feature. Quipper school provide the question mark for help

facility, this is for the teacher and the students who do not understand the function of each menu.

The features in Quipper school are divided into two roles, role for teacher and role for student. Each role has different main menu21.

Role Main menu Sub-menu

Teachers Overview Assignment Curriculum Message Manage Overview, performance Assignments, examinations Curriculum

Message (personal), announcement Students, groups, teachers

Students

Assignment Massages Study notes

To do, try it, mastered Messages, notices Study notes

Table 1.1 main menu and sub-menu of Quipper school Here are the explanations of the features teacher role:

a. Overview with submenu overview and performance, in this feature provide the brief information the active assignment that will be collected by the students.

b. Assignment with sub-menu assignment and examination, the teacher can create the question of examinations, share and monitor the progress of the students.

c. Curriculum feature, in this feature there are two options for the teacher regarding the materials. The teacher can use the material that the

21_{Herri Mulyono, “}

Using Quipper As An Online Platform For Teaching and Learning English As A Foreign Language”. Journal of Teacing English with Technology, Vol. 16(1), 59-70.

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Quipper school has provided or the teacher creates the material by the teacher.

d. Message with sub-menu message personal and announcement, in this feature has two functions. The first is message personal is for receive the message from the student. The second is announcement, the teacher allow send the information, announcement or note to all students.

e. Manage with submenu students, groups, teachers is to make a group which the teacher has the authority for make another groups.

Teacher role have many features. It is different with students’ role, because students’ role has limited features. There are only three features for the students, assignment, messages and study notes.

a. Assignment with sub-menu to do, try it and mastered, it is the menu for the assignment that the students have to do.

b. Massage with sub-menu message and notices it allows the students interact with friends and the teacher. It uses for the students who do not understand with the material or making discussion with friend no more than two students.

c. Study notes are for making personal note based on the material or assignment. In this features can only be accessed when the teacher provide it.

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1. The Strength of Quipper School

Every year the students in Indonesia show the interesting of using technology and also the responses are often strongly associated with their use in academic context22. In 2009, 88.9% of the students in Indonesia prefer take the course that is used learning management system23. Furthermore, the researcher assumes that the responses of the students while using Quipper school in class are very positive. The students are comfortable learning with technology and also prefer moderate the IT when comes to the class24.

The fact that today, the students are more immersing in technology and also the students are indicating to use technology inside class or outside class25. Most of the students like using digital for studying. Many schools also provide the things are needed in operating technology that makes the students easier to access the online class.

In ECAR books researched 2009 that the students are strongly associated with their use of and experience with technology26. The students do not need to study about the technology, because the students are already able operating the technology. The teacher also does not need to teach hard about the technology. The teacher directly continues to use the media.

Richard N Katz, The ECAR Study of undergraduate students and informations technology

(Educause:Colorado, 2009),16.

Richard N Katz, The ECAR Study of undergraduate ……12.

Richard N Katz, The ECAR Study of undergraduate ……21.

Richard N Katz, The ECAR Study of undergraduate ……30.

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The students respond depend on the strength of the things that the students related on. Not only the students but also the teacher has to consider the advantages the media used. Surely, quipper school has many advantages. Here are the advantages of quipper school according to Rachmawati, Rizky, Sudiyanto, and Sri Sumaryati: 1) It provides the material and exercises with the interesting display and understandable for students. 2) It provides all the material of Senior High School students with the curriculum needed. 3) It can monitor all the activities include the score of the students. 4) The students can review the material whenever and wherever they are. 5) Teacher and students can interact directly through the massage that provided by Quipper school. 6) It can change the passive students to be the active students. 7) It is easier, cheaper and simple27.

