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present IBLL model can be an alternative to be used in the classroom to
develop students‘ competences based on intercultural dimensions.

b) In terms of the instructional materials development, it is a courteous
recommendation for the lecturers and practitioners to further develop and

expand the topics and contents of the teaching-learning process. In addition to

the already researched descriptive and exposition texts, IBLL syllabuses can
be developed for texts of other types such as recount, narrative, procedural,

discussion, explanation texts, etc.
c) The developed model is supported by the CLT approach, genre-based

language learning approach, and intercultural language learning approach.
Beyond these, there are other English teaching-learning methods that can be

used to develop an IBLL design. It is comparably suggestible for lecturers

and practitioners to venture practicing the present IBLL model in these
possible approaches.

d) As depicted as one of the research limitation, the IBLL model is proposed to

develop intercultural competences and to improve students‘ writing skills by
providing students the cultural topics and contents. It is highly suspected that

the model is applicable for the other three language skills as well. However, it
is advisable that teachers and practitioners have the inclination to apply the

model for listening, speaking, and reading in the classroom.

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