Incorporating WebQuest as an Internet-based Learning Device

in EFL Writing Class

M. Zaini Miftah

Institut Agama Islam Negeri Palangka Raya, Palangka Raya, Indonesia

Jalan G. Obos Komplek Islamic Centre, Palangka Raya, Kalimantan Tengah, Indonesia, Postal Code 73111

Keywords: Incorporating, WebQuest, Internet-based Learning Device, Teacher Instruction, EFL Writing Class

Abstract: This article reports the result of a study investigating how WebQuest as an internet-based learning device

can be incorporated in EFL writing class which is section of a wider case study on Using WebQuest in

Indonesian EFL writing class. Twenty-three EFL students enrolled in the course of Argumentative Writing

and an English teacher at the English Education Department of Institut Agama Islam Negeri Palangka Raya

Indonesia became the subjects of the study. The activities of teaching writing using WebQuest as an

internet-based learning device in EFL writing class were as the data sources. The researcher himself

equipped with research instruments; observation checklist, field notes, interview, and documentation, were

used for the data collection. The collected data were further analysed to draw a conclusion. The results show

that WebQuest could be incorporated in the activities of writing in Indonesian EFL writing class through

WebQuest activity as the guideline in the process of producing essay by adjusting the writing process

activities according to the guidelines in the WebQuest menu; introduction, tasks, process, resources,

evaluation, and conclusion.

1 INTRODUCTION

Incorporating technology in the teaching of English

should be applied in the 21

-century teaching and

learning. The use of technology such as internet is

now almost applied in the education field. It is in

line with Elwan’s (2007) argument that internet

affects several kinds of education and it can be

implemented by teacher and students in the teaching

and learning activity. Also, Cahyono (2010b) argues

that information and communication technology

(ICT) has become a significant element of life and

the kinds of ICT have been incorporated in various

sections of life such as in the field of education.

From the statements, it is assumed that the use of

technology such as WebQuest is applicable in the

teaching of English, particularly in the writing

instruction.

The teaching of writing gets more benefits from

the use of technology such as WebQuest. By

entangling them in a WebQuest activity as their

internet-based device, students have the chance of

being opened up to the target language that is

writing in the English language by getting on the

website and students may use WebQuest as internet-

based media to facilitate their English language

learning (Chuo, 2007, p. 2). WebQuest has given

fact to be a considerable value as language learning

device for students by engaging them in a WebQuest

activity and they establish writing by incorporating a

reading activity to writing process via this online

tool (Kocoglu, 2010). By using WebQuest, it assists

to expand students’ view by broadening thought and

notion on different themes, obtaining critical

thinking and problem-solving skills, and developing

creativity (Kuimova, Golousenko, Nikiforov, &

Shcherbakov, 2015) that strongly match with the

characteristics of the 21

-century teaching and

learning.

WebQuest with its teaching procedures could be

as learning device to develop critical thinking skill

(Lim & Hernandez, 2007), and it is the inquiry-

based learning activity that could be as a learning

tool to enhance problem-solving ability (Elwan,

2007). Also, by incorporating the technology via

WebQuest application in an English class, teachers

apply it as the fun teaching technique or strategy for

their writing classroom (Hadriana, 2017, p. 64).

In the instruction process of using WebQuest,

teachers plan and provide the teaching materials

218

Miftah, M.

Incorporating WebQuest as an Internet-based Learning Device in EFL Writing Class.

DOI: 10.5220/0009019000002297

In Proceedings of the Borneo International Conference on Education and Social Sciences (BICESS 2018), pages 218-225

ISBN: 978-989-758-470-1

using a web page linked to a topic that is going to

discuss in which students are given opportunity to be

engaged in improving their target language with the

authentic materials (Al-Khataybeh & Al-Awasa,

2016, p. 113).

Additionally, in teaching of English as foreign

language (EFL) particularly teaching writing,

WebQuest is now an effective learning device, and it

can strongly motivate students in learning

(Alshumaimeri & Bamanger, 2013). Almasri,

Alfadda, and Alshumaimeri (2011) state that using

WebQuest activity in foreign language learning can

direct students to enhance their writing skills. Thus,

by incorporating WebQuest in English class of

writing, it can help teachers to engage their learners

in the teaching of writing in the 21

-century era.

