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conducted in Australia
16
. His research discusses about the place and role of online language teaching tools in CALL and present
a category list of the tools. Then, according to the main function and the features, he classified the internet resources
into twelve categories, such as learning content management, communication, live and virtual words, social networking and
bookmarking, blogs and wikis, presentations, resources sharing, website creation, web exercise creation, web search
engine, dictionaries and concordances, and utilities. However, this study is different with that study, because it is more
specific in classifying of Agarwal’s study about the internet language learning resources which is able to facilitate the
students’ cognitive development based on bloom’s taxonomy and the four language skills. The classification is only focus on
web resources that classified by Agarwal in his study for EFL teaching that has related with bloom’s taxonomy and language
skill writing, speaking, listening, and reading where the teacher can easily to find out the appropriate internet language
learning resources in online educational websites for EFL
teaching in every stages of students’ cognitive development. Another research has been conducted by Yu-Li Chen in
Taiwan with her research entitled A mixed-method study of EFL teache
rs’ Internet use in language instruction
17
. The researcher
was intended to answers about the factors that in fluence the
teachers in integrating the Internet into their instruction. Then, the result shows that teacher training is the most prominent
determinant factors of Internet use, but before getting the result of the study, the researcher tries to classify many kinds of
internet tools and resources. She wants to know about kinds of internet tools and resources that are very often used by the
teachers in that place. However, this study only classify of a website as the internet language learning resources that comes
from Agarwal’s study, and it will be included into the table of Bloom’s Taxonomy and the four language skills.
16
Jeong- Bae Son. “Online Tools for Language Teaching”. Vol.15, No.1, University of
Southern Queensland, Australia. June, 2011
17
Yu- li Chen Ã, “A mixed-method study of EFL teachers ’ Internet use in language
instruction”, Vol.24, Taiwan: 2008, 1015–1028
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Another research about this concern was conducted by J.J. Sylvia
entitled Using Blooms Taxonomy to Assess Social Media
18
.
This study is conducted for assessing social media using bloom’s taxonomy, because in this modern era, when
students are often use social media in socializing, it does not guarantee that they know how to use social media for education
field. Then, the researcher classifying the social media for teaching-
learning process based on bloom’s taxonomy. Although J.J Sylivia’s study uses bloom’s taxonomy also, but it
is still different with study, because J.J Sylivia classifies the social media. It is not internet language learning resources for
EFL teaching.
18
J. Sylvia IV, “Using Bloom’s Taxonomy To Assess Social Media Assignments”, VOL. 3, No.1, North Carolina State University: 2014
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CHAPTER III RESEARCH METHOD
This part of study deals with research methodology which is
designed as technique to collect and analyze the data. A.
Research Design
Dealing with this research, qualitative descriptive method applies in this research to find out the research question. Then,
according to Newman and Benz statement, they said that qualitative approach as naturalistic approach which observe and interpret
reality with the purpose of developing a theory that will explain what was experienced
1
. In this case, the researcher used qualitative method for
reclassifying a study about classification of internet language learning resources that has conducted by Agarwal. In Agarwal’s
study, it was showed many kinds of internet language resources materials for all level of learner’s ability on some tables with
different categories, such as my favourites, my test, video lessons, grammar, listening, reading, and some more which explained on an
international journal entitled Internet-Based Language Learning And Teaching on February 2010
2
. The classification between Agarwal and this study is different in the categories. The categories
of this study is classifications of internet language learning resources that facilitate students’ cognitive development based on
bloom’s taxonomy and the four language skills.
B. Research Presence
The presence of the researcher in this study is as non- participant observer, which means that the researcher do not reach
1
Isadore Newman and Carolyn R. Benz, Qualitative-quantitative Research Methodology: Exploring the Interactive Continuum the United States of America: Southern Illinois
University Press, 1998, 3.
2
M. Kumar Agarwal, “Internet-Based Language Learning And Teaching”, Vol.1, No.8, February 2010
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the full involvement in participants’ activity
3
. The researcher visited the websites for observing the content and then analyzed it based on
the instrument. The researcher gave checklist on the instrument based on the content of the websites. If the websites appropriate
with the instrument, the websites will be classified, but when the websites does not appropriate with the instrument, it can be
reduced. Thus, the researcher got the primary for this study.
C. Research Location
This study
taken place
on this
websites http:www.englishtest,webs.com
as the main resources which provided many kinds of internet language learning resources which
came from Agarwal’s study as the writer of an educational journal entitled Internet-Based Language Learning and Teaching which is
published on 1
st
February 2010. The researcher visited this websites
http:www.englishtest,webs.com and analyzed it based
on the instrument of cognitive development based on bloom’s taxonomy revised in 2001 and the four language skills.
D. Data and Source of Data
1. Data
The data that will be used in this study is Agarwal’s study entitled Internet-Based Language Learning and
Teaching which provides many kinds of internet language learning resources where the result of this study is showed
on a table that can be found on this website
http:www.englishtests.webs.com . Therefore, the focus
of this study is only internet language learning resources on his website which has seven categories, such as my
favourites, my test, video lessons, grammar, listening, reading, and some more. See Figure 2.1
2. Source of Data
Dealing with the data, the sources of data came from the observation of the internet language learning
3
J. Amos Hatch. Doing Qualitative Research in Education Settings. Albany: State University of New York, 2002, 72-77
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resources based on Agarwal’s study that is showed on the table on this website
http:www.englishtests.webs.com .
The researcher and the observation checklist were as the instruments for classifying the internet language learning
reso urces that can facilitate the students’ cognitive development
based on bloom’s taxonomy and the four language skills, such as
http:www.esl-lab.com is for listening skill,
http:learnenglishteens.britishcouncil.orgskillsreading-skills- practice
is for reading skill, www.myenglishpages.com
is for writing skill, and
http:www.audioenglish.org is for speaking
skill. It means, the classification is based on the cognitive development based on blooms taxonomy theory which is
revised by Lorin Anderson, and team on 2001 and the four language skills.
E. Research Instrument
In this case, the instrument is totally needed in collecting data of the research. Therefore, the researcher designed the
instruments for finding the answer of research question in a technique included observation checklist the web resources that
can facilitate the students’ cognitive development based on bloom’s taxonomy and the four language skills.
1. Observation Checklist
The researcher observed at the Agarwal’s table as the result of his study on his website by giving
checklist. The checklist will be the verb table of cognitive development based on Bloom’s Taxonomy
and the four language skills. Then, the website which is given by the checklist will be classified into the
table of classification the internet language learning
resources that facilitate student’s cognitive development based on bloom’s taxonomy and the four
language skills. Then, the observation checklist for identifying the websites was designed using this
symbol √ in every keywords of bloom’s taxonomy
which has six levels of cognitive development, such us remembering, understanding, applying, analyzing,
