FINAL ASSIGNMENT OF ICT

Durratus Sa'diyah 2201409087

305-306

The Effectiveness in using WEBQUEST in teaching and learning process

1. Introduction

The development of Information and Technology in language learning has been assumed as a promising tip in teaching and learning process. Especially in second language acquisition domain, in the previous related study, Crystal (1987) in Gunduz adds that micro computers used as word processors complement the audio facilities, enabling the interactive teaching of all four language skills reading, listening, speaking and writing. Furthermore, Hartoyo (2012) states that a number of research studies indicated that the use of ICT to enhance language learning greatly promotes the learning effectiveness and helps students as well as teachers improve their ICT literacy.

Today, there are so many software and application that enhance language learning and teaching process. One of internet-based teaching strategy gaining in popularity is the WebQuest, an inquirybased learning activity (Dodge, 1997). Seeing the benefits of incorporating WebQuests into instruction, hundreds of schools, school districts, and universities have online collections of well-writtenWebQuests.

Many teachers have been using WebQuests in the classroom for several years. They have enjoyed its practicality and quality. However, Maddux and Cummings (2004: 525) in Abbit and Ophus described WebQuests as “an innovation at risk of suffering the fate of all educational fads” that is highly praised initially, widely implemented without support of research and evaluation, and then abandoned when they fail to live up to their initial promise. Though these authors acknowledge the connection of WebQuests with learning and developmental theory, they questioned the implementation of the WebQuest strategy without regard to the discipline and/or age level of the students with which the activity is used. This discussion has been recently continued by Maddux and Cummings (2007) to examine the age appropriateness of the WebQuest concept and the lack of focus on the learner in the development phase of the activity. This contrary should be investigated and observed more so the teachers as the main users of WebQuest can trim down the weaknesses and adjust it to their class better.

2. Objectives

Based on the reasons above, the purpose of this essay is to know whether it is effective or not to usage WebQuest in language learning activity and how to enhance the effectiveness in using Webquest.

3. Review of Related Literature

We have to become conscious that in this 21st century as well as technology develops greatly, the need of better methods that integrating this technology in education is a must. Hartoyo (2012:1) states that

The use of ICT in education, including language teaching and learning, is a positive respond to the development of the information and communication technology in the third millennium. Moreover, the use of ICT in supporting is a must, not only to improve the effectiveness and quality of education, but importantly to enhance the mastery of ICT for teacher and student as a life skill in the era of rapidly changing and progressing technology.

Technology is changing the way we think about and teach language. Walker (1999) in Grisham predicts that the widespread use of information technology will change our expectations of what the educated person must know and be able to do in order to effectively participate in society. One of the internet-based technologies is the usage of WebQuest.

A WebQuest is an inquiry-based technology activity designed by Bernie Dodge and Tom March at San Diego State University in 1995. Dodge and March describe WebQuests as activities in which most, or all, of the information used by learners is drawn from the Web. Over the past decade, WebQuests gained popularity among teachers at all grade levels. Johnson (2005) in Gale adds up that teachers like WebQuests since their design is based on a constructivist philosophy and because cooperative learning and scaffolding of instruction are two of its essential components. The design of the WebQuest provides the necessary scaffolds, since resource links typically are included within the WebQuest. In all, WebQuests are a wonderful instructional method through which teachers can build technology-rich activities while fostering cooperative learning and motivating to both teachers and students, they add spice to a lesson and direct a more responsible use of the Internet.

Teachers who design or use WebQuests possibly to emphasize higher level Bloom's Taxonomy tasks, such as focusing on using information at the levels of analysis, synthesis, and evaluation. The teacher serves as the facilitator, or guide, when students complete WebQuest activities. Dodge (2001:13) devises a set of general guiding principles for creating a well-developed webquest; FOCUS. The following acronym helps to explain these principles:

• Find great sites

• Orchestrate learners and resources

• Challenge learners to think

• Use the medium

- Scaffold high expectations’.

