DESIGNING A WEBQUESTS FOR EFL TASK-BASED WRITING INSTRUCTION
Madrasah Muallimaat Muhammadiyah
Abstract
Webquests has a constructivist nature in which the learning requires students to build a personal interpretation of experience by selecting and transforming information, constructing hypothesis and making decision. The aim of this paper is to analyze the design of webquest and to present the design of a Webquest for task-based instruction for writing classroom.
Webquests is related to task-based learning, as the students have to deal with amount of specific information on the web and perform a task. In task-based learning, a task is a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language. The task contains some forms of input data which might be verbal or non verbal, activity which sets out the learners are to do in relation to the input, goal, roles of teacher and learners, and sequence of tasks. Webquests consist of introduction, task, process, resources, evaluation, and conclusion.
The design process follows the model introduced by Dodge (1995) and developed from Rice and Fish (2000) to be adjusted to meet the requirement of L2 students’ comprehending ability especially of second grade students of high school. The design has also been adapted to standard of competency of KTSP. The design is appropriate for task-based instruction as it provides scaffolding and fosters collaboration, autonomy learning, accountability and responsibility of their own learning. By integrating scaffolding in the Webquest the students will be able to learn more about report text including its generic structure, to develop vocabularies related to the topic, to produce a report text, and to inquiry interdisciplinary subjects.
The application of the design shows that the use of Webquest for task-based instruction in writing classroom implies some advantages in promoting motivation, effective time, high thinking process, collaboration and interdisciplinarity.
Introduction
Internet for language learning provides many benefits such as providing intrinsic motivation to students, giving authentic material resources, and improving reading and writing skills (Singhal, 1997, see also Warschauer, 1998 and Muechleisen, 1997). One of language learning program utilizing internet is WebQuest. Webquest is mini-projects in which a large percentage of the input and material is supplied from the internet. It is an inquiry lesson plan that requires students to express, apply, and present information which they obtain from internet (Hung, 2007). Webquest is potential for second language learning because as a pedagogical strategy, it provides the students a chance to use the target language in form of reading web pages which can develop students critical thinking and writing production of task (Dudeney and Hockly, 2007). Webquests is related to task-based learning, as the students have to deal with amount of specific information on the web and perform a task. The task is a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language. In frame of task-based learning, webquest offers chances to students to learn certain or integrated skill by completing the task. Further, Stoks (2002) suggested that by engaging in a WebQuest students increase their language comprehension and do problem solving through language learning facilitated by WebQuest. In addition, it provides access to online resources while scaffolding the learning process to encourage order thinking and in some extent WebQuest brings together the most effective instructional practice into one integrated learning activity (Hung, 2007). To gain the benefits of webquest for EFL learners it is important to design appropriate Webquest to be applied in EFL context.
WebQuest
Dodge first defined a WebQuest as “an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet” (1995:1). Webquest is a scaffolded learning structure which provide authentic task and World Wide Web links to investigate for transforming acquired information into more sophisticated understanding (March, 2003). It is an inquiry-based learning activity that requires students to process, apply and present information which they obtain from the web.
Webquests allow learners to engage in activities that encourage social interaction and collaboration (learner-media, learners-learners, learners-teacher) so they have opportunities for communication (reading and writing) in the target language.
Components of Webquest:
| Introduction | To give background information on the topic and reasons why the topic is worth investigating |
| Task | To set the context through the steps required to complete task |
| Process | To outline necessary steps to assist learners in accomplishing the task. It guides the learners through a set of activities and research tasks using a set of predefined resources |
| Resources | To provide online resources (in Process) in clickable form which is active links to websites pre-selected by teacher within the task document. |
| Evaluation | To establish everything the criteria to evaluate the final task. These criteria usually come in the form performance and language levels, where students can do self-assessment |
| Conclusion | To summarize what students have learned from the Webquests and encourages students to apply what they have learned in their local context |
(Dodge, 1995)
Webquest offers scaffolding to help learners complete the task independently, Gibbons, 2002). It refers to the amount of help available to learners; tools that help language learners move along in the process of learning and accomplish an assigned task. Dodge categorizes the tasks on Webquest Taxonomy comprises retelling, compilation, mystery, journalistic, design, creative product, consensus building, persuasion, self-knowledge, analytical, judgment, and scientific.