2. The Weakness of Quipper School

Every media that used by the teacher, there is the weakness and the strength. The teacher has to consider of both. Although technology is changing the style of learning process, there are still influenced some myths in Indonesia28. This is one of the obstacles of using media e-learning in e-learning process. The researcher assumes this myth is the obstacles of using e-learning as L. Sulistyo-Basuki said in his journal. There are 6 myths in Indonesia e-learning can directly deliver in

L. Sulistyo Basuki., IT and education, the case study of e-learning in Indonesia, Jakarta: Universitas Indonesia.

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face without digital, e-learning will isolate the students, e-learning needs the master from teacher and students, the teacher has to expert in IT, e-learning makes the students are uncontrolled, and e-e-learning is expensive learning. The myth of technology will balance with the human perception. The other obstacles faced to Indonesian students are low independence level, connection problem and difficulties in understanding the material29.From those obstacles can be divided into two major problems of using technology while learning. There are infrastructure problem and cultural problem. Infrastructure problem is the tool that is used for e-learning for instance the problem of connection, the quantity of computer and the knowledge of the technology is still minimize. The cultural problem is the willingness of the students or teacher in using technology for instance the enthusiastic of the students and the teacher so that can head off the learning process.

According to Richard N Katz, in the ECAR Study of undergraduate students and information technology book students write that the teacher had to have the experience of using technology or LMS in teaching online class, it is really handicap when the teacher does not really understand in online teaching30. Teacher has to understand the material before the student. Because, as a teacher could not ask the easy way to the student

Nawang Sari Adhiyanti Muljo Kusumo, Ferdinand Budi Kurniawan and Novita Ika Putri, “ E-learning Obstacles Faced by Indonesian Students”. Journal of the eight International Conference on E-learning for Knowledge Based Society. 2012.

Richard N Katz, The ECAR Study of undergraduate students and informations technology

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moreover about technology. The teacher has to prepare well before teaching in online class.

Beside the obstacles that faced by Indonesian students, there are several weaknesses by Bullen and Beam in Muhammad Yazdi’s journal argued there are eight weaknesses of e-learning.

a. E-learning can make less interaction between student and student.

b. It can make the students ignore the academic and social attitude. c. Process learning will incline in training than education.

d. The teacher will have added obligation, the teacher has to empower the material and also the technique of ICT.

e. The student who has no motivation for learning will be less motivation.

f. Limit internet signal.

g. Limit people who have the knowledge of technology. h. The language of computer is quite difficult31.

C. Previous studies

Here, the researcher reviews some researches which were related to this research, as follows:

There were some similar researches which had relationship with this research: The first study was in a form of journal and journal by Bassma Basheer Nomass entitled The Impact of Using Technology in Teaching

31 _{Mohammad Yazdi, “}

E-learning sebagai media pembelajaran interaktif berbasis teknologi informasi”. Journal ilmiah foristek. Vol. 2 (1), 143-152.

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English as a Second Language. This research has aim to highlight the role of using modern technology in teaching English as a second language. It discusses about the different approach and technique which can assist the students to improve skill of English. This research use case study for analyzing the data and have the result that most of the students use technology especially computer for developing second language skill. The result of this study is the students prefer to use technology, especially computers. In conclusion, different method for using technology in improving the four language skills has different impact in English learning32.

Another research was done by Solanki D. Shyamlee, M Phil in 2012. entitled Use of Technology in English Language Teaching and Learning. This research was aimed to analyze the necessity of multimedia technology to language teaching and also brings out the problems faced by using these technologies. The result of this research showed that technology played a very important role in English teaching. Moreover, using multimedia to create a context to teach English had its unique advantages33.

The third research was conducted by Lisa Noor Ardhiani in 2015. The title of this study was Analisis Faktor-Faktor Penerimaan Penggunaan Quipperschool.Com Dengan Menggunakan Pendekatan Technology Acceptance Model (TAM) Dan Theory Of Planned Behavior (TPB) di SMA 2 Yogyakarta. This study was discussed the combination of six constructs from

Bassma Basheer Nomass, The Impact of Using Technology in Teaching English as a Second Language, journal of English Language and Literature Studies, Vol. 3 no 1, 2013, 111-116.

Solanki D. Shyamlee, M Phil., Use of Technology in English Language Teaching and Learning,

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Technology Acceptance Model (TAM) and Theory of Planned Behavior (TPB) that were used to analyze quipperschool.com as eLearning technology used by State Senior High School 2 Surakarta. Then it was aimed to elaborate the relationship between the factors of the acceptance and the use of

quipperschool.com di SMA N 7 Yogyakarta. This study used explanatory research with the technique data analysis of PLS. The collected data was obtained from the students in eleventh grade of this school34.