WebQuest was established in 1995. At San

Diego State University (SDSU), Dr. Bernie Dodge

firstly introduced it as an inquiry-oriented learning

activity in which all information students need can

be explored and found from internet with a

particular web page (Dodge, 2001). WebQuest leads

students to have an approach in their problem-

solving through learning process (Dodge, 2001).

Also, WebQuest can be applied in writing learning

for all levels and ages of students, and it is an

authentic assignment supported with the internet

resources in which students can obtain all

information to be summarized, synthesized, and

evaluated for the particular assignment being tasked

by their teachers (Yang, Tzuo, & Komara, 2011). In

addition, WebQuest contains six major elements:

introduction, task, process, resource, evaluation, and

conclusion (Dodge, 2001; Hadriana, 2017). Thus, by

using WebQuest in writing instruction it could

engage the students in a way of the writing learning

through the process of writing that agrees with the

components of the WebQuest model.

In the process of writing instruction, Al-

Khataybeh and Al-Awasa (2016) suggest that to be

the effective use of time when implementing

WebQuest activity, students can use the links of web

page given by teacher and then explore for all

information related with the topic they are going to

learn write. The students can apply it through both

individual and collaborative activities. In short, the

use of WebQuest in language learning such as

writing learning can enhance communicative

interaction among learners and give them chance to

be engaged in the writing process.

The various points related to the use of

WebQuest in English language teaching more

specifically in writing instruction in the context of

first and second or foreign language settings have

been examined. A study conducted by Chuo (2007)

investigating the effects of the WebQuest writing

instruction program on EFL learners' writing

performance. It is suggested that integrating web

resources into EFL writing instruction using the

WebQuest model is effective for increasing learners’

writing performance and it strongly provides an

interesting learning experience.

Abbitt and Ophus (2008) examined a research

investigating the impacts of the WebQuest

instructional strategy on teaching and learning of

writing. The results indicated that the strategy using

WebQuest activity had significantly given a high

effect towards students’ collaborative writing

abilities and their attitude.

Kocoglu (2010) investigated comparing the

effects of WebQuest EFL university students'

reading and writing performance. The results

revealed that using WebQuest in EFL reading

instruction enhanced their reading comprehension.

On the other hand, the WebQuest activity did not’

significantly improve students’ abilities in writing

because they did not follow the steps such as

introduction, development, and conclusion.

Therefore, it needs to engage students in the writing

process when applying WebQuest activity with the

high support of the authentic materials available in

WebQuest.

Almasri, Alfadda, and Alshumaimeri (2011)

conducted a study on how WebQuest as an internet-

based learning tool gives impact on the EFL

students’ writing skills. Results showed that

WebQuest activity engaged students in the

environment of classroom interaction in which they

could work collaboratively and got motivation in

writing learning.

Alshumaimeri and Bamanger (2013) applied an

experimental study to find out the significant

difference between EFL students taught using

WebQuest writing instruction and those taught using

traditional instruction. The findings indicated that

the writing performance of the students taught using

WebQuest was better than those taught using

traditional methods. Its difference is affected from

the terms of length, vocabulary, and grammar. It

means that WebQuest activity significantly gives

effects on students’ writing skills in the teaching of

EFL.

Another study was conducted by Al-Khataybeh

and Al-Awasa (2016). It investigated the impact of

using WebQuest on improving students' writing

skills. Results showed that there was statistical

difference between experimental group taught using

WebQuest and control group taught traditionally.

Incorporating WebQuest as an Internet-based Learning Device in EFL Writing Class

219

Therefore, it really needs to apply WebQuest in the

teaching of writing by training teachers on how to

implement it in writing class.

However, few studies have been conducted in

the Indonesian EFL context. Cahyono (2010a) did a

study on helping students learn English using

WebQuest. It had been applied a WebQuest to the

students taking an Introduction to Linguistics course.

