Does CEFR (Common European Framework of Reference) fit the expectation: Voices from the classroom
DOI:
https://doi.org/10.24090/insania.v29i2.11027Keywords:
CEFR, English Curriculum, Students' PerceptionAbstract
The CEFR, known globally as a key framework for structuring English language curricula, has been adopted in many educational systems worldwide. However, despite its widespread recognition, its practical application within Indonesian universities has not gained the same level of traction, remaining relatively limited compared to other regions. This difference has attracted scholarly interest, leading to research exploring the framework's applicability and potential adaptation. The research investigated how students view the fit between the framework and their expectations of the competencies of English teacher training graduates. To gather numerical data on students’ perceptions, a targeted sample of 94 participants completed a questionnaire developed based on C1-level CEFR descriptors. Complementing the quantitative data, semi-structured interviews were conducted with a subset of respondents to gather richer qualitative insights into their perceptions. Analysis of the quantitative data, including calculating the average score, showed a generally positive student perception of CEFR, with an average score of 3.78. Qualitative analysis of the interview data identified four key reasons for student agreement with the CEFR descriptors: alignment with job requirements, usefulness as communication tools, the reflection of the community expectations, and potential to support their learning. The findings imply that the stakeholders must specify the curriculum framework in which CEFR adoption can be an option. Based on these findings, it is implied that stakeholders responsible for curriculum development should specify a clearly defined framework within which CEFR adoption can be effectively implemented.Downloads
References
Afip, L. A., Hamid, M. O., & Renshaw, P. (2019). Common European Framework of reference for languages (CEFR): Insights into global policy borrowing in Malaysian higher education. Globalization, Societies and Education, 17(3), 378–393. https://doi.org/10.1080/14767724.2019.1578195
Ahmadi, M. R. (2017). Reading strategies and their application in EFL classrooms. Journal of Language Teaching and Research, 8(2), 289–295. https://doi.org/10.17507/jltr.0802.23
Anderson, J., Brown, M., & Taylor, P. (2017). Revisiting the CEFR: Adapting the framework for teacher education. Language Education Press.
Bakar, E. W. (2020). Can-do descriptors: Realigning English language curriculum at higher education institution to CEFR. International Journal of Modern Languages and Applied Linguistics, 4(2), 84–97. https://doi.org/10.24191/ijmal.v4i2.9366
Cambridge English. (2011). Using the CEFR: Principles of good practice. Cambridge ESOL. https://www.cambridgeenglish.org/images/126011-using-CEFR-principles-of-good-practice.pdf
Council of Europe. (2001). Common European framework of reference for languages. Cambridge University Press. https://www.coe.int/t/dg4/linguistic/Source/Framework_EN.pdf
Council of Europe. (2017). Common European framework of reference for languages: Learning, teaching, assessment companion volume with new descriptors. https://rm.coe.int/CEFR-companion-volume-with-new-descriptors-2018/1680787989
Coyle, D., Hood, P., & Marsh, D. (2018). Content and language integrated learning: Learning, teaching and assessment. Cambridge University Press.
Derakhshan, A., & Eslami, Z. R. (2019). The role of speaking in language learning and teaching. International Journal of Applied Linguistics & English Literature, 8(2), 107–112. https://doi.org/10.7575/aiac.ijalel.v.8n.2p.107
Dirjen Pendidikan Islam Kemenag RI. (2018). Standar kompetensi lulusan (SKL) dan capaian pembelajaran lulusan (CPL) program studi jenjang sarjana pada perguruan tinggi keagamaan Islam dan Fakultas Agama Islam (FAI) pada perguruan tinggi.
Faez, F., Majhanovich, S., Taylor, S., Smith, M., & Crowley, K. (2011). The power of “Can Do” statements: Teachers’ perceptions of CEFR informed instruction in French as a second language classrooms in Ontario. Canadian Journal of Applied Linguistics, 14(2), 1–19. 9. https://journals.lib.unb.ca/index.php/CJAL/article/view/19855/21653
Goh, C. C. M. (2018). Teaching speaking in the language classroom. Routledge.