Webquest and task-based learning
To discuss about WebQuest and task-based learning it deals with social-constructivism. Vygotsky (1978) develops what Piaget suggests about environment influence in active learning process, actually comprises social environments such as teacher, peers, media etc. He argues that learners need a help to fulfill the ZPD (zone proximal development) for constructing new knowledge from other which has more. The help is what Bruner calls ‘scaffolding’. It is an instructional strategy which ensures that the learners take control of the task.
Social constructivism allows learner-centered learning, peers collaboration as well learners-media, scaffolding. This enables language teachers to integrate WebQuest in task-based learning. Task-based learning is intended the learners use their real life needs and activities as learning experiences. The task is an activity that may have specified objective undertaken as part of an educational course or at work (Long and Crookes, 1992). In other words by completing the tasks the learners are hoped to be able to do the real-world task successfully in certain context.
Another reason for the integration is that students have to deal with amount of specific information on the web and perform a task (Stoks, 2002; Hanson-Smith, 2003). The task of Webquest require the task types: problem solving and decision making (Nunan, 1989), as well involves multiple skills and subskills, such as reading a passage for comprehension and then doing something with the information that has been read, for making a decision or solving a problem (Oxford, 2006). She suggest to use WebQuest for it provides Internet which contains instant L2 input (not just written text, but also multimedia that could help develop multiple skills).
The design of
Before designing the webquest a teacher should pay attention to procedures and some principles:
Steps for designing webquest:
- Selecting topic, goal and task (they must be appropriate for webquest)
- Finding the resources (make sure they are hot link)
- Outlining the steps of the process (scaffolding) including URL list
- Formulating the evaluation
- Creating the web
- Testing and revising before implementing to students
Principles to be applied in the design of a WebQuest for L2
- Promoting the significant use of the L2, by using authentic materials from the Web.
- Considering to the level of linguistic knowledge of the students, especially in Task and Process.
- Stating goals clearly and designing the task to attain those goals.
- Giving significant and communicative of language in the task.
- compiling the Process abundant scaffolding, appropriate to the students’ needs including a language workshop, with all sort of activities to help students learn, and some support and guides to carry out the task, such as dictionary.
- Integrating into the syllabus as a continuity or part of another unit or activity.
- Planning it to practice the language skills that we want students to improve.
(Pérez Torres, 2006)
Regarding the sixth principle above the idea to apply WebQuest for task-based writing in EFL Classroom comes from the Basic Competency (BC) of Competency Standard for writing skill of the KTSP for second grade of senior high school. It is to give expression of meaning and rhetorical actions in as essay using written language accurately, fluently, and acceptable in daily life context, in textual form of report, narrative, and analytical exposition (Departemen Pendidikan Nasional, 2007). The purpose of the BC is to produce a report text. The best way to make the task sounds ‘real-world’ is to implement the task-based learning approach. It provide natural language use, learner-centred, Focus on form (intervention while retaining ‘naturalness’), tasks serve as the means for achieving natural language use. input, activities, role of learners, setting and output. While the appropriate technique for this task-based learning is using WebQuest, since it provides fun, authenticity and up to date resources, collaboration, learning-centered learning, relevant to real-life task and scaffolding which can lead the learners to acquire input-interaction-output process for Second Language Acquisition.
Following the design of Webquest which follows the model introduced by Dodge (1995) and has been developed from Rice and Fish (2000), regarding Perez’s Principles.
You are about to take a trip to an African savannah as a newspaper reporter. You work for the School News. While you are traveling around the savannah, it will be your job to learn about certain animals. Your job is not only finding the information but also have to write a report when you return for a newspaper. The report is about the animal you researched. Have a great trip and come back with lots of information!
Introduction
It sets the background information which involves scenario. It tells the role of the students in this task that is a reporter. They will have a job to make a report. This is real-life, and the topic has correlation with other subject which the students learn, Biology.
Your mission is to write a newspaper report about your animal. You will need to present your report to the other reporters working for the School News. As the next topic of the news is mammals living in savannah and you will have to give a report about certain savannah animals. So, you should choose one of the topics about what savannah animal which you will report (elephant, zebra, giraffe, lion, or tiger). You may report what your animal looks like, what your animal's habitat is like, what your animal eats, its enemies, other interesting facts. You must gather information for reporting your topic. Once you have chose the topic then you may continue the task. Each member of group has different job in seeking information, e.g. one is looking for the habitat and the food, another is looking for the characteristics and the enemies. Then, both of you work together to write it into a good composition of report text.
Task
The task informs the assignment to write a report text of a savannah animal and the steps to do the task. It also suggests them how to do the job collaboratively. It is retelling task of webquest taxonomy.
