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practitioners‘ validation of the IBLL model viewed from the theoretical basis
(3.6 in appropriate criteria), instructional model elaboration (3.3 in

appropriate criteria), and instructional model practicality (3.4 in appropriate
criteria). Based on students‘ perception, the quality of the model was very

good (84%) in each meeting during learning processes in writing classes.

Meanwhile, based on lecturers‘ perception was very good (87%).
The experts of language teaching and English materials development argued

that the model has a strong theoretical basis with adapting the current
communicative language teaching approach, genre-based language approach,

and intercultural language learning. These approaches represented the new
st
21 century skills. Students were invited not only study the linguistic features
but also sociolinguistic aspects. Dealing with the instructional model

elaboration, the writing lecturers argued that the model was able to improve
students‘ writing skills because the model facilitated students to conduct

many writing exercises along with writing clues. Students were demanded to

be autonomous learners. Besides, the IBLL model is able to improve
students‘ nationalism characters. Students are asked to internalize their own

cultures before they learn the target cultures. The understanding of local
cultures cannot happen if students do not understand well the target cultures.

It is in line with the aims of the IBLL model to acquire and improve the
students‘ cultural knowledge, attitude, and awareness. Because of this, the

IBLL model enables students to be nationalism people that maintain their

own cultures.
4. The research generates the appropriate materials prototype of the IBLL model

to abridge students to learn writing skills and to develop intercultural
awareness. The components of the materials prototype consisted of cultural

contents, inputs, tasks, and evaluation. The materials were designed into
lesson units. Each unit is spent in three meetings and covers to 11-13 learning

tasks. The materials are appropriate because students felt easy to understand

the cultural topics presented such as a wedding ceremony and ICT
development. Both are topics relating with their daily phenomenon faced in

real life. Besides, the topics were broken down into clues to write and simple

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