Green, A. (2014). Exploring the CEFR and its implications for teacher development. Cambridge University Press.
Badan Penelitian dan Pengembangan dan Perbukuan. (2021). Keputusan Kepala Badan Penelitian dan Pengembangan dan Perbukuan Nomor 028/H/KU/2021 tentang Capaian pembelajaran PAUD, SD, SMP, SMA, SDLB, SMPLB, dan SMALB pada program sekolah penggerak [Salinan keputusan].
Hismanoglu, M. (2013). Does English language teacher education curriculum promote CEFR awareness of prospective EFL teachers?. Social and Behavioral Sciences, 93, 938–945. https://doi.org/10.1016/j.sbspro.2013.09.307
Hulstijn, J. H. (2007). The shaky ground beneath the CEFR: Quantitative and qualitative dimensions of language proficiency. The Modern Language Journal, 91(4), 662–666. https://www.jstor.org/stable/4626094
Hyland, K., & Hamp-Lyons, L. (2019). EAP and the CEFR: Meeting academic literacy demands. Journal of English for Academic Purposes, 39, 26–36. https://doi.org/10.1016/j.jeap.2019.04.001
Ito, H. (2020). Orthoepic competence descriptors in Japanese language education: CEFR levels B1 to C2. Acta Linguistica Asiatica, 10(1), 49–66. https://doi.org/10.4312/ala.10.1.49-66
Jones, N., & Saville, N. (2008). Scales and frameworks. In J. Cummins & C. Leung (Eds.), The Handbook of Educational Linguistics (pp. 495–509). Blackwell Publishing.
McKay, P. (2018). Practical English language teaching: Reading. McGraw-Hill Education.
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook. Sage Publications.
Noonan, M. (2021). An affinity for learning: Teacher identity and powerful professional development. Harvard University Press.
Normand-Marconnet, N., & Bianco, J. L. (2015). The common European framework of reference down under: A survey of its use and non-use in Australian universities. The Journal of Language Learning in Higher Education, 5(2), 281–307. https://doi.org/10.1515/cercles-2015-0014
Read, J. (2019). The influence of the Common European Framework of Reference (CEFR) in the Asia-Pacific region. Language Education and Acquisition Research Network (LEARN) Journal, 12(1), 33–39. https://eric.ed.gov/?id=EJ1225686
Renandya, W. A., Hamied, F. A., & Nurkamto, J. (2018). English language proficiency in Indonesia: Issues and prospects. The Journal of ASIA TEFL, 15(3), 618–629. http://dx.doi.org/10.18823/asiatefl.2018.15.3.4.618
Richards, J. C. (2017). Teaching English through English: Proficiency, pedagogy and performance. RELC Journal, 48(1), 7–30. https://doi.org/10.1177/0033688217691593
Steiner-Khamsi, G. (2016). New directions in policy borrowing research. Asia Pacific Education Review, 17(3), 381–390. https://doi.org/10.1007/s12564-016-9432-4
Thornbury, S. (2017). The speaking skills: A guide for teachers. Cambridge University Press.
Trang, D. D., & Lap, T. Q. (2016). Lecturers and students’ perception of EFL policy and practice at a higher education institute. CTU Journal of Innovation and Sustainable Development, 3, 49–56. https://doi.org/10.22144/ctu.jen.2016.023
Canh, V. L., & Renandya, W. A. (2017). Teacher’s English proficiency and classroom language usage: A conversation analysis study. RELC Journal, 48, 67–81. https://doi.org/10.1177/0033688217690935
Vandergrift, L., & Goh, C. C. M. (2012). Teaching and learning second language listening: Metacognition in action. Routledge.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Khairunnisa Dwinalida, Muflihah, Bunga Putri Maulia

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative CommonsAttribution-ShareAlike License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).