Also, he showed how WebQuest could be used in

the teaching of English for EFL students. The

students’ performance was in the forms of the

information in a table and a written report based on

the information.

The other study was conducted by Hadriana

(2017). It discussed providing an innovation by

using WebQuest in EFL writing class. It showed that

the WebQuest activity can improve students’

motivation and engagement towards developing

their skills and knowledge of writing in English.

During the process of collaborative works, students

can develop their knowledge and skills based on the

information they gain from WebQuest.

The various findings of the previous studies

showed that overall WebQuest in the teaching and

learning English, particularly in teaching writing,

gives great impact on the students’ writing abilities.

However, it needs to explore in-depth investigation

particularly on how to incorporate WebQuest in

writing instruction in Indonesian EFL context.

EFL is learnt by the students of English

Education Department at Institut Agama Islam

Negeri Palangka Raya, Indonesia. Using technology

to teaching writing various types of writing such as

paragraph and essay writing has been put into

practice quite recently by the writing teacher.

Personal experience showed that in the writing class

where using WebQuest as an online tool, it has been

employed by the researcher in the process of writing

instruction. The writing instruction through the use

of WebQuest tends to be the big challenges, and it

needs to be built up and explored deeply. Therefore,

the investigation of incorporating WebQuest in EFL

writing class is to be the main topic of the current

study, and the study addresses the following

questions, “How can WebQuest as an internet-based

learning device be incorporated in EFL writing

class?”

The findings of this research contributed to

enrich the theory of the use of WebQuest in the

writing instruction of EFL context. Meanwhile,

practically, it gave meaningful contributions to the

students, teachers, and future researchers. Teachers

would get benefits from WebQuest as an internet-

based learning device that could be incorporated in

EFL writing class, and it is as one of the innovations

in teaching EFL writing. By using WebQuest in

writing activities, the students could collaborate to

their peers. WebQuest could assist students to build

up thinking skills, to improve writing motivation,

and to develop problem-solving skills. Also, it

would be provided insights for student writers about

knowledge and writing experience of how to apply

WebQuest activity in the writing class so that their

writing skills would increase.

2 METHODOLOGY

The qualitative method was applied in this study.

The research design, research subjects, data sources,

research instruments, and data collection and

analysis are elaborated in the following parts.

2.1 Research Design

The study applied a case study research design

categorized as qualitative research. A case study

focused towards ‘an in-depth description of a single

group which can be a personal, a unit, a place, a

class, a policy, a program, a process, an institution,

or a community’ (Ary et al., 2010). Within this

framework, this study agrees with the

characteristics. It investigated the use of WebQuest

in the EFL writing class by describing the

incorporation of WebQuest as an internet-based

learning device in EFL writing class. It explored the

use of WebQuest in EFL writing class implemented

by a teacher and a group of the students in particular

class–Argumentative Writing class–as a natural

situation in which the interesting particular topic,

incorporation of WebQuest in EFL writing class,

was investigated deeply. Hancock and Algozzine

(2006) stated that applying case study research

means investigating a special theme with in-depth

analysis in a certain natural context. Indeed, the type

of the study was applicable in this context.

2.2 Subjects

This study was carried out in a course entitled

"Argumentative Writing". This course is offered in

the English Education Department of Institut Agama

Islam Negeri Palangka Raya Indonesia in the fourth

semester of the academic year 2017-2018. The

course met once a week for 16 weeks with each

class lasting 100 minutes. As stated in the course

syllabus proposed by the English Education

Department, the course assisted students to learn

BICESS 2018 - Borneo International Conference On Education And Social

220

how to write essay and to fully develop their skills in

producing essay in the form of argumentative essay

through the writing theory and practice. Twenty-

three EFL students enrolled in the course and an

English teacher became the subjects of the study.

2.3 Data Sources

The activities of teaching writing by incorporating

WebQuest as an internet-based learning device in

EFL writing class were as the sources of the data in

this study.

2.4 Instruments

The research instrument was the researcher himself

considered as the key instrument. The teacher-

researcher himself who was present in the setting of

the study was considered as the key instrument

called as Human Instrument. The researcher

equipped himself with some research instruments

consisting of an observation checklist, field notes,

interview, and documentation.

