Page 57 - MODUL

In groups, students are asked to write a complete paragraph. They discuss
the parts of wedding cultures that they want to write. During the discussion, the

lecturer facilitates students with some vocabularies of wedding cultures. Besides
that, students are provided with the language features of texts. To be able to do

this, students are presented with the grammar focus of the text, vocabularies, and

the characteristic of the text. In pairs, students analyze the grammar focus of the
text resulted. The product of this phase is a text that is later to be presented in

front of class.
In summary, the lecturer directs students to construct paragraphs reflecting

their ideas and knowledge in line with cultural topic which is provided. This stage
is the subsequent process of the reflecting stage of the IBLL model. To help

students, lecture prepares for student with various exercises to practice writing

paragraphs. Also, the lecturer provides for students with teaching materials of
schematic structures of the text, the characteristics of introductory paragraphs and

the body of text, and some vocabularies dealing with the topic which is given.

Students are given optional help in the form of a list of word than can be used in
the paragraph.

e) Presenting
The aim of this stage is that students are able to present a resulted text in

front of the class relating to the topic given. In this phase, students are directed to
explore their knowledge and experiences of cultural diversities in the class. In

groups, they present their text. The resulted text represents their intercultural

competences. The format class is preferably in groups because students will be
able to cooperate by giving their knowledge and skills in presenting the complete

text. This phase is the last phase of IBLL model.
In this phase, students are asked to present the complete text in front of the

class. The lecturer asks to students to from groups. Then, each group come
forward the class to present the text resulted. The other groups give comments and

suggestion toward the text presented. The other groups‘ feedback is as inputs to

revise the produced text. The aspects spotlighted include the organization, content,
vocabulary, language, and mechanic of the text. Students revise the text resulted

based on the other students‘ suggestions and comments in the class.

53