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paragraphs to write the complete descriptive and exposition texts. In discussion
groups, lecturer provided cultural parts for students to be discussed in classes.

The role as facilitator was chosen for lecturer in implementing the IBLL
model because the characteristics of the model itself. The model provides lecturer

to facilitate students with intercultural materials to write such as wedding

ceremonies, historical buildings, ICT developments, and myths. The materials
facilitate students to practice writing in classrooms. Based on the result of

interview, some lecturers indicated that facilitator is a must in teaching writing
skills. For example, L4 added that ―L4 ―…dosen harus memfasilitasi mahasiswa

dengan perangkat pembelajaran dan aktifitas-aktifitas yang dapat membelajarkan
mahasiswa di kelas …”. L4 argued that lecturer has to facilitate students with

instructional tools and learning tasks that bring students to learn and practice to

write in classes. For this reason, researcher prescribed lecturer as a facilitator in
implementing the IBLL model in teaching writing skills.

d) Information Provider

Lecturer played role as an information provider in implementing the IBLL
model in teaching writing skills. As an information provider, lecturer provided

students with some information about the wedding cultures, historical buildings,
ICT development, and myths that are obtained from website, YouTube, and other

resources. Students were directed to recognize those cultural parts before they
performed to practice writing. In noticing processes, lecturer presented students

with serial pictures showing the cultural traditions deriving from Western, Asian,

and local cultures.
That lecturer has the role as an information provider assisted students to

accomplish their learning tasks. This role was chosen as suit as the practicality of
the IBLL model in practice. The model was completed with some support systems

such as syllabuses, teaching steps, materials, and module for lecturers and
students. The role was associated with the results of interview with some writing

lecturers.

Most lecturers indicated that this role is important to expedite students in
writing processes. For instance, L3 said that ―…memberikan informasi tentang

topik yang akan tulis mempermudah mahasiswa dalam menyelesaikan tugas

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