In the research, he got involved in the whole

process of incorporating WebQuest in writing

instruction of EFL writing class when collecting,

analyzing and interpreting the data during the

study. The researcher observed and wrote or

recorded what was happening directly during the

data collection in the classroom.

2.5 Data Collection and Analysis

How to collect the data were, first, the students were

introduced by the theory of how to write an

argumentative essay in several meetings.

Second, the participants are trained in using

WebQuest in EFL writing class. The procedures of

using WebQuest in the writing instruction is adapted

from Chuo (2007) and Alshumaimeri and Bamanger

(2013). The six attributes of WebQuest activities–

introduction, task, process, resource, evaluation, and

conclusion (Dodge, 2001; Hadriana, 2017)–are

adapted for each lesson plan in the WebQuest in

writing instruction.

Third, by using WebQuest as learning model

device, they were asked to write an argumentative

essay on the topic of their own interest for session

one (first writing task) and on the available topic for

session two (second writing task). While training on

using WebQuest in writing activities, the teacher-

researcher assigned the students to do writing task

conducted through the writing process–prewriting,

outlining, drafting, revising, editing, and publishing.

Fourth, when incorporating WebQuest in the

class of writing were implemented, the writing

activities were observed by the researcher through

participant observation. The observations were

conducted within the lecture activities. It is followed

by using field notes to know the participants'

behavior during the interaction of using WebQuest.

Finally, the researcher interviewed the

participants at the end of the writing activities. After

the data had been collected, the researcher then

analyzed the data through data analysis procedures:

data reduction, data display, and conclusion

drawing/verifying (Miles & Huberman, 1994).

3 FINDINGS

The main purpose of this study was to investigate

how WebQuest as an internet-based learning device

can be incorporated in EFL writing class. To answer

this question, the process of incorporating WebQuest

in the process of teaching writing argumentative

essay was investigated by the teacher-researcher

during the two sessions of implementing WebQuest

in the writing class. WebQuest can be incorporated

in writing class via the process of writing. In the

writing activities, it should be an appropriate model

procedure of writing process approach through the

stages of writing such as prewriting, drafting,

revising, editing and publishing (Sabarun, 2011;

Miftah, 2015).

3.1 How to Incorporate WebQuest in

EFL Writing Class

The results of the investigation on how to

incorporate WebQuest as an internet-based learning

in EFL writing class show that the incorporation

should follow the teaching procedures by adjusting

the writing process activities according to the

guidelines in the WebQuest menu; introduction,

tasks, process, resources, evaluation, and conclusion.

Here is the procedure.

First, the teacher introduces the theory of how to

write an argumentative essay in two meetings.

Students are assigned to do Task #1 to make a

debatable statement of their own topics of interest,

Task #2 to make a thesis statement that refers to the

Task #1, and Task #3 to make an outline of their

argumentative essay.

Second, the teacher trains on using WebQuest in

EFL writing class. In class and out of class activities,

students are assigned to do Task #4 to produce their

worksheet and argumentative essay. The worksheet

Incorporating WebQuest as an Internet-based Learning Device in EFL Writing Class

221

is for the guidelines for them to produce their essays.

They are asked to write their first drafts of

argumentative essay on their own topics of interest

by following the steps.

Step 1: Search on WebQuest of the argumentative

essay on the internet on the website address

http://zunal.com/webquest.php?w=119458

about Playing Video Games: Good or Bad.

Step 2: Read and understand the WebQuest you

have found in Step 1 as the guidelines.

Step 3: Understand the guidelines of the WebQuest

that is the menu such as welcome,

introduction, tasks, process, resources,

evaluation, and conclusion.

Step 4: Follow the guideline in Step 3. Referring to

your own topic, write the explanation of

each menu in your worksheets such as

welcome, introduction, tasks, process,

resources, evaluation, and conclusion.

