PAPER

USING WEBSITE IN THE CLASSROOM

This paper is prepared for the course assignment of Computer Based Media in Language
Learning

Lecturer :

Mr. Aulia Rahman, M.Pd

Group 2 :

1. Lindy Zahida Yunasy D (126203202156)

2. M Mahali Rosyad Arif Billah (126203201065)

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING

UNIVERSITY OF SAYYID ALI RAHMATULLAH TULUNGAGUNG

2023
 PREFACE

Alhamdulillah, all praises to Allah SWT, God Almighty, for all blessings and mercies
so Group 2 were able to complete this work and discussion about " USING WEBSITES IN
THE CLASSROOM ”. Sholawat and greetings are always appropriate for our Prophet
Muhammad SAW, who has taught us all the way in the form of faultless Islamic teachings
and has become the universe's greatest gift.
We are appreciative of the opportunity to complete the paper that was part of the
Computer based media in language learning assignment. With that, we'd like to express our
gratitude to the following individuals and organizations :

1. Prof. Dr. Maftukhin, M.Ag, as the Rector of UIN SATU Tulungagung.

2. Prof. Dr. Hj. Binti Maunah, M.Pd.I. The Dean of the Faculty of Tarbiyah & Teacher
Training of UIN SATU Tulungagung,
3. Dr. Erna Iftanti, S.S., M.Pd H, as The Head of UIN SATU Tulungagung's English
Department.
4. Aulia Rahman, M.Pd as a Lecturer of computer based media in language learning at
UIN SATU Tulungagung.
5. All TBI 6E classmates, our spirit is always the best.

Despite all that, we are fully aware that there are still shortcomings both in terms of
sentence structure and grammar. Therefore, with open hearts, we welcome all suggestions
and criticisms from readers so that we can improve this paper to be better. Finally, we hope
that this paper can be useful and can provide inspiration to readers.

Tulungagung, 24th of March 2023

Writers
 TABLE OF CONTENTS

PAPER..................................................................................................................................................I
Lecturer :..............................................................................................................................................I
PREFACE............................................................................................................................................ii
TABLE OF CONTENTS...................................................................................................................iii
CHAPTER I.........................................................................................................................................1
INTRODUCTION...............................................................................................................................1
A. Background of Paper...............................................................................................................4
B. Problem Formulation..............................................................................................................4
C. Purpose of Writing..................................................................................................................4
CHAPTER II.......................................................................................................................................6
DISCUSSION.......................................................................................................................................6
A. How to Use Websites in the Classroom..................................................................................6
B. ELT Websites and Authentic Websites..................................................................................7
C. How to Find Useful Websites..................................................................................................7
D. How to Evaluate Websites.......................................................................................................9
E. Planning lesson Using the Internet........................................................................................11
F. ‌Working with lower levels language proficiency ……………………..
…………………...11
CHAPTER III....................................................................................................................................13
CLOSING..........................................................................................................................................13
A. Conclusion..............................................................................................................................13
References..........................................................................................................................................14
 CHAPTER I
INTRODUCTION

A. Background of Paper
The World Wide Web (WWW) was created in 1989 by the British CERN
computer scientist Tim Berners-Lee.[1][2] On 30 April 1993, CERN announced that the
World Wide Web would be free to use for anyone, contributing to the immense
growth of the Web.[3] Before the introduction of the Hypertext Transfer
Protocol (HTTP), other protocols such as File Transfer Protocol and the gopher
protocol were used to retrieve individual files from a server. These protocols offer a
simple directory structure in which the user navigates and where they choose files to
download. Documents were most often presented as plain text files without formatting
or were encoded in word processor formats.
A website (also written as a web site) is a collection of web pages and related
content that is identified by a common domain name and published on at least one
web server. Websites are typically dedicated to a particular topic or purpose, such as
news, education, commerce, entertainment or social networking. Hyperlinking
between web pages guides the navigation of the site, which often starts with a home
page. As of December 2022, the top 5 most visited websites are Google Search,
YouTube, Facebook, Twitter, and Instagram.
All publicly accessible websites collectively constitute the World Wide Web.
There are also private websites that can only be accessed on a private network, such
as a company's internal website for its employees. Users can access websites on a
range of devices, including desktops, laptops, tablets, and smartphones. The app used
on these devices is called a web browser.
B. Problem Formulation

1. How to Use Websites in the Classroom?

2. What is ELT Websites and Authentic Websites?
3. How to Find Useful Websites?
4. How to Evaluate Websites?
5. How to planning lesson Using the Internet?
6. Working with lower levels of language proficiency?

