This item refers to the presentation of the materials. It includes grading and sequencing the tasks within the materials.
d. The appropriateness of the layout of the materials. The layout covers the description of fonts, text size, and the
consistency of illustration.
B. Conceptual Framework
Writing has been defined by some experts as a skill which involves a process and then produces a certain product i.e. writing product as a
representation of a writer’s ideas. As one of four skills in English, many scholars have formulated how to teach writing. Brown 2001 mentions that there are two
main points in teaching writing i.e. focus on process or focus on product. Focus on product means students’ writing ability determined by the writing product.
Some years ago, teachers believe that students’ writing skills can be said excellent if the product is excellent and vice versa. Thus, the students need to meet certain
standards of prescribed English rhetorical style, reflect accurate grammar, and be organized in conformity with what the audience would consider to be
conventional Brown, 2001. Meanwhile another approach, that focuses on processes, allows students to do something wrong in order to be a better writer.
This approach does not focus only on final product from the students, but also concerns with the processes that students experienced.
However, this research will use genre-based approach, which is the combination of product and process approach. Hammond 1992, as cited in Burns,
200 1 proposed “a wheel model of a teaching learning cycle having three phases:
modeling, joint negotiation of text by learners and teacher, and the independent construction of texts
by learners”. Another model is proposed by Agustien 2006.
This model is similar to two preceding model. However, this model is added a phase in the beginning of the i.e. building knowledge of the field.
Teaching E nglish, especially writing, should be suitable with the learners’
condition. Teaching writing for kids must be completely different from teaching writing for adults. Also, teaching English in native countries should be different
from teaching English in non-native countries. In this research, the researcher will focus only on teaching for high school students and more specifically high school
students in Indonesia. The needs of the high school students in Indonesia are determined based on the curriculum in Indonesia. From the curriculum, the
competence standard and basic competence are defined. Afterward, from the observation it can be concluded that students are
interested learning writing via a website. Furthermore, the observed school has facilities which support teaching and learning with websites. However, to operate
a website as media in teaching and learning processes, a certain instruction called web-based instruction is needed. This instruction has several advantages i.e.
enables learners who prefer or are required to learn outside traditional classrooms to attend classes, Bannan and Milheim, 1997, and provides delivery medium,
content provider, and subject matter in one package, McManus, 1996. To facilitate the students’ interest in learning writing via websites, web-
based writing learning materials need to be developed. Materials are anything which is used by teachers by learners in order to help their language teaching or
learning to increase the learners’ knowledge andor experience of the language Tomlinsosn, 1998. From the definition before, it can be concluded then, that
