Ethno Essay - QUIPPER SCHOOL AND MICROSOFT TEAMS - BASED LEARNING MATERIAL IN ENGLISH CLASS

QUIPPER SCHOOL AND MICROSOFT TEAMS -BASED
LEARNING MATERIAL IN ENGLISH CLASS: STUDENTS’

PERCEPTIONS (Study Case Taken from Saint Peter’s Junior High
School)
Irma Rasita Gloria Barus

Vocational School - IPB University
irmargbarus@gmail.com
Marudut Bernadtua Simanjuntak

Saint Peter’s School
bernadmarudut@gmail.com
Abstract
The aim of this study is to explore the students’ perception of the use of Quipper School And
Microsoft Teams -based learning in English class which was taken at Saint Peter’s Junior
High School, Jakarta. This study was researched and analyzed for the application of the
online learning system applied by the teachers as the authors of this paper. Data were
collected and processed from a questionnaire on student perceptions of the implementation of
Likert scale-based learning. The scoring system is recommended and points are not
recommended. The data were analyzed descriptively by using a table of percentage scores
from 1-100 which was intended for students' points of view or opinions. The results of this
study which focused on learning materials in English classes proved that students agreed that
this based learning was effective to be applied and used. The average perception score is 92
as indicated by the seven product components (convenience, content, efficient use, language,
clarity, collaborative use, and enjoyment of use).
Keywords: Quipper School, Microsoft Teams, Students’ Perception, Jakarta, Based Learning
Material
A. INTRODUCTION
During the learning period of this pandemic, the use of technology has become a
necessity for use in science at almost all levels of education. In addition to being able to
understand the learning process well, teachers can also make teaching easier. While of course
face-to-face or conventional learning cannot be compared with the use of educational
applications, the use of educational media can be very helpful and improve learning
outcomes. Until the last two years, there have been many technology-based learning
applications such as blogs, podcasts, instant messaging, online social communities, online
video sharing, online videoconferencing and audio tools that strongly support the online
learning process. According to Zubaidah (2016), the issue of promoting online learning is the
application of technology-based learning, which can contribute to the teaching and learning
process in recent years. While it remains in the calculations that parent-teacher coordination
is important, students can choose flexible times and where they study and repeat after regular
online lessons in the morning. To support this opinion, Wannapiroon (2012) argues that
students in the application can share ideas, exchange materials, discuss learning topics, and
develop their own knowledge.
Quipper School is a learning application managed by an educational technology

company that provides online learning system facilities. Currently Quipper has operations in
many countries such as Indonesia, Japan, the Philippines, and Mexico. Quipper is an
educational technology company that has the goal of bringing the best education to all
corners of the world and aims to be part of the education ecosystem in Indonesia that has the
goal of providing, improving, and distributing quality education through technology to create
a world where every child is given equal opportunities. together to learn and gain knowledge,
especially during this pandemic. This service makes the user requires the user to provide an
email to register for the service. In educational use, this application is for shared use, also
applies to the use of a group named class specified quipper class. To adapt to the application
of this application, teachers are also using Microsoft Teams to validate based learning goes
very well. Microsoft Teams is a unified communication and collaboration platform that
combines the features of work conversations, video meetings, file storage (including
collaboration on files), and application integration. This app integrates with Office 365
subscriptions and can also be integrated with products other than those made by Microsoft.
These two applications have become part of the Indonesian education ecosystem by
providing, improving, and distributing quality education for teachers and students.
In Jakarta, especially the Kelapa Gading area, there are many schools and educational
institutions equipped with online libraries and adequate computer laboratories. To maximize
these facilities, these schools, especially cooperative schools, often use reliable applications
that have been proven effective in several schools. Some schools, especially those with
higher education systems that use additional curricula outside the National Curriculum for
higher education, often enrich the application of learning with multi-media learning,
especially online learning. These schools often use books and literacy from IB Press, Oxford,
and Cambridge University Press which have been recognized by many schools around the
world. In addition, because these schools are required to use online assessments as one of the
assessment evaluations outside of regular exams, they also use literacy from well-known
publications as a guide in learning. The advantage of the application of this application is not
only to increase interest in learning but also to increase the ability to imagine and freedom of
expression. One of the schools that supports this research is Saint Peter's School, where the
school implements a regular learning system and also uses an online-based learning system as
learning support so that the ease of application of online media can be effectively applied. To
ensure the effectiveness and efficiency of the implementation, this research will focus on the
perceptions of students who will be assessed or recorded in the questionnaire.
By filling out the questionnaire, researchers can see that the role of the two
applications is very necessary for students. However, before conducting research on how to
improve students' learning processes through social media, researchers must first know
students' perspectives on social media in the classroom. Alnujaidi (2017) assumes that
perception is an external factor that focuses on a person's perspective, understanding, belief,
and reaction to learning innovation. By considering these assumptions, this study aims to
describe students' perspectives on the application of Quipper School and Microsoft Teams in
the language learning process.
To learn about students' views on the use of Quipper School and Microsoft Teams-
based educational materials in English lessons, researchers sent out questionnaires to
students. in the form of Google online forms. Data were analyzed using the Likert scale. This
is indicated by the percentage of questionnaires from 114 students. Seven indicators are used
to complete the questionnaire, namely convenience, content, efficient use, language, clarity,
sharing and enjoyment. The components of the indicator are compiled for completion by
students on the relevance of the applications developed. Based on the results table in the
questionnaire, the students agreed that the use of Quipper School and Microsoft Teams
educational materials in English lessons corresponds to the level, needs and everyday life of
the students. Researchers concluded that the average value of students' perceptions was 92
which showed that the six indicators used in filling out the questionnaire as a whole showed
good compatibility by applying it sustainably to students.
Table: 1 Likert scale