C. Purpose of Writing

1. To know how to Use Websites in the Classroom

2. To know what is ELT Websites and Authentic Websites
3. To know how to Find Useful Websites
4. To know how to Evaluate Websites
5. To know how to planning lesson Using the Internet
6. To know working with lower levels of language proficiency
 CHAPTER II
DISCUSSION

A. How to Use Website in the Classroom

When it comes to the classroom, all teachers know that their lessons must align
with the state standards, but many do not realize that there are also national
technology standards. Knowing these additional standards will help you as the teacher
determine if your technology activities will meet the objectives of integration.
Now that you have utilized a discussion board of your own, we need to discuss
the importance of student usage of this application. Student discussion is a very
important part of education in any subject by enabling a student to form and present
their own opinions. Online discussion boards help teachers see the thoughts students
form on subjects outside a classroom setting, and also helps students stay focused on a
content idea even outside of school. Further, the discussion board allows students to
break down community walls by having open discussions with children in other
schools and classes. Finally, the discussion board is an authentic task that reflects
activities students will engage in upon graduation into the real world.
Google sites allows a teacher to set up a discussion board through the forms
section under "Drive." These boards can contain as many questions as a teacher
would like, in any style of question; this diversity allows for creativity and can help
ensure alignment with the standards. Below is a link which shows how to create a
discussion board on your site.
Student-created pages are also a great way to integrate technology in the
classroom while giving students a space of their own. Students love to show off work
and their parents love to view it. Student pages allow a teacher to cut back on paper
and can make grading much easier. The Googlesites allow for easy assignment upload
and sharing. Also, with the calendar feature students can keep track of all of their
upcoming due dates and have that responsibly laid on them. There are also
administrative settings that will allow you to control what is added and what students
can edit and comment at any given time; this will allow you to keep the class on track
and working in the appropriate realm. Many web 2.0 programs can be linked and
added to these sites: anything a student creates with Google can be uploaded directly
to the site.
Not only is there a worry for student access, many parents and teachers worry
about accommodations For students who need accommodations, any of the following
software could be utilized: Inspiration, Dragon Naturally Speaking, JAWS, and
ZoomText. Inspiration is a software program that helps students develop ideas and
organize thinking. Dragon Naturally Speaking is a voice recognition software
program that types (and other functions) as you speak. JAWS is a program that reads
information on the computer screen using synthesized speech. ZoomText magnifies
items on the computer screen for users who have visual impairments. The software

6
 applications mentioned above will help ensure, if needed, that each student has the
ability to complete the assignment.

B. ELT Websites and Authentic Websites

ELT Website
● Provide easily useable content for language learners
● Opportunities for more controlled language work
● A great help for learner who need to improve on certain language skills
● Ideal for unsupervised homework
Authentic Website
● Can be chosen to fit learner's interests
● Keep motivation for learning high
● Provide opportunity to work through comprehension issues that learners need to
deal with at some point in their studies

C. How to Find Useful Websites

Finding useful websites can be tough. There are well over a billion sites on the
web, and a good number of them are totally useless. Some of the most useful websites
are quite popular, so you probably already know of them. But there are many other
useful websites beyond the ones you may be familiar with.

o Enter words related to the website into the navigation bar.

o Use quotation marks around the specific words or phrases that you want to
show up in your search results.
o Or open a web directory > click through category headings to find useful
websites.

 Use a Search Engine to Find a Website

Search engines make this very easy. In fact, most web browsers (like
Chrome, Firefox, Edge, etc.) have a search box built in so that all you have to
do is enter information about the website to find the site in question.

To try that, visit the navigation bar at the top of your browser and enter
something about the site. Here's an example, where we're looking for Apple's
website by typing apple iphone:

You can enter anything into this box: the website name if you know it,
something about the site, or content you know is included on it. Any of those
approaches will help.

7
 Using a search engine's website to find other sites is really easy, too. Open
any popular search engine, like Google, and use the text box on that page to
run your search.

For example, if you open DuckDuckGo and type into the box lifewire,

you'll find Lifewire.com within the results, and you can select the link to view
the website.

