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based writing, such as drafting, revising, editing, and publishing, is inserted in
each teaching step of the IBLL model.

The explanation of the final teaching steps of the IBLL model can be
elaborated as follows.

a) Noticing

The aim of this stage is that students are able to gain understanding about
their own cultures and the target cultures. This aim is meant to begin giving the

class a touch of cultural aspects of the lesson and a practice in writing individual
sentences that are later to be used as topic sentences in paragraphs. Subsequently,

it is used to prepare students to enter into comparing step of the IBLL model.
In this phase, students are directed to notice various aspects of their

cultures and those of the target cultures. In order to do this, students are presented

with an input in the form of pictures and/or videos. Below is an example of such
an input:

Using this input picture, students are required to observe and understand

features of the pictures. This can be done individually or in groups. For example,

they understand the differences of the headdresses, hats (Sasak: Sapuq), obi
(Sasak: Bebet), silk-woven (Songket), woman‘s blouse (kebaya) worn by the bride

and groom in the three columns. These differences can be concerned with colours,
shapes, unique features, etc.

After having observed and understood the pictures, students are directed to
write something about it. In one activity, students write sentences that will be

related to the topic sentence of a paragraph. For example, in the picture of first

column, students are given the clue: ―This is a Malay wedding. It has two
processes. First, it has akad nikah. This is a religious part. Second, it has

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