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Developing an Interculture-Based Language Learning (IBLL) Model in the
                           Teaching of Writing Skills for English Language Department Students
                                                     in Higher Education

                                                          by Haerazi
                        A.  Introduction

                               The writing skill is often referred to as the last language skill that is the
                        most  difficult  in  the  practice  of  language  learning  (Hasani,  2016;  Suriyanti  &

                        Yaacob,  2016)  for  foreign  language  learners  and  even  for  native  speakers
                        (Richards  &  Renandya,  2002:  303).  For  one  thing,  learners  need  to  practice

                        writing  much  more  in  the  class.  Writing  is  needed  because  it  is  a  way  of

                        communicating  ideas  and  thoughts  to  readers  in  that  they  can  understand
                        messages and ideas expressed by the writer. For students, the writing skill is one

                        competency which is useful when they express their ideas and feelings.
                               It is often a fact that learning to write is not simply a matter of ‗writing

                        things down‘. Most classes of writing in English as a foreign language (EFL) face

                        the  same  problems.  Sersen  (2011:  339-345)  shows  that  in  Rajabat  University,
                        Thailand, the first language appears to affect students‘ English writing products in

                        a direct and negative way. It is often hard for students to mitigate these effects.
                        Haerazi  &  Hanan  (2013:  61)  elaborate  that,  when  English  students  of  writing

                        classes in IKIP Mataram compose an introductory paragraph, their writing is no
                        more than the mere transcription of a speech. In Beijing China, the students face

                        difficulties  to  increase  their  writing  competences  from  sources  in  English

                        (Cumming  et  al.,  2018)  and  difficulties  to  put  grammatical  accuracy  (Tan  &
                        Manochphinyo,  2017:  430-442).  For  these  reasons,  students  need  special

                        instructional treatment to develop their writing skills.
                               Writing is basically a process for expressing ideas and thoughts using the

                        knowledge of grammar and vocabulary (linguistic knowledge). The knowledge of

                        the  grammatical  structures  is  not  only  a  way  to  express  ideas  from  the  object
                        world, but is also one to express man‘s subject world (Zhou & Liao, 2018: 19).

                        Writing  can  also  develop  students‘  ideas  and  enlarge  their  vocabulary  mastery
                        (Jaelani,  2017:  156).  For  one  thing,  students  need  the  linguistic  and  cognitive

                        knowledge  to  write.  In  addition,  Hyland  (2002:  42)  states  that  ―writing  is  a

                        product  constructed  from  the  writer‘s  command  of  linguistic  and  cognitive



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