Some search engines are even built to find similar websites. Say you
really enjoy eBay, so you want to locate some of the other  best auction sites on
the web. One way to do that is by plugging eBay's site into a tool
like SimilarSites. Doing that might yield results like Amazon, Wish, and Etsy.

 Search Engine Options

Search engines might seem extremely simple at first glance, but most are
actually capable of really advanced searches. You might need to employ
some advanced search options  if your initial query wasn't enough to find the
site you're looking for.

For example, maybe you want to search only for websites that end in
EDU, GOV, or some other top-level domain . You can do that on search
engines like Google by using the site search command  (e.g., site:edu).

Similarly, to search any website for a specific web page, you can run
something like site:lifewire.com games, which would search  lifewire.com for
anything about games.

 How to Use Advanced Google Search Commands

Something else we recommend is to use quotation marks in the search .
This can help you find a website if you know some other details about it and
you want those words to be interpreted by the search engine as a phrase.

 Browse a Web Directory for Suggestions

If you need help finding a website because you don't know its name, or if
you're trying to find the best content on any given subject, try a web
directory.

These are websites that list other websites for you. They're similar to a
search engine, but the results are hand-picked by real people and might offer
an easier way for you to browse for a website.

8
 If a search engine isn't helping, a web directory is your next best option.
Most of them let you click through category headings to help you find useful
websites that fall under any topic.

For example, maybe you're looking for gaming sites, news sites, software
sites, or websites that cover mathematics, computers systems, physics, cars,
food, etc.
D. How to Evaluate a Website
.
1) Go to the site
The first thing students need to do is open the site.
When browsing Google search results, you might want to teach students to open a
site in a new tab, leaving their search results in the tab so they can be easily accessed
later.

2) Skim read
Next, skim through the site and see if you can read and understand the text. If
it's too complicated or difficult to understand, find another website. Decide whether
this is the type of site that  might  provide the information you are looking for. If a
site is difficult to navigate, full of ads, or has other red flags like bad spelling or
inappropriate content, you may want to leave it right away.
Skimming and scanning is the default way most people now consume new
content so they now play an important role in literacy education. A regularly cited
study from Nielsen Norman tells us that 79% of users always scan any new page
they come across. Only 16% read word for word. Scanning or skimming can be
useful for practice in class. For example. give students one minute to look at a text
and then share what they think of it. This is something that can be tried with new
readers all the way up to higher level students.

3) Look for the answer to your question

If you think the site might prove useful, you now need to find out if the
information on the site actually answers your question. You could use a search box,
navigation menu, or pull up your own search box by pressing Control/Command F.
Type in the keywords you’re looking for.
Stop skimming, and read more closely to see if this information is useful to
you.

4) Consider the credibility of the author or website

9
 If the information is there, you need to consider the credibility of the author or
website. Can you rely on the information?
Here are some things you can look for on the website:
- Domain — sometimes domains that include .gov or .edu come from more trustworthy
education or government sources.
- Author information — look at at the author bio or About page. How qualified is this
person?
- Design — we can’t judge a book (or website!) by its cover but sites that are cluttered,
difficult to navigate, or look amateurish may be worth avoiding.
- Sources — trustworthy articles usually link to other sources or cite where their facts
come from.

5) Consider the purpose of the site

The next step is to think about the purpose of the site and whether it meets your
needs.
- Is the author trying to make you think a certain way? Are they biased or one-sided?
- Are they trying to sell you something?Sometimes ads might not be so obvious, for
example, blog posts can be written to promote a product.
- Is the author’s tone calm and balanced? Articles fueled by anger or extreme opinions
are not going to be the best source of information.
- Do the headlines match the article? Or are they simply designed to hook readers?
- Is the author trying to educate the audience and present a balanced and factual
picture? This is what you usually want.

6) Look for the date

Finally, it’s important to consider whether the information is current enough for
your topic. You can look for when the article was written or it might tell you when it
was last updated. Sometimes URLs include dates as well.
Does it matter how old an article is? Well, that might depend on your topic. For
example, if you’re looking for the latest research on nutrition or a medical condition,
the date might be very important. If you’re looking for some facts about World War
One, it might not matter if the information hasn’t been updated in a few years. If the
site isn't great, bounce back…

10
 As the flowchart shows, if in doubt, just go back to search results and try again.
Maybe we want to change the search term based on the results provided. Sometimes
we need to change keywords or be more specific.

