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In conclusion, the final teaching step of an IBLL model in teaching writing
skills in English language education program is presenting phase. This phase aims

to present the final text and explore their knowledge and experiences in the class.
The format class is preferably in groups. Students are asked to present the

complete text and the other groups give comment and suggestion toward the text

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

3. Students’ Roles
Students have vital roles in writing classrooms during implementing the

IBLL model. Students‘ role determines the successful of the developed model. In

this case, the model directed students what they should write and learn in the
classes. For this, researcher classified the roles of students during the

implementation of the model. The students‘ roles comprise a reviser, corrector,
drafter, and presenter. These roles were chosen based on the characteristic of

students and the practicality, possibility, and particularity of the model. The
elaboration of students‘ roles in the model is elaborated further as follows.

a. Reviser

The IBLL model required students as a reviser for their writings. Lecturer
provided some writing tasks for students and students revise themselves in

classes. Students revised their writing after lecturer asked them to review their
writing in classes. The process of revision was done individually and in group.

Individually, students interchanged their writing with their sit-couple in the class.
Students did revision each other. Meanwhile, in group one group performed their

writing and the other group revised the one group of writing in the class. As a

reviser, students played this role effectively.
The role as a reviser in writing classes was in line with what some writing

lecturers commented. They indicated that this role, as a reviser played by students
in writing classes, lead students to review what they have learnt. For this reason,

lecturers mostly designed their writing classes in which students played a role as

reviser. For instance, L2 said that ―…mahasiswa di kelas difungsikan sebagai

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