provided information about the learning objectives and learning context. The main activities section presented the tasks which were supposed to make the students
achieve the objectives. In this section, there were three sub-sections which were Stage 1 Lead-in, Information Centre, Exercises 1, and Grammar Centre, Stage
2 as writing preparation, and Stage 3 as writing phase. Finally, the closing or reinforcement section provided the students with follow-up activities. There were
two parts in this section, i.e. Reflection and Summary. This section also functioned as the evaluation activities
to check students’ achievements through the unit.
In each unit, there were about 12 to 14 tasks which were developed in order to help the students achieve the objectives of learning. The tasks were
designed based on the genre based approach. Therefore, each task contained four phases, i.e. BKOF, MOT, JCOT, and ICOT. In every unit, the tasks were
sequenced from guided tasks to independent tasks. After all materials had been created, the next phase was inserting them into the website.
After the materials and the media had been designed, the next phase was obtaining expert judgments, both in materials and media. Based on the results of
materials and the website evaluation, all units of the materials and the website had already achieved the appropriateness of the contents. The experts agreed that the
materials and the website were appropriate to learning goals, curriculum of high school, and the needs of students of tenth grade in second semester with some
notes and revisions.
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter presents the conclusions of the study and the suggestions to other parties.
A. Conclusions
The research findings and discussions in Chapter IV lead to the following conclusion:
1. The Target Needs
Both the English teacher and students of tenth grade in second semester in SMA N 1 Sewon claimed that they have difficulties in teaching and learning
writing. For the students, they claimed that there were some areas in writing skill that needed to be improved. They also believed that they must improve their
grammatical skill and mechanics in order to write better. Related to that fact, the students wanted to improve their understanding in
grammar. However, they also wanted the other areas i.e. vocabularies and mechanics.
2. The Learning Needs
The students needed topic for learning writing. Daily lives, science and technology, and cultures are the topic they wanted. For the input, the students
desired to have pictures, short stories, and articles from the Internet. The activities that the targets want from this website were make a story
from pictures in the learning activities, answering short questions, completing
sentences and writing paragraphs. The rests are arranging jumbled sentences, writing a texts, transforming ungrammatical sentences, and the last one is
paraphrasing. They also thought that learning grammar and genres were necessary before doing the activities.
Then, the students felt that they were more comfortable doing the activities individually. They also thought that the Internet is the best media to write for
them, it means that they want to write their writing directly in the website. The students also wanted some examples of the texts before the activities
carried out. However, because this used online study, the teacher role in this part, i.e. giving examples of texts, was replaced by written instructions, explanations,
and examples. The students also expected the teacher to check and show their mistakes.
However, the teacher also gave some feedbacks, only if necessary, for the students to improve their writing. All these activities carried on in face to face situation.
Lastly, the students agreed that they wanted their peers to read, correct, review, and give feedback for their works. Therefore in the activities the students
were asked to perform peer assessment.
3. The Appropriate Web-Based Writing Materials and Website a. Appropriate web-based writing learning materials had the following
characteristics:
1 The materials were relevant to the curriculum of high school and students’ needs.