7) Crosscheck
When you overcome all these hurdles and find some information that looks
useful and reliable, it's a good idea to double-check the information. So, look at
some of the other websites to see if they corroborate the information you find. It's
important to remember that you can't believe everything you read and it's important
to consider multiple perspectives.

E. Planning Lesson Using the Internet

. Planning lessons using the internet can be an effective way to engage students
and provide them with a variety of resources and materials to enhance their learning
experience. Here are some steps to consider when planning Internet lessons:
Set learning goals: Begin by identifying the learning goals we want to achieve
through the lesson. This will help identify the types of resources and activities that
will be most useful to students.
Identify suitable online resources: Conduct research to identify online resources
that will support learning objectives. This can include videos, interactive
simulations, websites and online articles. Ensure that resources are credible, up to
date, and age appropriate.
Organize materials: Organize online resources in a clear and accessible way.
We can create digital folders or use a learning management system to organize and
organize materials. Consider using hyperlinks or QR codes to make it easier for
students to access resources.
Plan interactive activities: Take advantage of online resources to plan
interactive activities that will engage students in the learning process. This can
include online discussions, collaborative projects or interactive quizzes. Ensure that
activities are aligned with learning objectives and designed to meet the needs of all
students.
Provide clear instructions: Provide clear instructions for accessing and using
online resources and participating in interactive activities. Ensure that students have
the necessary technology and internet access to be fully engaged in lessons.
Evaluating lessons: Evaluating the effectiveness of lessons using formative
assessments, such as quizzes or surveys, to determine how well students have
achieved learning objectives. Use this feedback to improve future lessons.
By following these steps, we can plan lessons effectively using the internet that
engage students, support their learning goals, and provide them with a variety of

11
 resources and materials to enhance their learning experience.

F. Working with Low Level of Language Proficiency

If working with lower level of language proficiency, there are several things you
can do to use the website more effectively:

 Choose websites with simple language:

Look for websites that use simple language, short sentences and common
vocabulary. Avoid websites that use jargon or technical terms your students may
not be familiar with.

 Use a translation tool:

If students are not familiar with the language, they can use a translation tool such
as Google Translate to translate content into their native language. This can help
them understand the content better and make it easier for them to learn.

 Use multimedia content:

Use websites that include multimedia content, such as images, videos and audio.
This can help learners to understand the content better and make it more interesting
for them.

 Use interactive exercises:

Many websites offer interactive exercises such as quizzes, games and puzzles.
This can help learners practice their language skills in a fun and engaging way.

 Focus on specific language skills:

Use websites that focus on specific language skills such as grammar, vocabulary or
listening comprehension. This can help learners to improve their skills in a
targeted way and make it easier for them to progress to higher levels of language
proficiency.

12
 CHAPTER III
CLOSING

A. Conclusion
The World Wide Web was created in 1989 by the British CERN computer
scientist Tim Berners-Lee. On 30 April 1993, CERN announced that the World Wide
Web would be free to use for anyone, contributing to the immense growth of the Web.
Before the introduction of the Hypertext Transfer Protocol , other protocols such as
File Transfer Protocol and the gopher protocol were used to retrieve individual files
from a server. These protocols offer a simple directory structure in which the user
navigates and where they choose files to download. Documents were most often
presented as plain text files without formatting or were encoded in word processor
formats.
A website is a collection of web pages and related content that is identified by a
common domain name and published on at least one web server. Websites are
typically dedicated to a particular topic or purpose, such as news, education,
commerce, entertainment or social networking. Hyperlinking between web pages
guides the navigation of the site, which often starts with a home page. As of
December 2022, the top 5 most visited websites are Google Search, YouTube,
Facebook, Twitter, and Instagram. All publicly accessible websites collectively
constitute the World Wide Web. There are also private websites that can only be
accessed on a private network, such as a company's internal website for its employees.
Users can access websites on a range of devices, including desktops, laptops, tablets,
and smartphones. The app used on these devices is called a web browser.

13
 References
Alkhalify, M. (2002). The role of the Internet in the scientific communication among Arab
researchers in libraries and information. Journal of Information, Libraries and
Publishing, 3(24), 13-35.
Cailliau, Robert. "A Little History of the World Wide Web". Archived from the original on 6
May 2013. Retrieved 16 February2007.

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