CHAPTER I

INTRODUCTION

A. Background of the Study

The development of information technology (IT) in recent years has develop at a
fairly high speed, then this development has changed the paradigm of society in finding and
obtaining information which is no longer limited to newspaper information, audio-visual
electronic, but also other sources of information like through the internet. A field that has a
significant impact from information technology development is the field of education where
basically education is a process how to transfer the new information or knowledge from the
teacher to the students by using media as the means for presenting the materials or ideas, but
the development of information technology and its application in education has become a
growing discourse today, therefore the education process must be able to keep up with this
development by utilizing the internet in education process.
Meanwhile, English language teaching that focus on how to learn native language
needs appropriate method or media in order to make the teaching and learning process
become useful for both teacher and students for practicing English language. Therefore, by
the progress of internet, teacher should start to use the internet as learning resources or as the
media for teaching and learning English. One of the ways for applying internet in the class is
by utilizing the internet-based project work in the classroom.

B. Problem of the Study

1. What is Internet-based project work?
2. Why do Internet based-project work?
3. What is the basic project in Internet-based project work?
4. What is Internet-based simulation?
5. What is WebQuests?
6. How to make WebQuests creation?

1
C. Objective of the study
1. To introduce the Internet-based project work
2. To comprehend the factors that require the utilizing of Internet-based project work
3. To comprehend how to utilize the Internet-based project work
4. To know the example of Internet-based project work

2
 CHAPTER II

DISCUSSION

1. Definition of Internet-based Project Work

Internet-based project work is the guidance to teacher and curriculum developers to
integrate Internet-based activity into a language learning class. It can be about learner
centered (the learners determine the topic, reading material and the way they go about
exploring the reading themselves).
According to Stoller, there are some pedagogical advantages:
 Focus on the content learning rather than on specific language target.
 It is a student-centered (teacher just guide and support the process).
 Internet-based project work is cooperative rather than competitive. (They can work on
their own, in small group, sharing resources, ideas, and their experience) (Ahluwalia, 2010).

2. Why do Internet-based Project Work?

A natural progression from using individual web pages and websites in the classroom is
to move to online project work. Project work is potentially motivating, stimulating,
empowering, and challenging. It usually result in building student confidence, self-esteem,
and autonomy as well as improving students’ language skills, content learning, and cognitive
abilities. Project work is which focuses a completing a task. Project normally involves a lot
of resources-time, people and materials-and learners practice a range of skills and language
systems. There are many compelling reasons for using Internet-based project in the
classroom:
 It is a structured way for teachers to incorporate the Internet into the language classroom.
 Cooperative learning and interaction are encouraged.
 Interdisciplinary purposes allow for cross-over into other departments and subject areas.
 Critical thinking is encouraged.
Project work, whether it is integrated into a content-based thematic unit or introduced a
special sequence of actives in a more traditional classroom, requires multiple stages of
development to succeed. Fried-Booth (1982) proposes an easy to follow multiple step

3
 process that can guide teachers in developing and sequencing project work for their
classroom. Similarly, Haines (1989) presents a straightforward and useful description of
project work and the steps needed for successful implementation.
What are the common characteristics of the project?
 Hard work. Each the project is the result of a lot of hard work. The authors of the projects
have found information about their topic, collected or drawn pictures written down their
ideas, and the put all the parts together to form a coherent presentation. Project work is not a
soft option.
 Creative. The projects are very creative in terms of both content and language. Each
project is a unique piece of communication, created by the project writers themselves.
 Personal. This element of creativity makes project work a very personal experience. The
students are writing about aspects of their own live, and so they invest a lot of themselves in
their project.
 Adaptable. Project work is highly adaptable methodology. It can be used at every level of
teaching.

3. Basic Projects
Basic project Range: from a simple low -level project like a making poster presentation
about a famous person and to high –level investigation work where learners research a
subject and present polemic view and opinion in a report or debate.
a. A low –level project- My Favorite Actor
For the project we will need:
 Three lesson periods of at least 45 minutes each (two if the first lesson is done for
homework)
 Access to the internet for the second and third of the three suggested lesson
 Word processing software such as Microsoft or Open Office.
This particular project aims to provide the opportunity to focus on these language areas:
countries, nationalities, dates, places, past tenses, likes and dislike and opinion. During the
project, learners research their favorite actor and prepare a poster presentation about them.

