Conceptual Framework LITERATURE REVIEW
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
web-based writing learning materials are anything that is used to increase the learners’ knowledge in writing in through a websiteonline environment.
The materials that will be used in the website are similar to materials which are used in the class environment. Tomlinson 1998 proposes some criteria
for effective materials adapted from some basic principles in second language acquisition; materials should: achieve purposes, help learners to feel at ease, help
learners to develop confidence, expose language in authentic form, provide learners opportunities to use the language, and provide opportunities for outcome
feedback. Inside the materials lie down the tasksactivities in which also are important parts of the developing website. Farrell in Burke 2012 states that all
good writing tasks have some characteristics i.e.: meaningful to the students, authentic, and specific and immediate situations rather than abstract and
theoretical ones. Last of all, to develop both media and materials for teaching writing in
high school through website, the developer needs to use some principles. Tomlinson 2010 proposes some principles based on six principles of language
acquisition i.e. the learners are exposed to meaningful, rich, and comprehensible input; learners need to be engaged both affectively and cognitively in language
experience; language learners who achieve positive affect are much more likely to achieve communicative competence than those who do not; L2 language learners
can benefit from using mental resources that they typically utilize when acquiring and using their L1; Language learners can benefit from noticing salient features of
the input; Learners need opportunities to use language to try to achieve
communicative purposes. However, this research will only use principles which are derived from the first principle and the third principle which are seen as the
necessary input for this research.
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