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technological development such as wedding ceremonies, historical buildings,
myths, ICT development, and others. These topics are developed to facilitate

students in order to accomplish the instructional goals of the IBLL model. In the
topic of wedding ceremonies, for instance, students are expected to recognize

costumes, headdresses, and dresses worn in a wedding ceremony. The costumes

and dresses come in various pictures from different provinces in Indonesia and
different countries in the world. Students were directed to notice the

characteristics of headdresses and dresses (of brides and grooms). Below is an
example of pictures in three wedding ceremonies.

These wedding pictures are designed to lead students to elevate their

intercultural knowledge about wedding cultures. After having observed and
understood the pictures, students are directed to write something about it. At the

end of learning, students are expected to produce sentences that are used as topic

sentences in later learning phases. The wedding pictures are used to guide students
to notice, compare, and reflect the cultural contents from those pictures.

The cultural contents are presented in various topics. In the wedding
lesson, for example, wedding precessions are presented in such topics as

Kidnapping, Bejango, Nyelabar, Akad Nikah, Nyongkolan, and others. The
selection of these topics is conducted on the basis of lecturers‘ opinions obtained

during the deliberation with lecturers prior to the try-out. The topics that are

presented in each unit of IBLL materials are expected to drive students to learn
more about the cultures of wedding ceremonies. They are expected to involve

students in studying their cultures with full attention. For example, provided with
a number of topics related to ‗an elopement tradition‘ in Sasak wedding wisdom,

students are expected to fervently talk about the wedding cultures in the class.

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