Production

Where possible, have students work in pairs on the computer. To minimise noise levels, it is possible to buy small jacks or stereo splitters that allow two headphones to be plugged into one computer.

Introducing Pintu Indonesia

Navigation around this learning object is extremely straight forward so students should be able to use the object with little assistance. However if possible, introduce Pintu Indonesia with the use of a data show to model its use.

Display the 'home page' of Pintu Indonesia and ask students to predict the meaning of Indonesian words and phrases. What does 'Pintu Indonesia' mean?

Enter 'wayang kulit' as a search term and model how students access the search results, checking that students understand the Indonesian as you go.

The webquest: Kunjungi Indonesia!

Explain to students that they are going to work in teams of four to complete a webquest. Ask students whether they have ever done a webquest before and have them explain what they know. If you have no prior experience of webquests, Wikipedia has a simple explanation: http://en.wikipedia.org/wiki/WebQuest 

Organise students into groups of four, and give them the Kunjungi Indonesia webquest. (Download the webquest)

As a class, read through the initial context and focus question. Have students select a role each:

• Wakil pemerintah - Government representative

• Ahli ilmu pengetahuan - Scientist

• Pengusaha parawisata - Tourism business person

• Wakil masyarakat - Community representative

Have students individually research their role using the links provided in the webquest. Allow time for the students to explore the icons provided in Pintu Indonesia, choosing one or two icons that they think a person in their role would support. Ask students to record facts about the significance of that icon (in Bahasa Indonesia and / or Bahasa Inggris) using the icon record sheet (in Word or PDF) to help them answer the focus questions in the webquest.

Allow time at the end of any session working with Pintu Indonesia, for sharing and reflection on the information students find out, language points and the strategies they are using to work together and as language students. See the Reflection section for some focus questions.

Have teams follow the webquest process to come to an agreement about which icon would be the best, and present their conclusions to the class. Their reports could be presented orally, using multimedia such as PowerPoint presentation, in a written form, as a poster - or a combination of these. Students could collect some terms that would be useful in promoting their icon as the emblem for Tahun Kunjungi Indonesia. The superlative focus sheet (in Word or PDF) would provide some support for students. (See Extension activity).

Remind students about the work done earlier on giving opinions and reasons (see the sheet in Word or PDF). This will also support them in writing their webquest report.

See the Assessment section for a range of rubrics to support assessment of student work with Pintu Indonesia.

Discuss student presentations:

Did teams generally manage to come to a consensus and present arguments for a single icon?
Could the class come to a consensus and support a single icon as the preferred emblem for 'Visit Indonesia Year'?

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