Adopting CEFR for English Language Learning in Indonesia to support 21st Century Skills

Abstract

English is taught from secondary to tertiary levels of study in Indonesia and it is pivotal to establish a framework that is able to integrate foreign language mastery and the students' communication. This study aimed at discussing the strengths and weaknesses of adopting CEFR (Common European Framework of Reference) in the context of ELT in Indonesian vocational higher education. It deployed a library study and focused on analysing several previous findings related to CEFR and its implementation. The findings showed different results about CEFR implementation. Several studies mentioned that CEFR is an effective tool for curriculum guideline, assessment, language proficiency level descriptor, and material development and is best suited to meet the students' needs. Meanwhile, the others stated that CEFR needs several adjustments to be used in the Indonesian context. Therefore, a more comprehensive discussion about CEFR should be carried out, especially in vocational education context.

A Need Analysis of English Course for Agriculture Department Students

“…If it is implemented accordingly, the students can meet the international standard of English communication and can take part and compete with other people round the globe. Miqawati et al (2023) highlighted that there is a need in carrying out further discussion about its implementation in vocational education contexts. Thus, when conducting a need analysis, these two aspects (21 st century skills and CEFR) should be considered.…”