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Detail
ArtikelDesigning a WebQuests for EFL Task-Based Writing Instruction  
Oleh: Fakhmawati, Diah
Jenis: Article from Proceeding
Dalam koleksi: Conference on Teaching English as a Foreign Language: The 1st COTEFL International Conference, Muhammadiyah University of Purwokerto, 1-2 May 2009, page 67-76.
Ketersediaan
  • Perpustakaan PKBB
    • Nomor Panggil: 406 CTE 1
    • Non-tandon: tidak ada
    • Tandon: 1
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Isi artikelWebquests 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 his paper is to analyze the design of webquest and to present the design of a webquest for task-based intruction for writing classroom. Webquests is related to task-based learning, as the students have to deal with amount of specific information on 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 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 , an sequence of tasks. Webquests consists 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 student 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.
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