The following research entitled Keefektifan Penerapan E-Learning-Quipper school Pada Pembelajaran Akuntansi Di Sma Negeri 2 Surakarta

conducted by Rizki Rahmawati, Sudiyanto and Sri Sumaryati. Thos research is aimed to know the effectiveness of applicable e-learning Quipperschool.com for learning accountancy at State Senior High School 2 Surakarta and to know the factors that supports and obstructs the effectiveness of applicable e-learning Quipperschool.com. The researcher in this study used experimental research through simple random sampling technique with the students in eleventh grade as the population. The result of

T-test in this research showed that Quipperschool is effective for media in learning accountancy35.

The fifth study conducted by Research by Paul Lam, Jack Lee, Mavis Chan & Carmel McNaught entitled Students’ use of e-learning strategies and

35 _{Rizki Rahmawati, Sudiyanto, dan Sri Sumaryati, “Keefektifan Penerapan ELearning Quipper}

School pada Pembelajaran Akuntansi di SMA Negeri 2 Surakarta”. Tata Arta UNS, Vol. 1, No. 1, Juli, 2015. 1-12.

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their perceptions of eLearning usefulness. This study was aimed to figure out

the students’ perceptions towards the use of technology for teaching and

learning and to highlight the students’ previous experience in using technology. The survey of this study showed that students who were more experienced in using technologies in their everyday lives were in general more positive about eLearning strategies. Most interestingly, the more experience the students had with eLearning strategies, the more positive they were towards eLearning as well.36.

Seeing from the studies that have been conducted before, the researcher concludes that all the previous studies have the similarity and different areas of study. Those previous studies could be the foundation of conducting this research. The previous studies mostly focus on the use and the effectiveness of Quipper School. Meanwhile in this research, the researcher focuses on the classroom interaction using Quipper School in teaching English. The difference from another study was the subject in this research is the vocational high school students.

Paul Lam, Jack Lee, Mavis Chan & Carmel McNaught, “Students’ use of eLearning strategies and their perceptions of eLearning usefulness”. Centre for Learning Enhancement And Research.

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CHAPTER III

RESEARCH METHOD

This chapter will clarify the description of the steps that are going to explain related to this research. The description of the steps are research design, setting of study, data and source data, the way for collecting the data is data collection technique and the tools for collecting the data is instruments, analyzing the data using data analysis technique, for making sure of this research using checking validity of findings, research stages for procedure of this research.

A. Research Design

In this research, the researcher utilized descriptive qualitative. Because, this research had a goal to describe the classroom interaction in teaching English using Quipper School English at state vocational high school 2 Buduran, Sidoarjo. This research needs to be completed and detailed information, analyzing is much needed and also interpreting the experiences while doing research1. In short, this research used descriptive qualitative.

In this research, the researcher described the classroom interaction in teaching English using Quipper School. Specifically, the points of classroom interaction are the aspect and the pattern of classroom interaction. The researcher collected the data and analyzed the data using qualitative method by describing the data. The procedure used the qualitative analysis procedure.

Stuart MacDonald & Nicola Headlam, Research Methods Handbook Introductory guide to research methods for social research (Manchester:CLES, 2014), 8.

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The aim of this research is completed, detailed description of what is observed2.

B. Setting of Study

This research conducted in state of vocational high school 2 Buduran, Sidoarjo. This school is in Jenggolo street number 02 Siwalanpanji, Sidoarjo. The researcher chose this school because this school has a different media for teaching English and the researcher was interested to know more about the technology that is used in this school. For making different with the other schools is the teacher of this school is using Quipper School for delivering the material. The teacher also follows the developing era in technology. The teacher uses this application from 2015 up to now. Furthermore, the researcher is very interested to do research in this school.

C. Data and source of data

1. Types of Data

There are two types of collected data in this research, they are: a. Primary Data

Interview the teacher became the primary data. The researcher gave the teacher some questions about classroom interaction using Quipper school in learning process. The teacher was not given the questionnaire, because the teacher got the question while doing interview. The second of primary data was questionnaire for the students only. These questionnaires were about the obstacles and

Stuart MacDonald & Nicola Headlam, Research Methods Handbook Introductory guide to research methods for social research (Manchester:CLES, 2014), 20.