First lesson

4
 If you are short of class time, good deal of this first lesson can be done from homework
and then finished off with the collaborative element in the second lesson. Be careful,
however, to emphasis that what you are looking for at this stage is what they already know,
and that they do not need to go internet for any information at all. One they have written
down what they know, have them make a list of things they don’t know, but would like to
find out.

Private life
BACKGROUND

JOHNNY
DEPP

AWARDS
films

Second lesson

This second lesson requires a fair bit of work on the part of learner, the teacher. To
shorten the time, limit the names of actors in the first lesson to a small selection that we have
already researched. In the next stage, we will to provide them with a model biography.
Check out Wikipedia for example (e.g. http://en.wikipedia.org/wiki/Johny_Depp) and
rewrite one example to your student language level.

Third lesson

This third lesson involves making the final product. One way of doing this is to have
prepare a short text based on rhe model from the previous lesson, and then to work this up

5
 into a poster (using Microsoft Word or similar) with illustration and photographs also taken
from the internet.

b. A high–level project: Global Warming

This project aims to provide learners with the opportunity of examining a serious
issue in depth. While the lower project we have just looked at is an ideal opportunity for
developing specific communication skill, this project goes deeper into a topic and
encourages more complex thinking and reasoning processes. For the project we will need:

 Three lesson periods of at least 45 minutes each

 Access to the internet for the first and possibly second of the three suggested lesson
 Optionally, access to video recording equipment for the third lesson.

First lessons

This lesson can easily be done in 45 minutes, but learners would benefit from more
time for their research into the topic and for the subsequent discussion of their findings, if
that time is available. Take them to http://en.wikipedia.org/wiki/Global_warming as a
starting point, and give them time to their column.

Second lessons

This second lesson will also fit into a 45-minute period, but again a depth and quality
of their preparation will improve if they are given more time. Divide the class into four
groups, working towards a special television debate on global warming:

 TV debate presenters
 Scientist who deny that global warming exists, or that it is potentially dangerous
 Environmental campaigners wanting to inform the public of the dangers
 TV studio audience.

Thirds lessons

If it is possible, simulate a TV studio in the classroom by moving the tables and

chairs around, creating spaces for the four groups and encouraging the learners to decorate

6
 them. Make a sure that the stage of debate do not overrun. The worst things that happen are
that we run of time to include the debate properly.

4. Internet-based Simulation

Over the past two decades, the way we learn has changed dramatically. We have new
sources of information and new ways to exchanged and to interact with information. But our
school and the way we teach have remained largely the same for years, even centuries
(Davidson, 2012). Include the way to simulate the learning process in the classroom needs
improvement by using internet.

Simulation have been promoted for use in language learning for decades, first in their
original, paper based form and later as computer based activities. They are said two benefits
learner by promoting language use in highly specific context (as opposite two abstracting in
it for analysis and practice) in line with the concept of situated cognition. Simulations are
said to promote metacognitive strategy use and to foster strategic and communicative
competence by helping learner assess the characteristic of a language use situation, set
communicative goals, plan responses and control the execution of their plan. In addition,
having students take on roles in a simulation can reduce the fear of making mistakes and
thus lower affective barriers to acquisition. Simulations are learner centered in so far as they
give students the opportunity to resolve problem without the authoritative persuasion of a
teacher. They can also make course work more engaging by providing instrumental
motivation that arises out of the function, the duties, the responsibilities and circumstances
in which the participants find themselves (Ranali, 2008).

Internet-based simulation is how to bring real life context to the classroom, help our
learner to deal with situation that they may come cross during foreign travel or in encounters
with other speaker of English. The more traditional approach has teachers cutting up
prepared role cards in order to stimulate these contexts. The internet largely does away with
these approaches, giving learner access to authentic websites that provide stimulating and
real relevant content that enables them to carry out these simulations. Simulation like these
works particularly well in the field of business English, where the language learning is very

7
 task or goal oriented, but they also work well with general English learners who may have
less clearly defined reasons for using English, as we will see below.

1. A Business English Simulation

The benefit of this kind of simulation is that it uses real websites and a potentially
real situation, to further the learners reading, information processing, planning and
communication skill. As an additional benefit, it also addresses technology skills that are
useful in this professional context. In this particular simulation, we take the case of learner
who communicates primarily in the written form, using letter, faxes and emails. It is this
factor that influences the nature of the tasks in the simulation.

