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b) Feedback Giver
The IBLL model prescribes the role of lecturer as a feedback giver in

writing classes. In writing classrooms, lecturer gives feedback relating with
students‘ writing such as creating sentences, supporting sentences, and

paragraphs. Lecturer did correction directly and indirectly when students construct

error sentence grammars, wrong diction, and wrong arrangement of schematic
structure of the descriptive texts and exposition texts. Feedback was given so that

students can write texts linguistically accurate. Besides that, lecturer gave
correction dealing with the content of cultural texts that students wrote. For

instance, one group of students wrote wedding traditions coming from Malay.
They wrote wrong perception of it. Lecturer then gave correction with explaining

it to them. Students didn‘t feel afraid to write anything because they thought that

lecturer helped them to write linguistically accurate and culturally appropriate.
The role of lecturer as feedback giver was proposed in the IBLL model

because feedback was important part in teaching writing skills. Lecturer interacts

with students through giving feedback directly to students. Feedback was aimed to
give students a correction about what they wrote. This role was considered based

on interview with writing lecturers. They indicated that this role was important
role to make students‘ writing to be better. For example, L1 said that ―…dosen

harus memberikan feedback kepada mahasiswa terkait dengan apa yang
ditulis…karena ini akan membuat mahasiswa kita tahu dimana letak salahnya…‖.

According to L1, feedback is purposed to make correction so that students know

what their writing is error or right. With the role of feedback giver, students felt
convenient in writing processes.

c) Facilitator
Lecturer, as a facilitator, facilitated students with various topics to write in

writing classrooms. Lecturer prepared instructional tools like teaching materials,
media, syllabuses, tests, and other tools, so learning processes run well as suit as

lecturer hoped. In writing processes, lecturer expedited the writing processes with

preparing students some texts containing cultural values that they must write.
Besides that, lecturer facilitated students with various examples in sentences,

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