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responses of using Quipper school as media learning. These questionnaires would be analyzed to answer the research question number 2 and 3.

b. Secondary Data

Video, transcript grades and screenshot of quipper school screen became secondary data of this research. They were needed for analyzing which collected by researcher. Video, the researcher decided the aspect and the pattern of classroom interaction between students and teacher using Quipper School. Transcript grade, the researcher wants to know the grade of the students and make a conclusion from the grade and also from the screenshot the researcher wants to know the classroom interaction between students and teacher.

2. Source of Data

The source of data in this research was the teacher and the student of using this application. The teacher was from English lesson. The students were from X class in RPL or programming major. There were 38 students In this case, the researcher researched the classroom interaction of this application in class, especially in English learning. There were only a teacher who will get interview and the students of a class who got the questionnaire.

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D. Data collection technique

In this research, the data collected through interview, questionnaire and document study. Before doing this research, the researcher did the preliminary research. The researcher asked simple questions for the teacher to support what is going to use in this research. The researcher also asked the reason of the teacher used technology as media and explore the ideas through the teacher. Creswell said that various ways in collecting data are included into qualitative method, those are: researcher can collect information through unstructured or semi-structured observations, interviews, documents, and audio-visual recorded information. He also suggested not to doing random sampling or selection of a large number of participants3.

Specifically, in this study, the data is collected from the students and the teacher English programming major.. The first data in this research will be obtained from the result of the analysis in which related to the theory as explained in the review of related literature.

E. Instruments

1. The main instrument

The main instrument in this research is the researcher. The researcher collected the data from teacher and students. The researcher analyzed the point of classroom interaction from the data.

2. Instrument tools

There are three instrument tools for collecting the data:

John W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 3rd edition (Los Angeles: SAGE Publications Inc., 2009), p. 145

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a. Interview guidelines

Interview guidelines are questions for the subject of this research and this is often used to obtain the subject perception and attitudes of the issues. The methods are highly structured, formal interview, taped, and transcribed. In this researcher, the researcher used interview style semi-structured. From this style the researcher developed the ideas from the subject.

Analyzing the interview data used two key ways. The first is thematic generation is describe the perspective of the subject and make the conclusion. The second is citation is directly quote the subject’s sentences. In this case the researcher should directly write the name of the subject4. The researcher used both of two ways to answer the research question number 1 the classroom interaction to teach English.

b. Questionnaires

Questionnaire is question for the subject to gather the information or survey and analyze to find the result of qualitative data5. Questionnaires used to measure the data that produced the greater result which expected by the researcher. In questionnaire, there were several things that should consider population, sampling, format, questions and administration from that the researcher got detailed information. The researcher used questionnaire to answer number two

Stuart MacDonald & Nicola Headlam, Research Methods Handbook Introductory guide to research methods for social research (Manchester:CLES, 2014), 43.

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and three research question; the obstacles and the responses during the use of Quipper School.

There are many ways for questionnaire. It can be by phone, a paper, or email6. According to C.R Kothari, questionnaire is form of questions that can be typed and can be printed7. Typed is from website and fill through open the website. Printed is paper printed and directly fill on the spot. In this research, the researcher used printed paper for giving the questionnaire. The subject of this research directly filled the questionnaire.

There are two kinds of questionnaire; open and close questionnaire8. The researcher used both, because the subject chose and answered the question, because several questions there were reason for consolidating the answer. After collecting the data from the questionnaire the researcher used the table or diagram to make a conclusion. After making the table or diagram based on the questionnaire, the researcher described it.

c. Document study

Document study is the record or history of the data that the research will analyze. The example of document study is screen shoot of the page that the researcher needs. The researcher took the screen shoot

Stuart MacDonald & Nicola Headlam, Research Methods Handbook Introductory guide to research methods for social research (Manchester:CLES, 2014), 37.

C.R Kothari, Research Methodology methods and techniques second edition, (new age international publisher:New Delhi, 2004), 100.

Mohammad Adnan Latief, Tanya Jawab Metode Penelitian Pembelajaran Bahasa, (Malang:UM Press, 2010), 152.

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from the teacher account of Quipper school. The researcher took a look the assignment menu, the comment, and the grade of the students. This instrument is for answering research question number 1 the classroom interaction in teaching English.

