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model implementation. The aspects assessed covered contents, organization,
vocabularies, language uses, and mechanics.

The assessment technique of the IBLL model was conducted in two
techniques which were tests and non-tests. The test technique was intended to

know students‘ achievement, whereas the non-test technique to get information

needed to take a judgment of the IBLL model quality. The non-test techniques
were questionnaires, interview guidelines, and observation sheets. Afterward, time

of assessment was considered for the evaluation of the model. The test was done
in the end of each lesson unit, whereas the observation was conducted during and

after the learning process.

F. Limitation of the Study

The procedure of the 4D research and development is carried out

comprehensively to suit the stages of R&D mentioned in Chapter 3. However,
there are limitations in developing the product both in the aspects of the

development process and in the developed product. The limitations are as follows.
1. The developed IBLL model was conducted only based on a preliminary

research study in the study program of English language education at some
private universities which were Nahdlatul Wathan University, Mataram

Muhammadiyah University, and IKIP Mataram. Also, the field testing was

tested at IKIP Mataram. Therefore, it may not an appropriate instructional
model if it is used in other universities which have different characteristics

with the three private universities in the study.
2. The developed IBLL model was designed only in the teaching of writing

skills and the researcher did not compare the developed IBLL model and
other learning models in writing classes. It may give different impacts if it is

done under otherwise different conditions.

3. The teaching materials of the developed model are limited in cultural topics
and ICT development topics to facilitate students to write both descriptive

and exposition texts. Because of this, the students‘ achievement and the
adapted CEFR level may be influenced by other factors during the

development process such as students‘ individual literacy levels and

background knowledge.

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