Positive rating score Category Negative rating score
A (85 -100) Highly recommended D (0 - 50)
B (65-84) Good or recommended C (51-64)
C (51-64) Enough used B (65-84)
D (0 - 50) Not recommended A (85 -100)
Table: 2 Students’ Perception

No Indicators Components Average Classification
score
1. The a. The convenience of online media 95 Highly recommended
appropriate of b. The convenience and suitability with no hoax 95 Highly recommended
convenience in based learning
c. The convenience of direct use/ instant 82 Good or recommended
connected
2. The a. The addition of insight knowledge 97 Highly recommended
appropriate of b. The suitability students’ daily lives 93 Highly recommended
content c. The accuracy of material substance 86 Highly recommended
d. The suitability between Whatsapp Group and 92 Highly recommended
Google Classroom and school’s textbook/
material
3. The a. The materials are updated 95 Highly recommended
appropriate of b. The efficiency of time and needs 85 Highly recommended
efficient use
4. The a. The clarity of spelling 90 Highly recommended
appropriate of b. The accuracy of the English grammar 95 Highly recommended
language c. The use of effective language 87 Highly recommended
5. The a. The simplicity of materials 95 Highly recommended
appropriate of b. The understandable sentences for each text 92 Highly recommended
clarity c. The coherence in text and questions 92 Highly recommended
6. The a. The based learning has many entertainment 92 Highly recommended
appropriate of b. The suitability of points given after finishing 89 Highly recommended
pleasure to use each chapter
c. The collaboration between students 95 Highly recommended
7. The a. The collaborative use with other friends 96
appropriate of
collaborative
use
Total 1743
Average 92 Highly recommended
The study material based on Quipper School and Microsoft Teams in the English
Literacys class, which is designed to develop the learning skills in this study, meets the
acceptance criteria. This was proved by the results of the students' excellent perception. This
score is classified as Highly Recommended or Positive Perception Score confirmed using the
Likert Scale. The average value of students' perception is 92, which shows that of the seven
components of the product (convenience, content, efficient use, language, clarity, sharing and
fun) as a whole, it shows a highly recommended use in general English language learning.
Using a questionnaire to measure student opinion shows that Quipper School and Microsoft
Teams can greatly increase students' interest in learning, especially applying online learning.
Based on the survey analysis, the authors concluded that the students strongly agreed to use
Quipper School and Microsoft Teams.
REFERENCES
Abidin, Z., Hudaya, A., & Anjani, D. (2020). Efektivitas pembelajaran jarak jauh pada masa
pandemi covid-19. Research and Development Journal of Education, 1(1), 131-146.
Alnujaidi, S. (2017). Social Network Sites Effect iveness from EFL Students Viewpoints.
English Language Teaching.
Boas, I. V. (2011). Process Writing and the Internet: Blogs and Ning Networks in the
Classroom. English Teaching Forum.
Ghazali, A. (2010). Pembelajaran Keterampilan Berbahasa dengan Pendekatan

Komunikatif-Interaktif. Bandung: Refika Aditama.
Gunawan, I. Gede Dharman, et al. (2020). Peningkatan Mutu Kompetensi Guru Sekolah
Dasar Dalam Menyongsong Era Society 5.0. Prosiding Seminar Nasional Institut Agama
Hindu Negeri Tampung Penyang Palangka Raya.
Koc, D. (2016). Students’ perceptions of blog use in an undergraduate linguistics course.

Journal of Language and Linguistic Studies.
Likert, R. (1932). A Technique for the Measurement of Attitudes. Archives of Psychology.
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Lecturers’ Perception. Scope of English Language Teaching, Literature and Linguistics
Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros
Tess, P. A. (2013). The role of social media in higher education classes (real and virtual).
Literature Review. Computers in Human Behavior.
Wannapiroon, P. (2012). Collaborative learning model through social media for supporting
communications project-based learning for postgraduate students. Proceedings of The
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QUIPPER SCHOOL AND MICROSOFT TEAMS -BASED

LEARNING MATERIAL IN ENGLISH CLASS: STUDENTS’

Irma Rasita Gloria Barus

Marudut Bernadtua Simanjuntak

Quipper School is a learning application managed by an educational technology

Table: 1 Likert scale

Table: 2 Students’ Perception

Ghazali, A. (2010). Pembelajaran Keterampilan Berbahasa dengan Pendekatan

Koc, D. (2016). Students’ perceptions of blog use in an undergraduate linguistics course.

Likert, R. (1932). A Technique for the Measurement of Attitudes. Archives of Psychology.

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