F. Data Analysis Technique

Data analysis is to look for the result and how the researcher processes the data from transcript of the interview, the document study, and the questionnaire. That is guided by the researcher for adding the understanding and reporting the research to another people. The researcher combined all the research process to answer the research question and find the result of this research.

Data analysis is the most important part of this research, because from data analyzed the researcher got the conclusion or the result of research. There were three ways for getting the conclusion or the result the first is reducing the data, presenting the data, verifying the data9.

1. Reducing the data

After collecting the data, the researcher selected the most important information. It can be called the choosing process. In this process the researcher focused on making summary the data that got when did research. Reducing the data will go on until the end of the date research. 2. Presentation the data

Mattew B. Milles, and A. Michael Huberman, Analisis Data Kualitatif (Jakarta:Universitas Indonesia, 2007), 18.

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In this step the researcher will present the data with matrix, graphic, table or chart. The function of this way is for connecting the information and knowing what goes on in that research. In addition, the researcher will be easier to describe and make the conclusion of the research.

3. Verifying the data

In the last step the researcher will find the conclusion of this research. Verifying the data will go while doing the research. The researcher did the discussion with friends and explored the ideas. To sum up, the researcher has to examine the validity of data and look for the correct conclusion.

G. Checking Validity of Findings

After analyzing the data, the researcher checked the validity of finding. This research used the theory or did not use it. The function of checking validity is for making sure of the absolute this research. Creswell also revealed that using a single method can never adequately shed light on a phenomenon; therefore multiple methods or techniques are needed in order to get deeper understanding10.

H. Research Stages

The process of this study will be done as these following stages: 1. Take a preliminary research

John W. Creswell, Qualitative Inquiry and Research Design Choosing Among Five Traditions

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State Vocational High School 2 Buduran Sidoarjo used Quipper School since 2015. The preliminary research was done by researcher. The researcher asked about the use of Quipper School in teaching English. The researcher took the conclusion of preliminary research which the teacher do not know what classroom interaction was used by teacher. So, the researcher took the classroom interaction topic.

2. Decide the research design

The researcher decided what the good title for this research. After that the researcher continued making research question. While making research question, the researcher thought the research design. After making research question, making outline of this research and decided the best research design.

3. Conduct the research: a. Collecting data

The researcher collected the document from teacher English using Quipper School. The researcher used in programming major, the researcher collected the data and begun to analyze the data.

b. Analyzing the data

The researcher analyzing the data that has been collected based on the theory in chapter II. For analyzing this data, the researcher used two books from Amy B.M. Tsui Introducing Classroom Interaction and Kristina Kumpulainen Classroom Interaction and Social Learning. Furthermore, the researcher analyzed the aspect and the pattern of

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classroom interaction based on that book and also the weaknesses and the strength using Quipper School for learning English.

c. Interviewing subject and Giving questionnaire

The researcher interviewed the teacher only for supporting the result of analyzing the data that used theory in chapter II. Also the researcher gave the questionnaire for the students to complete the data of weaknesses and strength of using Quipper School.

d. Combining the first data and the result of interview

The result of the document, interview, and questionnaire are combined. After relating the analysis of students’ work and the theory in chapter II, which are also supported by the subjects’ explanation through interview and questionnaire, the researcher will explain the research finding in discussion section based on the theory.

e. Concluding the result of the research

After all the data have been analyzed, the researcher conclude the result and finding in chapter V and gave the suggestion for the next researcher.

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CHAPTER IV

RESEARCH FINDING AND DISCUSSION

This chapter focuses on presenting the research finding on the basis of the result of the data analysis. In other words, it presents the result of the classroom interaction in teaching English using Quipper School in the aspect and the pattern analysis. Also the result of the weaknesses the classroom interaction in teaching English using Quipper School, the strength of the classroom interaction in teaching English using Quipper School and the last is discussion.

A. Research Finding

1. Quipper School in Teaching English

The learning process of teaching English using Quipper School conducted in class. State Vocational High School has the room is used for online class, SAS (Self Assess Room). The tools for online class are

provided in this room. As the teacher said that “Accidentally itu I the second in class eee in SMK accidentally has room eee room which the name SAS (Self Access Study) there has facilitation with internet yak an... and that until eee I bring children over there finish so not ee... sometimes if for example the internet trouble he uses ee sorry if for example their handphone does not use internet eeee can bring to SAS”. There are only twenty computers, sometimes the teacher asked the student to open hand

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phone for online. Sometimes, the teacher decided two sections twenty students first and then eighteen students.

