Incorporating CEFR bands and ICT-competences in grammar syllabuses of English Language Education Study Program in Indonesia

Abstract

The incorporation of Information and Communication Technology (ICT) into the educational field has been widely implemented as 21st century skill. Common European Framework of Reference for Languages (CEFR) is one of the global standard languages required for global standard. However, in Indonesian context, there is lack of syllabuses incorporating CEFR bands and ICT-competences. This study explores the CEFR levels and ICT-competences incorporating in grammar syllabuses of ELESP in Indonesian universities. A content analysis method is used. Fifteen syllabuses of the grammar of the ELESP from 8 universities in Indonesia were selected purposely based on the proportion of private and public universities. All the grammar syllabuses are identified as Basic, Intermediate, and Advanced grammar. The findings revealed that: basic grammar, the CEFR level was A1-B1, intermediate grammar, the CEFR level was A1-B2, while the advanced grammar showed that CEFR level was B2-C2. In addition, the ICT-competences in entire syllabuses showed insufficient utilization which dominated Knowledge Acquisition and less intended for Knowledge Deepening and Knowledge Creation. These findings contribute as a reference to adjust and re-align the existing syllabuses to be in line with the CEFR bands framework and enriched with ICT-competencies.

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

“…In the context of higher education settings, several studies have shown how CEFR was adopted to design different courses and tests. [11] explored CEFR levels and ICT-competencies as shown in grammar courses syllabuses. They analyzed as many as fifteen grammar course syllabuses from eight private and public universities.…”

Tren penelitian dan tantangan penerapan Common European Framework of Reference for Languages (CEFR) di Indonesia

“…Dari Gambar 4 dapat dilihat bahwasanya kajian bahasa Inggris dengan CEFR sangat mendominasi dengan total dua belas artikel. Artikel-artikel tersebut telah mengkaji CEFR dari berbagai sudut pandang, seperti ICT-competences in grammar syllabuses (Sulistyaningrum & Purnawati, 2021), isu-isu dalam penggunaan CEFR di Indonesia (Maryo, 2021), speaking (Yuniarti, 2017), reading material (Fithriani et al, 2020), reading skills (Lemos & Hartati, 2021), kurikulum (Nurhaliza, 2020;Ulya, 2020), TOEFL (Anggrainingrum et al, 2020;Supeni & Fauziah, 2020), e-modul writing for professional context (Ulya & Sidqi, 2020), tourism and hospitality (Yusra et al, 2021), dan front-desk hotel staff 's English skill (Wahyanti et al, 2018).…”

“…Setelah penerjemahan dokumen dilakukan dan pemahaman terkait CEFR yang utuh didapatkan, selanjutnya dibutuhkan sebuah tim penyusun pembelajaran berbasis CEFR yang terdiri dari para ahli dari berbagai bidang seperti ahli di bidang pendidikan, pakar evaluasi pendidikan, wawasan dan kebudayaan nusantara, khazanah keislaman, pakar psikologi, pakar budaya, pakar ilmu kebahasaan dan kesusastraan, serta pakar-pakar lainnya di bidang bahasa Arab (Nurdianto & Ismail, 2020) Pakar-pakar inilah yang nantinya akan saling bersinergi dan bekerja sama dalam merancang sebuah pembelajaran bahasa berbasis CEFR yang sesuai dengan tujuan pendidikan nasional, kondisi, dan budaya yang ada di Indonesia (Maryo, 2021;Nurdianto, 2021). Bahkan lebih dari itu, jika memungkinkan mereka dapat saling bahu membahu dalam penyediaan kurikulum, materi, dan media pembelajaran bahasa berbasis CEFR (Nurdianto, 2021;Nurdianto & Ismail, 2020) yang dapat dikolaborasikan dengan kompetensi ICT (Sulistyaningrum & Purnawati, 2021).…”

Pengintegrasian Literasi Digital Dalam Pembelajaran Berbicara Bagi Guru Bahasa

“…Berikut ini kajian penelitian terdahulu yang membahas konteks pengintegrasian teknologi ke dalam kurikulum, silabus, materi ajar, dan penilaian; Sulistyaningrum & Purnawati (2021) menemukan bahwa kompetensi TIK terkorporasi pada beberapa silabus mata kuliah Grammar di Pendidikan Tinggi, namun hanya kompetensi knowledge acquisition yang mendominasi pada komponen silabus. Sementara untuk kompetensi knowledge deepening dan knowledge creation sangat jarang ditemukan pada komponen silabus pada mata kuliah Grammar.…”