The research can be one of current references of interactive multimedia of English learning materials which promote learner centered learning process.
3. For the researcher The research can develop the researcher ability in designing English materials
by utilizing current model and technology to improve the quality of English learning.
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CHAPTER II LITERATURE REVIEW
This chapter consists of three parts i.e. theoretical framework, previous studies, and the conceptual framework.
A. Theoretical Framework
This section will discuss seven main points related to the research. The first one will discuss about writing. Inside this point, the definition of writing,
teaching writing, and writing in high school in Indonesia will be talked about. The second section deals with genre-based approach. Web-based instruction, as the
instruction which is used in this research, will be discussed in the third point. The definition and advantages of web-based instruction will be conferred in this point.
Moreover, websites, web-based materials and developing own websites also will be investigated inside this point.
The fourth point of this section will focus on writing activities. The writing activities here will be used as a basic to develop writing activities in online
environment. The next point will discuss the characteristics of effective writing tasks. Some characteristics which are proposed by some experts will be further
investigated in this point. The next point that will be discussed is about materials development, consist of the definition and the principles of materials development.
Finally, the last point will discuss about material evaluation.
1. Writing a. The Definition of Writing
Many experts define what writing is. Brown 2001 states that writing is an activity to process and produce texts. Another definition given by Nunan
2003, writing is a form of communication and a process of expressing and impressing ideas into a product of writing; translating ideas into written
product Meanwhile, Zamel
in D’Esposito 1987 defines writing as a process of self-negotiation and discovery of meaning that requires formulation and
refinement of ideas; commitment; consciousness about a reader, and revision and interference during the process.
D’Esposito also claims that this process idea is also present in Cox’s work 1994 but the author emphasizes that
writing has the function of registering and keeping information, clarifying thought and, in this whole process, it is the teacher’s responsibility to observe
and be the facilitator, the model, the reader and sustainer who interferes in the work, structuring the writing and helping the writer understand it.
Those definitions have two similarities about writing, i.e. writing involves a process and then produces writing product.
b. Teaching Writing
After understanding the definition of writing, the next matter that will be discussed is teaching 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