Quipper School is used as media in every meeting for teaching English. Because, Quipper School is applied in education world as the teacher said. The first step in teaching English, the teacher opened the class and the students responded. The teacher said “assalamualaikum warahmatullahi wabarakatuh good morning students” and the responses

of the students “waalikum salam warahmatullahiwabarakatuh good morning miss”. The teacher continues to talk about what the lesson for today. The teacher did the opening session as usual. After ten minutes, the students directly get along with the Quipper School and continue from previous lesson. In several times, the students asked the lesson which the

students do not understand. “Excuse me miss, I do not understand what

is… emm in the first meeting what is that mean?” and the teacher

answered “The first meeting here, eee… when you do not know that person ora kenal ngunu lho nak hehehe” “ohhhh yes miss, thank you”

“any other question?” “no miss”.

Then the teacher continued with her laptop and also the students. That activity between teacher and students, the researcher found only in several times. After read the lesson, the students can write study notes in their account and after that the students answered the questions. In this session, the students did the interaction between student and student. The students discussed about the lesson. When the students get the right answer directly

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get reward from Quipper School account. “have you answered the question

number 2?” “not yet, oh my god! I get the right answer yeeeee…””oh noooo… I wrong…. eeeerrrrgghhh” after that come back to computer

again.

After answering the question, the lesson is finished. The teacher gave the assignment to the students. The teacher directly dragged and uploaded the assignment from create new assignment button, because it has provided by Quipper School. The last session, the teacher only finished the class by saying “ok my students, thank you for your participant, don’t forget to the assignment and ee… the last I say wassalamualaikum warahmatullahi wabarokatuh” “waalaikum salam warahmatullahi wabaraktuh”.

From the transcript of the lesson process above, it can be figure out that oral communication dominated the process and the classroom interaction did not occur in all classroom activity. The teacher used Quipper School for giving the assignment, the examination and also giving the lesson to the students and answering the question if there is the student who asks about the lesson.

The interaction from teacher found in Quipper School when the teacher gave the lesson, give the assignment and give the examination.

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The teacher gave the lesson to the students. Personal Information theme, this is one of the examples of the data. There is no comment, if the students need more explanation the students asked to the teacher or browsing. The students can directly practice their English language to the teacher orally.

The teacher created new assignment for the students only dragged and uploaded. The teacher also uploaded the examination for the students

Picture 4.2 Assignment Picture 4.1 Lesson to the student

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through examination button. The assignment and examination has the same due date, a week. There is submitted button is for monitoring the students who has collected the assignment.

The classroom interaction from students found in Quipper School when the students wrote the study note and answered the questions and also the time when students work the assignment.

The students can write the note for asking to the teacher. That is for the example and this is for making easy to the students, because the students will always remember the note and it will not lose.

Picture 4.4 Questions for the students Picture 4.3 Study Note

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This is the example of question for the students. The students interact with the teacher through the value of these questions. Each lesson has ten questions. When the students get the wrong or the right answer, there was a sign for making the students enjoy and happy.

The student who has done and who has not done and who is working this is the example of classroom interaction between students and teacher. The assignment and the examination have the same due date, a week. In that picture, each assignment the teacher knows that how many students who did the assignment. Sent to button means that the assignment was successfully delivered to all the students. By click assignment, the teacher will know who student has submitted, who students are in progress, and who students do not started.

As the teacher said in interview that “eee.. there is assignment mbak in

there (Quipper School) and it is automatically if ee… semesteran the

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questions send from Quipper School and there is timing for example…

iyes the due date itu when there is expired if over from expired. The question cannot be opened” for each assignment has the due date and after due date is over, it cannot be opened. So, the students have to update or open every day to check the assignment as well.

The score in each assignment can be downloaded directly in the download button. The teacher can directly see the score and know the score detailed. There is the date, the topic, the average score, the students who have submitted, and the score each student. After assignment, there is curriculum. In this menu the teacher can choose what the teacher wants. For instance, the teacher will teach in class X programming the teacher directly choose the class and choose the curriculum there is KTSP and K-13. The teacher chooses the curriculum K-13, themes and topics appear automatically.

