Developing an Interculture-Based Language Learning (IBLL) Model in the Teaching of Writing Skills for English Language Department Students in Higher Education

This study was aimed at yielding the interculture-based language learning (IBLL) model in the teaching of writing skills for English language department students in higher education. This study was research and development (R&D) applying the 4Ds development procedure proposed by Thiagrajan & Semmel. The subjects of the study were the 4 th semester students of the English language education at IKIP Mataram. The data of the study comprised quantitative and qualitative data. The research instruments include a questionnaire, interview sheet, observation sheet, and writing test. The data for the model were collected by using questionnaires and observation sheets. The data for the needs analysis were obtained by using questionnaires and interviews. Meanwhile, the data for students’ achievement were attained by using tests. The data then were analyzed by applying the descriptive statistical devices. The research findings were as follows. (1) The developed prototype of the interculture-based language learning (IBLL) model consisted of three sections; (a) introduction, (b) supporting theories, (c) contents of model consisting of basic components of intercultural learning models, students’ roles, lecturers’ roles, and the learning procedure that includes instructional goals, teaching steps, materials, and writing skill assessment. (2) The model of the interculture-based language learning (IBLL) was found to improve students’ intercultural competences and writing skills in English language education. The quality of the model viewed from the aspects of supporting theories, practicality, and elaboration based on experts’ and practitioners’ assessment was found to be in the “very good” category. (3) The model of materials was able to develop cultural awareness and facilitate students to practice writing, linguistically accurate and culturally appropriate. Based on experts and practitioners’ assessment, the materials of the model were relevant to be used by English language education students. Key Words: instructional model, intercultural language learning, and intercultural competences