2. A General English Simulation

In this context, small group would plan an itinerary around the United Kingdom,
research travel options, accommodation and things to do in each place visited. This might be
presented as an award given to the students, with a limited budget, making the actual
logistics more challenging but more real.

By bridging time and distance constraints of the traditional classroom setting, an online
simulation may be an effective problem based learning approach for public health students.
Recommendation includes further research using a larger sample to explore students’
perception of learning when participating in simulated real-world activities. Additional
research focusing on possible differences between actual and perceived learning relative to
problem based learning methods and students workgroup dynamics is also recommended
(Spinello, 2008).

5. WebQuests

1) Definition

WebQuest is a kind of activity in which the learners interact with information discovered
on the internet, optionally accompanied with videoconferencing (Dodge). It can be created by the
teacher or the student, depending on the learning activity the teacher decides on. What differs
WebQuest from other activities such as projects and simulations is the fairly fixed structure that

8
is evolved over the years. The instructional strategy of WebQuest is often complimented as an
inquiry-oriented activity that integrates technology into teaching and learning effectively (Abbitt
& Ophus, 2008). It was created to be a constructionist learning environment (Perrone, Clark, &
Repenning, 1996).

WebQuest is also defined as the comprehensive site which provides everything that is
needed by teachers to begin designing, developing, or implementing it on their own classrooms
(Summerville). In addition, according to Martonia Gaskill, Anastasia McNulty, and David W.
Brooks (2006, p. 133), WebQuests are activities which encourage students to use resources from
web so they can learn about school topics.

2) Levels

Aside from the definition, Dodge also defines two levels of WebQuests, which are:

a) Short term WebQuests: The instructional goal of this level is the acquisition and
integration of knowledge, according to Marzano (1988). At the end of this level, the
learners will have to wrestle with a significant amount of new information and make
sense of it. A short-term WebQuest probably spread over a period of a couple of classes
or so, and will involve learners in visiting a selection of sites to discover information, and
using that n class to attain the learning aims; and
b) Longer term WebQuests: According to Marzano, in this level, the instructional goal is to
extend and refine knowledge. After completing this level, the leaners will have analysed
a body of knowledge deeply and transformed it in some way. They will have
demonstrated an understanding of the material by creating something that others can
respond to, online or offline. A longer term WebQuest will typically take between a
month and a week in a classroom setting. It requires thinking skills that include:
1) Comparing (Identifying and articulating similarities between things);
2) Classifying (Grouping things into definable categories on the basis of their attributes);
3) Inducing (Inferring unknown generalisation or principles from observations or
analysis);
4) Deducing (Inferring unstated consequences and conditions from given principles and
generalisations);

9
 5) Analysing errors (Identifying and articulating errors in one’s own or others’ thinking;
6) Constructing support (Constructing a system of support or proof for an assertion);
7) Abstractions (Identifying and articulating the underlying theme or general pattern of
information); and
8) Analysing perspectives (Identifying and articulating personal perspectives about
issues).

However, WebQuests of either short or long period are indeed designed to make the best
use of the learners’ time. It will be questionable to have the learners surfing aimlessly on the
internet. Therefore, learning should be more effective and efficient than wandering without
having a certain task in mind.

3) Attributes

To achieve the efficiency and effectiveness, WebQuest should contain at least these
following critical attributes:

a) An introduction that sets the stage and provides some background information;
b) A task that is doable and interesting;
c) A set of information sources needed to either complete or, for more advanced learners,
initiate the task. Many of the resources are embedded in the WebQuest document itself as
anchors pointing to information on the www (World Wide Web). Information sources
might include web documents, experts available via e-mail or real-time conferencing,
searchable databases on the internet, and books and other documents physically available
in the learners’ setting. Because some pointers to resources are included the learners are
not left to wander through webspace completely adrift;
d) A description of the process the learners should go through in accomplishing the task.
The process should be broken out into clearly described steps;
e) Some guidance on how to organise the information acquired. This can take the form of
guiding questions, or directions to complete organisational frameworks such as timelines,
concept maps, or cause-and-effect diagrams; and
f) A conclusion that brings closure to the quest, reminds the learners about what they have
learned, and perhaps encourages them to extend the experience into other domains.