There is a special button in Quipper School, manage menu this menu is only class code and the name of the students and group. As the teacher

said “if for example open password manage class in me it can be, forget

password and then report to me, what is your name and then I reset”. So, when the students forget the password the teacher can manage it in manage menu.

2. Interview

There are seven questions about the opinion of the teacher of using Quipper School and the obstacle as weaknesses and also how the ability of

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the students of programming major. The teacher stated that use Quipper School since 2015. The teacher knew Quipper School from media social.

“e... I, coming across there, there ...through medsos mbak” the teacher said

that “Start from fresh new lesson..” the teacher used Quipper School. When the researcher asked about how the teacher used Quipper School in teaching learning, the teacher said that “Accidentally if for example, that children kan usually handphone is forbidden” “Lah if this kan

handphone is allowed I open ee but with note I have I control as long as this there connect with lesson, lesson with my pleasure aja and then children Alhamdulillah also they keep ethic, if for example in class in time lesson it must be they use handphone there connect with lesson accidentally not sit teach kan have to control I have to look around, so they

insyaallah do not, do not misapply to be worry is misapply”. In that

answered stated that the students also allow open handphone for online Quipper School.

Sometimes, the teacher used paper test in doing examination. As the

teacher said that “Beside that I also arrange.. not arrange exercise or

examination through Quipper School I still in paper test and then there is.. ee.. if for example anu I homework through email, because this is remedial

remedial I through email”.

The response of the students of using Quipper school is very happy as the teacher said “Ya very happy mbak, here almost many percents using all Quipper School accidentally our English teacher using Quipper School”.

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The obstacle as the weaknesses of using Quipper School as the teacher

said “Eee internte if for example but the obstacles insyaallah I can handle this if for example they if in hime this is outdoor kan, finish outdoor kan itu not have internet like that but if I still say loh I give you facility, the facility school, SAS. Like that if you are diligent you if for example there is free time you have to go to SAS if you feel have no internet sorry I do not connect internet like that ya there is the obstacle but the small obstacle and solved when in school, school lo mbak give facility SAS in each room there is internet connection”. The opinion of the student’s ability is stated

“There is but only 1 2 ee often happen and then finally they... forget password mem... hehehe yes so not they do not... unfamiliar...but after they automaticlt they are familiar also happen because they forget password not onece twice hehehe” in short, not all of the students are able in technology. The students are only rarely used in technology.

3. Questionnaire

There are 13 questions for students about the opinion of skill level, the

obstacles, skill of teachers, student’s personality, the experience of the

students, and opinion of the usage Quipper School.

The question about the skill level e-learning of programming students, the result showed that 46% of 38 students are answered very skilled in using Quipper School while learning English. 33% fairy skilled and 21% expert in using Quipper School, from this question showed that in

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programming class was very skilled using Quipper School as media learning and there was no obstacles in skill of the students.

In this part the students prefer join courses that use information is extensively. There are 48% of 38 students that chose courses used technology extensively. There is the quite different with courses that use a moderate level of information technology. It is 26% of 38 students. Mostly the students prefer using technology in class while learning.

In this part, the students had to choose very negative, negative, neutral, positive or very positive in experience using course or learning management system (Quipper School, edmodo, schoology, etc. 23 of 38 students have the experience of using learning management system positive response. For about 60% students have positive response in Quipper School for learning English.

In this part, the students had to be honest for describing the student’s

personality. In programming class, 58% of 38 students use new technologies when most people know do. 26% of 38 students like new technologies and use them before most people know.

B. Discussion

1. Quipper School in Teaching English

After analyzing the research finding from Quipper School in teaching English, interview and questionnaire about classroom interaction, it is only a research question that to be answered. In this research, the researcher analyzed a meeting of video about personal information.

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Furthermore, the teaching process in Quipper School was only at the time in video. The point of classroom interaction in teaching English using Quipper School is described in two points, the first point is the aspect in classroom interaction and the second is the pattern of classroom interaction.