Gathering information
Look at the online resources and start gathering information about: animal looks like, animal's habitat, animal eating (whether it is a herbivore, carnivore or omnivore and what that means), its enemies, and other interesting facts.
Writing up the research
After you have done your research, organize your research by collecting the appropriate information and make outline of summary and start to write.
During the writing
Do not copy the information word for word. Use your own words when taking notes. Read through your writing and make sure you do not see any grammar or structures errors. Make sure your writing is clear and easy to read you may look at REPORT TEXT: Generic Structure and example. You may open available online dictionary
Editing
Edit you writing (make sure the use of capitals and punctuation is appropriate). When you are not able to solve your problems during the writing, you may consult your teacher. finally, please do not forget to put references together to your work.
Presentation
For the presentation you have a freedom to create your written presentation design of your report, you should add the picture of the animal to make better report. Finally submit your written text to diahfakhmawati@yahoo.com .
Do not forget to put you names on your work.
Process
It provides the steps to be followed and scaffolding to make the learners independent ( Dodge, 2001; Gibbons, 2002)). The scaffolding covers online resources for them gaining the information, language workshop and dictionary which are hyperlinked.
Your writing will be assessed based on following criteria. Make sure your work fulfill the criteria in order to gain best score. The Scores are range of 0-3.
| CATEGORY | 3 | 2 | 1 | 0 |
| PURPOSE (Text Structure)classifying & describing something | Genre is appropriate to a report text (the text structure is correct) | The purpose is enough appropriate as report text | The purpose is not enough appropriate as report text | The purpose is not appropriate as report text |
| STAGING including phases on Classification followed by Description | It goes through appropriate stages | It goes through quite appropriate stages | It goes through less appropriate stages | The stages are disorganized |
| CONTENT describes the writer’s understanding and description of the topic | The writer understands and explains the topic (content is relevant to the topic) | The writer quite understands and explains the topic (a few irrelevant content to the topic) | The writer less understands and explains the topic ( many irrelevant content to the topic) | The writer doesn't understand and explains the topic (content is not relevant to the topic) |
| REFERENCE using pronouns, articles, comparison and so on. | It is clear who or what is referred to | It is quite clear who or what is referred to | It is not clear who or what is referred to | It does not use appropriate reference |
| GRAMMAR appropriate tenses,pronouns and verbs agreement | grammatical conventions are used appropriately | grammatical conventions used are quite appropriately | grammatical conventions are used less appropriately | The grammar are totally incorrect |
| SPELLING | Spelling is accurate | There are less than 5 wrong spelling | There are 5-10 words which have wrong spelling | There are >10 words which have wrong spelling |
| PRESENTATION AND LAY OUT: Including sources citation, appropriate margins, headings, paragraph spacing | the layout is clear and attractive If it well organized/ presented and it has citation | the layout is quite clear and attractive If it well organized/ presented and it has citation | the layout is quite clear and attractive If it well organized/ presented but it has no citation | the layout is not clear and unattractive or well presented but has no citation |
Your total score will be graded based on this point system:
35-42 Exemplary
28-34 Good
17-27 Satisfactory
0-16 Needs Improvement
Evaluation
The form of assessment is in a rubric which will guide the students to do self-assessment. The rubrics elaborates the assessment criteria which has been developed from David Rose (2008) and Pauline Gibbons (2006). The assessment only assesses to the written product.
You have finished your work. You have learned so much about some animals of the wildlife. You may be able to give information to your readers many thing about savannah animals in
Conclusion
It summarizes what learners accomplish by completing the task. They will have known more about savannah animals and how to write a report text.
However there may emerge some problems in designing WebQuests such as time-consuming to make, few pre-existing WebQuests for adult learners / language learning, sources go out of date, problems with technology/access to computers. So, the teacher should plan and prepare it well, and always observe to the guidance for designing Webquest.
Application
The design has been applied in a small class of second grade of a senior high school. The students actually have ever studied about report text in first grade, however they claimed that they are lack of understanding about it. They do the webquest during 2 times of lesson hour. Through the observation they show that they are more motivated. Webquest also makes students’ collaboration in their way of comprehending in reading the resources texts and in constructing the assignment text. While in their way of constructing text, it is observed that the students get into thinking process such as analyzing and synthesizing the information from resources to be used for writing.
References
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Dodge, B. (2001). "FOCUS: Five rules for writing a great WebQuest". Learning & Leading with Technology, 28(8), 6-9, 58. http://www.webquest.futuro.usp.br/artigos/textos_outros-bernie1.html
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