10
 Not only those aforementioned attributes, we also need to put some concern on non-
critical attributes of a WebQuest, which are:

a) WebQuests are more likely to be either group or cooperative activities, though solo
quests are also acceptable;
b) WebQuests might be enhanced by wrapping motivational elements around the basic
structure by giving the learners a role to play, for instance scientist, detective, and
reporter;
c) WebQuests can be designed within a single discipline or they can be interdisciplinary.
Given that designing effective interdisciplinary instruction is more of a challenge than
designing for a single content area, WebQuest creators should probably start with the
latter until they are comfortable with the format.

4) Steps

WebQuests have now been around long enough for them to have a clearly-defined
structure. However, this structure, while being unofficially recognised as the definitive schema
for these activities, should only really be taken as a basic guideline and the WebQuests should be
designed to suit the needs and learning styles of the groups.

There are usually four main sections to a WebQuest:

a) Step 1 – Introduction: This stage is normally used to introduce the overall theme of the
WebQuest. It involves giving background information on the topic, and, in the language
learning context, often introduces key vocabulary and concepts which learners will need
to understand in order to complete the tasks involved;
b) Step 2 – Task: This section explains clearly, and precisely what the learners will have to
do as they work their way through the WebQuest. The task should obviously be highly
motivating and intrinsically interesting for the learners, and should be firmly anchored in
a real-life situation. This often involves the learners in a certain amount of role-play
within given scenario, for instance, “You are a team of investigative reporters.”
c) Step 3 – Process: This stage guides the learners through a set of activities and research
tasks, using a set of predefined resources. These resources are predominantly internet-

11
 based, and are usually presented in clickable form, that is, as a set of active links to
websites within the task document. It is important to bear in mind that it is much easier to
click on a link than to type it in with any degree of accuracy. In the case of a language-
based WebQuest, as opposed to a purely content-based one, the process stage of the
WebQuest may introduce or recycle lexical areas or grammatical points which are
essential to the task. The process stage of the WebQuest will usually have one or
sometimes several ‘products’ which the learners are expected to present at the end. These
‘products’ will often form the basis of the evaluation stage;
d) Step 4 – Evaluation: This stage can involve learners in self-evaluation, comparing and
contrasting what they have produced with other learners, and giving feedback on what
they feel they have learnt and achieved. In addition, it will also involve teacher
evaluation, and good WebQuests will give guidance to the teacher for this particular part
of the process.

6) WebQuest Creation

Creating a WebQuest does not require detailed technical knowledge. It is relatively easy
to produce a professional-looking and workable design using any modern word processor. The
skillset for producing a WebQuest are:

a) Research skills: Searching the internet and quickly and accurately finding resources;
b) Analytical skills: Casting a critical eye over the resources found during searching. Make
sure to check out any website we are considering using thoroughly before basing any
activity around it; and
c) Word processing: Combining text, images, and weblinks into a finished document.

Tom March, a colleague of Dodge, has produced a flow chart for the design process,
which are:

a) Exploring possibilities stage, which is the section where we decide what we are going to
base our WebQuest on and start to find resources. This includes:

12
 1) Choosing and chunking the topic: The first thing to do is to decide on a large topic
and then break it down into smaller chunks of topic areas which will be addressed in
the process stages of the WebQuest;
2) Identifying learning gaps: Identifying which areas the learners would benefit from,
and design tasks for the process stage accordingly;
3) Inventory resources: This involves collecting the resources for the WebQuest,
including links to appropriate websites, images with which to decorate the WebQuest
and media files; and
4) Uncovering the question: ;
b) Designing for success stage, which is the stage where we further structure the WebQuest
and ensure that the learning outcomes and knowledge transformation stages are clearly
delineated. This includes:
1) Brainstorm transformations: This involves deciding what the learners will be doing
with the information they find on the website. Dodge identified this stage as what
happens between ‘learning inputs’ and ‘learning outcomes’. This is where we flesh
out the tasks in the process stage, guiding the learners through the information they
uncover, and helping them towards an understanding and transformation of that
information as they work towards the products they need to put together;
2) Identifying real-world feedback: The learners should be engaged with the wider
world when they are working with WebQuests. This means that we might try looking
for ways in which the information necessary for the WebQuest might be gathered
from real people – by the use of email, polls, and questionnaires. This can also be
‘offline’, in the sense of interviewing colleagues, staff, friends and family;
3) Sorting links into roles: The links we identified in the inventory resources section
should now be assigned to the various sections of the process stage of our WebQuest,
ensuring that the websites are easily navigable, understandable and contain the
information that the learners need to work through the WebQuest; and
4) Defining the learning task: this refers to the products which are the direct result of
working through the WebQuest.
c) Creating the WebQuest stage, which is the stage where we move on to the production of
the WebQuest and its implementation. This includes:

13
1) Writing the web page: The easiest way to do this is to use Microsoft Word, adding
links to each section of the WebQuest, some images to liven up the material and the
links to the resources the learners will visit;
2) Engaging learners: Think about an engaging and stimulating introduction as a lead-in
to the quest itself;
3) Scaffold thinking: In this stage we need to think about the instructions given in the
WebQuest itself. These instructions should not only guide the learners through the
WebQuest, but should also deal with the learning gap identified in the exploring the
possibilities stage, guide them towards answering the question. This will involve not
only support in the content area but will also help the language needed to carry out
the WebQuest. Ensure that the learners have access to the language that they will
need to use; and
4) Implementing and evaluating: The final stage is to try out the WebQuest with a group
or two, take feedback from them and also consider how it went for us, and make
appropriate changes for future use.

14
 CHAPTER III
CONCLUSION

a) Internet-based project work is the guidance to teacher and curriculum developers to

integrate Internet-based activity into a language learning class. It can be about learner
centered (the learners determine the topic, reading material and the way they go about
exploring the reading themselves).
b) We use internet-based project work because:
1) It is a structured way for teachers to incorporate the Internet into the language
classroom;
2) Cooperative learning and interaction are encouraged;
3) Interdisciplinary purposes allow for cross-over into other departments and subject
áreas; and
4) Critical thinking is encouraged.
c) Basic project range from a simple low-level project like a making poster presentation
about a famous person and to high–level investigation work where learners research a
subject and present polemic view and opinion in a report or debate;
d) Simulations are said to promote metacognitive strategy use and to foster strategic and
communicative competence by helping learner assess the characteristic of a language use
situation, set communicative goals, plan responses and control the execution of their plan;
e) WebQuest is a kind of activity in which the learners interact with information discovered
on the internet, optionally accompanied with videoconferencing. It can be created by the
teacher or the student, depending on the learning activity the teacher decides on; and
f) Creating a WebQuest does not require detailed technical knowledge. It is relatively easy
to produce a professional-looking and workable design using any modern word
processor.

15
 References

Abbitt, J., & Ophus, J. (2008). What we know about the impacts of WebQuests : A review of
research. AACE Journal, 16.
Ahluwalia, D. (2010). Language learning with internet-based project: a students centered
approach for engineering students. 1.
Anderson, J. (1990). Cognitive Psychology and its implication. New York: W.H. Freeman.
Davidson, C. N. (2012). Our digital age: implications for learning and its (online) institutions. E-
learning and digital media, 249.
Dodge, B. (n.d.). Some thoughts about WebQuests. WebQuests: interactive activities &
weblinks.
Dudeney, G., & Hockly, N. (2007). How to... teach English with technology. Essex: Pearson
Longman.
Fried-Both, D. (1982). Project work with advanced classes. ELT Journal, 98-103.
Gaskill, M., McNulty, A., & Brooks, D. W. (2006). Learning from WebQuests. Journal of
Science Education and Technology, 133.
Haines, S. (1989). Projects for the EFL classroom. Edinburgh: Thomas Nelson and Sons.
Haines, S. (n.d.). Project for the ESL classroom: Resources material for teachers. Surrey:
Nelson.
Marzano, R. J., Brandt, R. S., Hughes, C. S., Jones, B. F., Presseisen, B. Z., Rankin, S. C., et al.
(1988). Dimensions of thinking: A framework for curriculum and instruction. Alexandria:
The Association for Supervision and Curriculum Development.
Perrone, C., Clark, D., & Repenning, A. (1996). WebQuest: Substantiating education in
edutainment through interactive learning games. Computer Networks and ISDN Systems,
1310.
Ranali, J. (2008). Learning English with the Sims: exploiting authentic computer simulation
games for L2 learning. Routledge, 442.
Spinello, E. F. (2008). Using web-based simulation as a problem-based learning experience:
perceived and actual performance of undergraduate public health students. Researc
Articles, 78.
Summerville, J. (n.d.). WebQuests: An aspect of technology integration for training preservice
teachers. TechTrends, 31.

16