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appropriately supposed to combine between English cultures and the Indonesian
                        cultures.

                               Recently,  there  are  many  papers  of  research  focusing  on  intercultural
                        competences  as  a  subject  of  discussion.  The  study  of  intercultural  language

                        learning and teaching has become an important aspect in the context of foreign

                        language  learning.  Some  such  studies  are  conducted  by  Asian  English  teachers
                        such as Zhu (2010: 107), Sun (2013: 371-375), Xue (2014: 1493), and Yu et al.

                        (2014: 38-46). For example, Liu Yu et al. (2014) in their research indicate that
                        linguistic knowledge alone is not enough for guaranteeing successful interaction

                        with  native  speakers.  Cultural  mistakes  are  often  more  unacceptable  than
                        linguistic mistakes because they tend to create misjudgment or ill feeling among

                        native and local speakers.

                               In  the  context  of  language  learning  in  some  private  Indonesian  higher
                        education  of  English  departments,  writing  is  the  most  difficult  skill  to  master

                        because students are not able to use English effectively and appropriately (Haerazi

                        &  Hanan,  2013;  Aunurrahman,  Hamid,  &  Emilia,  2017).  The  cultural  contents
                        provided in the materials are not designed in such a way to be able to pose cultural

                        topics  or  issues  into  practice.  Therefore,  to  respond  to  these  phenomena,  the
                        present  researcher  is  keen  to  develop  an  interculture-based  language  learning

                        (IBLL) model in the teaching of writing skills.
                        B.  Formulation of the Problem

                               Based on the background of the study, this study focuses on the problem

                        formulated as: what is the intercultural language learning model designed in the
                        teaching  of  writing  skills  for  English  department  students  in  higher  education

                        like?  The  intercultural  language  learning  model  which  has  appropriate
                        instructional goals, teaching stages, instructional materials, teachers and students‘

                        roles, and syllabuses hopefully will have a big contribution to the enhancement of
                        students‘ writing skills, linguistically accurate and culturally acceptable.

                        C.  Literature Review

                               This  section  presents  five  major  groups  of  materials  that  become
                        fundamental  theories  and  bases  in  the  development  of  the  interculture-based

                        language learning (IBLL) model. These materials include the language learning,




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