(For the Tasks, please adjust it according to

your own topic; For the Process, please

explore the new information or article

supporting your arguments in internet; For

the Resources, it contains the links of

internet existing the information of your

supporting arguments; For the Evaluation,

please adjust it according to scoring rubric

of argumentative essay; and For the

Conclusion, please conclude the process of

making argumentative through the use of

your WebQuest as the guidelines).

Third, the teacher gets students to do Task #5 to

do revising activity by using peer feedback

technique. They are assigned to make a group of 3 or

4 to do peer-feedback group. They should follow

The Guideline for Peer Feedback on Incorporating

WebQuest in EFL Writing Class (See Appendix) and

use the worksheet for peer feedback provided by the

teacher. Before doing peer feedback, the teacher

gives an explanation to do peer feedback activities.

Teacher shares The Guideline for Peer Feedback on

Incorporating WebQuest in EFL Writing Class to

students. There are three parts to be focused on peer

feedback. Members of the group should give

feedback on their peers’ argumentative essay. The

feedback covers: Part 1 focuses on giving feedback

on introductory paragraph; Part 2 focuses on giving

feedback on body paragraphs; Part 3 focuses on

giving feedback on concluding paragraph.

Fourth, the teacher asks students to do Task #6

to do self-editing activity. They are assigned to use

the self-editing worksheet by answering the

questions of the self-editing worksheet. The

worksheet can be found in the Book entitled

‘Writing Academic English (Fourth Edition)' written

by Oshima and Houge (2006, p. 329).

Fifth, the teacher gets students to do Task #7 to

do revising activity. They are assigned to revise their

argumentative essay. They should revise it based on

the feedback or suggestions from their peers (on the

peer feedback worksheets) and on the suggestion

from self-editing activity (on self-editing

worksheet). The product of this task is their revised

argumentative essay as the final product.

Finally, the teacher assigns students to do Task

#8 to do publishing activity. They are asked to share

or publish their argumentative essays on their own

blogs.

4 DISCUSSION

With reference to the findings of incorporating

WebQuest as an internet-based learning device in

EFL writing class, it indicates that the process of

incorporating WebQuest in the EFL writing class

was applied by the teacher during two sessions of

using WebQuest activity through the process of

writing an argumentative essay. By involving

students in the WebQuest activity of the writing

class, it seems that they are able to apply WebQuest

as their learning model device and it is as their

guidelines for their writing process activities–

prewriting, outlining, drafting, revising, editing, and

publishing activities. The process of writing is

carried out through WebQuest activity as the

guideline in the process of producing essay by

adjusting the writing process activities according to

the guidelines in the WebQuest menu; introduction,

tasks, process, resources, evaluation, and conclusion.

The findings fit with the recommendation from

Dodge (2001) and Hadriana (2017). It is stated that

WebQuest with the six attributes of activities such as

introduction, tasks, process, resources, evaluation,

and conclusion is applicable for writing instruction.

The incorporation of WebQuest in EFL writing

class applied by following the teaching procedure in

this study can assist students to access information

about their topics before writing in English as the

target language. They need English exposure by

reading materials related to their topics of writing to

have background knowledge before starting to write.

Kobylinski (2014) states that one of the benefits of

WebQuest activity in learning is that students obtain

actual information about the language they learn

from the valid resources.

In addition, the present study applied to

incorporate WebQuest in EFL writing class for the

BICESS 2018 - Borneo International Conference On Education And Social

222

teaching of writing an argumentative essay as the

genre as proposed in the course syllabus. The

incorporation of WebQuest in writing class leads

students to be engaged in writing activities

collaboratively with a group or individual activities.

WebQuest activity could assist them to develop

creative thinking, to improve writing motivation, to

develop problem-solving skills, and to build English

language competence particularly writing in English

as the target language. It is in line with the study by

Kuimova, Golousenko, Nikiforov, and Shcherbakov

(2015) and Al-Khataybeh and Al-Awasa (2016). It is

suggested that internet resources such as WebQuest

with the authentic materials can help students to be

an independent person or group work activities, to

increase their motivation and skills to solve the

problem, to think creatively, and to build language

competence.

5 CONCLUSION

The current study has investigated how WebQuest as

an internet-based learning device can be

incorporated in Indonesian EFL writing class.