While for the activity, In Wikipedia WebQuest activity is divided into several sections, including: (a) Introduction, (b) Task, (c) Process, (d) Resources (e) Evaluation, and (f) Conclusion. The original paper on WebQuests had a component called guidance instead of evaluation. In introduction, it provides background information and knowledge also gives meaning to exercise. The introduction has to be as motivating as could be to attract the students. In the second section, we find task. It is simply a formal description of what students will produce in the WebQuest. Creating the task is the most difficult part in developing a WebQuest. In process, the third section, students should take to accomplish the task. In the resources, it identifies and describes the resources the students should use. Providing these helps focus the exercise on processing information rather than just locating it. We come in evaluation part that provides the way in which students’ performance will be evaluated. The assessment should be standardized and clear. In the last, in conclusion part, time set aside for reflection and discussion of possible extension.

Those integrating sections are supposed to fulfill the need of the students. With the teacher as guide and facilitator, WebQuest activities tends to be more convincing, interesting and motivating activities to students. However, we should consider its effectiveness in the learning and teaching process so that it can support the learning and teaching process itself.

4. Analysis

WebQuest could be more accurately described as a technology-supported activity that may support structured inquiry and, in some cases, a higher cognitive level than some traditional activities. So, if it is compared with the traditional method, we can find some its effectiveness especially in students’ point of view.

March (1998) suggested that WebQuests promote student motivation and authenticity, develop thinking skills, and encourage cooperative learning, WebQuests increase student motivation by providing an essential question, real-life resources with which to work, and opportunities to work in cooperative groups. WebQuests, by their very nature, encourage the development of thinking skills. The assigned task requires students to “transform information into something else: a cluster that maps out the major issues, a comparison, a hypothesis, a solution, etc.” (March: 1998: 2). In addition, WebQuests encourage cooperative learning among students. Because WebQuest tasks are often complex or involve controversial topics, students work in groups to complete tasks.

Basically, we could say that there is a very positive attitude towards the integration of WebQuests into the classroom. The main point is the usage of authentic material. It is concluded that the use of authentic material really influences on student motivation. The designing of WeQuest also has impact in the students understanding. The activity that separates into several sections also makes the students easier to comprehend the material. the task that a webquest outlines for students to complete is truly the key component to achieve an effective webquest. That is because it clearly describes the activity that the students will undertake and gives them some direction on how to complete the activity.

5. Summary and recommendation

As the technology develop more greatly and influentially. The implementation of this toward education world is really needed. Technology has to support the learning and teaching process.

Among many Web-based applications in education, WebQuests have become popular learning tool. The WebQuest approach as one of the e-learning method uses internet resources as an essential and integral, component of the learning method. It engages students in information processing and collaboration

WebQuest as internet-based technology has a very positive attitude towards the integration of WebQuests into the classroom. It helps the students with the integrated and attractive method in mastering the material. If we can say so, it is proven that in some cases, it is really effective on motivating the students.

In the years since it has been introduced (1995), the WebQuest strategy has seen little evolution while at the same time being applied to a wide variety on instructional situations. In contrast, the availability of resources on the Internet as well as the common Internet-based activities has seen dramatic growth and innovation. For the reason, WebQuest might be more develop with some features that more creative and promising.

As the teachers who design WebQuest are supposed to integrate the cultural aspects in the designing, so that the children are not only get the knowledge but also can implicate the character building of the students.

BIBLIOGRAPHY

Abbit, J., & Ophus, J. 2008. What we know about the Impacts of Web-Quests: A review of research. AACE Journal, 16(4),441-456.

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Gündüz, Nazlı .2005. “Computer Assisted Language Learning” (CALL). Journal of Language and Linguistic Studies Vol.1, No.2, October 2005.

March, T. (1998). Why WebQuests? Retrieved September 7, 2003, from http://www.ozline.com/webquests/intro.html

Mohn , Nancy L. ND. The Effectiveness of the WebQuest Model with Gifted Fifth Grade Students: An Action Research Study. Cherokee County Schools : Canton, GA, United States.

Strickland, J. 2005. Using webquests to teach content: Comparing instructional strategies. Contemporary Issues in Technology and Teacher Education, 5(2), 138-148.

http://en.wikipedia.org/wiki/WebQuest