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cultural description that was easy to understand. Students were invited to
discuss the topics dealing with their tradition and they did comparison

between those they had and those coming from foreign cultures.
5. The quality of the materials prototype of the IBLL model was good. The

prototype materials covered the appropriate contents, inputs, and tasks to

facilitate students to learn and practice to write, linguistically accurate and
culturally appropriate. The contents include namely general content,

comparison, and values. The general contents are cultures presented in texts,
videos, and pictures. These topics were able to facilitate students to

accomplish the instructional goals of the teaching of writing skills. Students
were directed to notice the cultural characteristics (local and foreign cultures).

Besides, the materials were designed for students to elaborate the values of

the local culture and target culture. Students were able to give comments or
opinions about the values related to the topics given in written forms.

It was proven based on experts and practitioners‘ validation viewed from the

contents (3.6 in appropriate criteria), inputs (3.5 in appropriate criteria), and
language (3.8 in appropriate criteria). And seen from students‘ achievement,

the test of students‘ achievement was obtained the passing grade standard
(74) for the descriptive text and (77) for the exposition text. Based on these

results, the instructional materials were able to facilitate students to learn
cultural topics. The materials were designed to help students to develop

writing skills. Because of these, they were able to achieve the CEFR standard

of writing skills in which they can write clear and detailed texts on wide
range of topics related to their interests.

2. Suggestion

After conducting the research and development, the researcher proposes a
number of suggestions and recommendation as follows.

a) It is desirable for the English lecturers to start considering the use of

intercultural schemes in their classroom teaching. The lecturer needs to use
the appropriate instructional model to make sure that the running instructional

process and product fulfill the requirements designed in the curriculum. The

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