Opening Page Introduction Task

37 4 Downloading information In most instances, websites are vital to the success of a WebQuests. In these cases, teachers, parents, support teachers, or students could download the information and make a copy for each group to view. Downloading the WebQuests itself may also be necessary for students to see what they are doing. It could be made into an overhead transparency or put into the plastic sleeves of folders for safekeeping and future use.

2.13 WebQuests Templates

These are the writer’s WebQuest templates in writing descriptive text:

2.13.1 Opening Page

The writer created an opening page that tells the students a brief description about the WebQuest and its components. 38

2.13.2 Introduction

Quality WebQuests begin with an introduction. The introduction provides the students with background information on the topic and sets the stage for the investigation or activity Dodge 1997. One critical aspect of WebQuests sometimes included in the introduction is that the students are presented with an open-ended, essential question March 1998; when students are presented with an essential question, “We encourage more advanced performances” March 2000:56. The introduction should also motivate the students to want to learn more and explore the topic in depth. This is an outline of the introduction component:

2.13.3 Task

The next section of the WebQuests is “task”. The task includes an activity that is doable and is the students` interest. March cautioned that “problems can occur; however, if people expect higher-order thinking outcomes from assignment inviting copypaste masterpieces. This type of sloppiness undermines the integration of the best practices we hope to support” March 2000:56. Therefore, the task students complete should go beyond “read the page-answer the questions” activities. Peterson and Caverly 2003:39 stated that “to nudge students beyond introductory knowledge acquisition into the messy world of multiple texts and primary resources, the WebQuests should require critical thinking, rather than a scavenger hunt for answers”. Likewise, WebQuests should be designed to “use learners’ time well, to focus on using information rather than looking for it” Chandler 2003: 38. Dodge 1997 suggested that the thinking skills that were 39 required in a quality WebQuest included comparing, classifying, inducing, deducing, analyzing errors, constructing support, making abstractions, and analyzing perspectives. The task also often identifies roles for cooperative group members. Each student is assigned a role to play as the group completes the assigned activity. This is the print screen of task that the writer created:

Opening Page Introduction Task

2.13 WebQuests Templates

2.13.1 Opening Page

2.13.2 Introduction

2.13.3 Task

2.13.4 Process

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Dukungan

Links

Opening Page Introduction Task

2.13 WebQuests Templates

2.13.1 Opening Page

2.13.2 Introduction

2.13.3 Task

2.13.4 Process

Parts

Dokumen yang terkait

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The Use of Picture Dictionary to Improve Elementary School Students’ Reading Skill (An Action Research of the Fifth Grade Students of SDN 2 Gempolsewu in the Academic Year of 2010 2011)

(ABSTRAK) THE USE OF WEBQUEST AS A MEDIA TO IMPROVE STUDENTSâ SKILL IN WRITING DESCRIPTIVE TEXT (An Action Research in the Grade XI of SMA NASIMA Semarang in the Academic Year of 2010/2011).

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