The first point in this research is to reveal the fact of aspect in classroom interaction in X programming class. There are two aspects,

teacher’s talk and student’s talk. In this research, teacher’s talk occurred only in opening and closing session and also the teacher’s answer if the

students ask the question. In Quipper School teachers talk only in giving lesson and giving assignment and examination. Teacher talk is decisive and important, not only for the organization and for management of the classroom but also the process of the acquisition1. The process acquisition

occurs in teacher’s talk in giving the lesson, assignment and examination.

Furthermore it can be in orally communication; furthermore the teacher does not interact much with the students.

Sinta Hoerun Nisa, thesis education: Classroom Interaction Analysis in The EFL Speaking Class. (Kuningan: University of Kuningan, 2004).

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CHAPTER V

CONCLUSION AND SUGGESTION

This chapter discusses the area of the study that explains the following headings. There are two headings, it is from all the findings and discussions will conclude by researcher in conclusion sub heading. The researcher also gives the suggestion for the next researcher and the teacher English in conclusion sub heading.

A. Conclusion

The researcher has analyzed and found the result of this research. This research has one research question. The researcher found the point in classroom interaction using Quipper School in teaching English at State Vocational High School, especially X programming class. There are two points in classroom interaction, aspect and pattern. Also, the researcher added the information about the strengths and the weaknesses using Quipper School in teaching English.

Aspects of classroom interaction in teaching process consist of two

aspects; those are teacher’s talk and student’s talk. Teacher’s talk occurred in

teaching process in opening section, teaching explanation, assignment, and closing. 60% of the whole teaching process was dominated by teacher’s talk.

Student’s talk occurred when one of students was asking, writing study note

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always unspoken and in online way through Quipper School; but the oral explanation and exploration from the teacher are also needed for the students.

Another conclusion from this research is the patterns in classroom interaction using Quipper School in teaching English at State Vocational High School 2 Buduran Sidoarjo especially in X programming class. It is concluded that in teaching process by the teacher is not always all the patterns are used. Each teaching process it can be three or two patterns. As the researcher found that in one teaching process there are three patterns, teacher

– whole class and teacher – a student and student – student. Teacher – group there is not found in one teaching process. Furthermore, one meeting can have different pattern in classroom interaction.

The strength of using Quipper School is the responses of the students are positive or good. There are many reasons of the students respond positively. One of the reason is Quipper School is more gratifying LMS than others because, there is award when the students get true answer.

The weakness of using Quipper School is about the obstacles to teach English, based on the questionnaire and the interview the researcher can conclude there are three obstacles from three aspects the first was from the school and the second was from the teacher and the last was from the students. Internet connection was the obstacle from the school, lesson difficult to understand was the obstacles from the teacher, and limit of tool for online was the obstacles from the students. With the note, all that obstacles are solved by the teacher.

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B. Suggestion

This research has many weaknesses and it needs many suggestions for the reader, for further research the researcher has some ideas for another research and another inspiration.

1. Suggestion for the teacher

The result of the research indicate that the classroom interaction between the teacher and the students are only in giving lesson, giving assignment, taking note, giving score and receive score. The researcher suggests, if the teacher use video online for adding lesson in Quipper School and another flash media. In Quipper School there is menu for uploading the movie clip or video. So, the class will be alive and more interesting.

Another suggestion for the teacher who has not used Quipper School is better for the teacher used Quipper School only in online learning. Quipper School will be not useless. Quipper School is one of online class, it is really better when the class really online class.

2. Suggestion for the next researcher.

There are a lot of topics that have not been revealed in Quipper School. This research focused in classroom interaction, obstacles, and responses in Quipper School. Other researcher can carry out research in comparing the lesson in Quipper School with K-13 book and the deep research in Quipper School software. Hopefully, the result of this research can become the inspiration for the next researcher.

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http://www.quipper.com/ accessed in 15 April 2016 at 06:33 am.

https://help.quipper.com/en/article_groups/access-codes/articles/what-is-quipper-school accessed on 30 July 2016 at 05:42 am.

https://www.teachingenglish.org.uk/article/interaction-patterns accessed on 18

CLASSROOM INTERACTION IN TEACHING ENGLISH USING QUIPPER SCHOOL AT VOCATIONAL HIGH SCHOOL 2 BUDURAN SIDOARJO.