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were analyzed by using descriptive qualitative technique. The descriptive-
qualitative technique consists of data reduction, data display, and drawing

conclusion.
The data from interview and observation are reduced. As an example, the

data of writing goals were selected to suit with the learning needs. Reducing data

is conducted in the form of selecting, focusing, simplifying, summarizing, and
changing the raw data in field-notes to be meaningful data. This process aims to

sharpen, choose, focus, and reduce the redundant data. Based on this process, the
researcher selected and focused on the existing instructional goals from the raw

data gained. The data were simplified in order to be meaningful and then the
researcher take conclusion based needs of the study.

The data gained were displayed into two parties which are learning needs

and target needs. The data are displayed in appropriate items based on meaningful
information of the study. For an example, the information of the existing writing

materials were formulated and adjusted with the developed IBLL model.

Afterwards, the researcher concluded the information attained in the form of
excerpts.

E. Final Product

This sub chapter presents the final product of the research. The product of

the research is a model of interculture-based language learning (IBLL) in the
teaching of writing skills for English language educational department students in

higher education. The components of the IBLL model cover (1) the instructional
goals, (2) teaching steps, (3) students‘ roles, (4) lecturers‘ roles, (5) instructional

materials, (6) syllabuses, and (7) assessments.
1. Instructional Goals

The appropriate goals of the IBLL model in the teaching of writing skills

for English language department at private universities were that students are able
to write any text, linguistically accurate and culturally appropriate. In formulating

this instructional goal, lecturers referred to the curriculum of English language
study program. To determine students‘ writing proficiency, writing lecturers

referred to the level of students‘ ability with CEFR standards. To attain the

instructional goals, the learning objectives were developed in four lesson units.

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