WebQuest can be incorporated in writing class via

the writing process by using teaching procedure of

writing process approach through the stages of

writing such as prewriting, outlining, drafting,

revising, editing and publishing. Also, the process of

writing is carried out through WebQuest activity as

the guideline in the process of producing essay by

adjusting the writing process activities according to

the guidelines in the WebQuest menu; introduction,

tasks, process, resources, evaluation, and conclusion.

By engaging students in the use of WebQuest in the

writing class, they are able to apply WebQuest as

their learning model device and it is as their

guidelines for their writing process activities.

Referring to the findings and discussion of the

current research, it is strongly suggested to use

WebQuest as an internet-based learning device or

ICT-based media in teaching EFL writing.

WebQuest activity can motivate the students in a fun

learning in writing activity, and provide them to get

involved in writing activities. WebQuest with the

authentic materials can assist students to be an

independent person or group work activities, to

increase their motivation and problem-solving skills,

to develop critical thinking, and to build English

language competence.

The weakness of the present study is that during

incorporating WebQuest in EFL writing class, it was

not provided with the good access of internet so that

WebQuest activity applied in the writing instruction

could not be accessed well. It seems like the

technical problem happened during the study.

However, the WebQuest activity could be conducted

in class and out of class to be an alternative solution

to the technical problem so that the WebQuest

activity could run well.

ACKNOWLEDGMENTS

This research has been supported by Lembaga

Penelitian dan Pengabdian Masyarakat (LP2M),

Institut Agama Islam Negeri Palangka Raya,

Indonesia. Thanks to the anonymous reviewers for

good suggestions on how to improve the paper.

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APPENDIX

The Guideline for Peer Feedback on

Incorporating WebQuest in EFL Writing Class

Adapted from Oshima & Houge (2006)

INSTRUCTION

You are required to provide feedback on your peer’s

works of argumentative essay by writing or giving

examples using your own version.

Part 1

 Read the Argumentative essay.

 Read the Introductory Paragraph.

 Please give comments/feedback/suggestion

on the parts of the Introductory Paragraph.

Answer the questions:

1. Which type of organization does this essay use –

block or point-by-point? Please give comments.

2. Does the Introductory Paragraph contain an

explanation of the issue? Is it sufficiently and

clearly stated or not? Please give comments.

3. Does the argumentative essay begin with a more

engaging introduction? Is it sufficiently and

clearly stated with surprising statistics, for

example, or with a dramatic story? Please give

comments.

4. Does the Thesis Statement mention “both sides

of the issue” or give “the writer’s point of view”

only? Is it clearly and correctly stated or not?

Please give comments.

5. Does the Thesis statement use “expression” to

introduce opposing points of view, and use

“transitional signals of contrast” to connect the

opposing point of view to the writer’s counter

argument? Is it clearly stated or not? Please give

comments.

Part 2

 Read the Body Paragraphs.

 Please give comments/feedback/suggestion

on the parts of the Body Paragraphs.

Answer the questions:

1. Which type of organization does this essay use –

block or point-by-point? Please give comments.

2. Do the Body Paragraphs support arguments for

the thesis statement? Are they are sufficiently

stated or not? Please give comments.

3. Do the Body Paragraphs give an opposing

argument? Are they sufficiently stated or not?

How many opposing arguments are given?

Please give comments.

4. Where does the writer rebut the opposing

arguments with counterarguments – in one

paragraph or in a separate paragraph? Are they

sufficiently stated or not? Which

counterarguments are the strongest and most

convincing? Please give comments.

Part 3

 Read the Concluding Paragraph.

 Please give comments/feedback/suggestion

on the parts of the Concluding Paragraph.

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Answer the questions:

1. Does the Concluding Paragraph summarize or

restate the thesis statement? Is it correctly stated

or not? Please give comments.

2. Does the writer leave final thoughts (prediction,

consequences, solution, recommendation, or

quote an expert)? Are the final thoughts

sufficiently stated or not? Please give comments.

3. Does the writer persuade readers that his/her

opinion is the right one? Please give comments.

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