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G. Conclusion and Suggestion
1. Conclusion

Based on the research findings and research problems, this study generated
some conclusions as follows.

1. The existing instructional models employed in the teaching of writing skills

were processes-based instructional model and product-based instructional
model. The two models were applied separately during teaching writing

skills. Most of writing lecturers applied the processes-based learning because
they believed that the writing processes are more important than just writing

products. Students are involved in all of learning writing activities that
include drafting, revising, editing, and publishing. The focus of the approach

was to direct students to have skill-getting in which the process emphasized

the mastery of linguistic features or linguistic knowledge. However, the both
approaches were unsatisfied to reach passing grade standard and the CEFR

standard was in A1-A2 level. This unsatisfactory performance occurred

because students felt lack of topical knowledge, cognitive knowledge,
linguistic knowledge, and cultural knowledge to write.

2. The research generated the prototype of the interculture-based language
learning (IBLL) model as suit as students‘ target needs and learning needs in

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teaching writing skills for the 4 semester students of English language
education department. The components of the IBLL model prototype

consisted of instructional goals, teaching stages, instructional materials,

classroom managements, students‘ and lecturers‘ characteristics, learning
materials, syllabuses, and lesson plans. The model attained the instructional

goals which were the passing grade standard and B1-B2 CEFR level. The
instructional stages were effective to involve students in intercultural

activities. Students became more autonomous learners in the class and
lecturers played roles mostly as facilitator and feedback giver for them. Thus,

the instructional tools facilitated students to write because there were many

exercise provided. And seen the lecturer was easy to employ it in practice.
3. The prototype of the IBLL model was good to teach writing skills and to

enhance students‘ intercultural knowledge. It was based on experts‘ and

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