Penerapan CECR dalam Pengembangan Kurikulum dan Penilaian Pembelajaran FLE di Perguruan Tinggi Indonesia

https://doi.org/10.23960/pranala.v7i1.1631
cover of journal PRANALA
Diterbitkan: Jun 13, 2024

Abstrak:

Artikel ini menganalisis penerapan Common European Framework of Reference (CEFR/CECR) dalam pengembangan kurikulum dan penilaian FLE di perguruan tinggi Indonesia. Metode yang digunakan adalah deskriptif kualitatif berbasis studi literatur yang menelaah dokumen resmi CEFR dan publikasi terkait. Hasil menunjukkan CEFR dan Companion Volume 2020 menyediakan deskriptor yang diperluas, termasuk mediation dan plurilingual/pluricultural competence, yang relevan untuk penyusunan capaian pembelajaran dan penilaian autentik. Tantangan utama berada pada kesiapan institusi, kompetensi dosen, dan ketersediaan materi ajar otentik.

Penulis:
1 . Fatimatus Sadia
Universitas Negeri Semarang
2 . Ria Fitriasih
Universitas Negeri Semarang
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Cara Mengutip
Sadia, F., & Fitriasih, R. (2024). Penerapan CECR dalam Pengembangan Kurikulum dan Penilaian Pembelajaran FLE di Perguruan Tinggi Indonesia. PRANALA: Jurnal Pendidikan Bahasa Prancis, 7(1), 59–67. https://doi.org/10.23960/pranala.v7i1.1631
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Terbitan & Bagian
Vol 7 No 1 (2024): PRANALA: Jurnal Pendidikan Bahasa Prancis
Articles
Referensi

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    European Language Portfolio. (n.d.). Self-assessment grid. Council of Europe. https://www.coe.int

    Kholifah, S., Suyatno, & Asteria, P. V. (2025). Kurikulum BIPA dalam perspektif plurilingualisme (beracuan CEFR CV 2020). LingTera, 12(2).

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    Nunan, D. (2004). Task-based language teaching. Cambridge University Press. https://www.cambridge.org

    Robbani, A. S., dkk. (2023). Tren penelitian dan tantangan penerapan CEFR di Indonesia (2011–2021). Diglosia, 6(4), 1011–1026. https://diglosiaunmul.com

    Wang, L., & He, C. (2020). Review of research on portfolios in ESL/EFL context. English Language Teaching, 13(12), 76–86. https://files.eric.ed.gov

  1. Abi Maryo, F. A. (2021). The issues of the implementation of CEFR in Indonesia. Aplinesia.
  2. Brown, H. D. (2010). Language assessment: Principles and classroom practices (2nd ed.). Pearson Education.
  3. Cambridge Assessment English. (2008). Assessing speaking performance level B2. Cambridge University Press & UCLES. https://www.cambridgeenglish.org
  4. Council of Europe. (2001). Cadre européen commun de référence pour les langues: Apprendre, enseigner, évaluer. Didier.
  5. Council of Europe. (2020). Common European framework of reference for languages: Learning, teaching, assessment companion volume. Council of Europe Publishing. https://www.coe.int
  6. European Centre for Modern Languages. (2020–2024). Resources for CEFR implementation. Council of Europe. https://www.ecml.at
  7. European Language Portfolio. (n.d.). Self-assessment grid. Council of Europe. https://www.coe.int
  8. Kholifah, S., Suyatno, & Asteria, P. V. (2025). Kurikulum BIPA dalam perspektif plurilingualisme (beracuan CEFR CV 2020). LingTera, 12(2).
  9. Mualim, M. (2025). CEFR for global recognition: Its adoption feasibility in Indonesia. CELTI Proceedings.
  10. Nagai, N., Birch, G. C., Bower, J. V., & Schmidt, M. G. (2020). CEFR informed learning, teaching and assessment: A practical guide. Springer.
  11. North, B., & Piccardo, E. (2019). Developing new CEFR descriptor scales and expanding the existing ones. Council of Europe. https://www.coe.int
  12. Nunan, D. (2004). Task-based language teaching. Cambridge University Press. https://www.cambridge.org
  13. Robbani, A. S., dkk. (2023). Tren penelitian dan tantangan penerapan CEFR di Indonesia (2011–2021). Diglosia, 6(4), 1011–1026. https://diglosiaunmul.com
  14. Wang, L., & He, C. (2020). Review of research on portfolios in ESL/EFL context. English Language Teaching, 13(12), 76–86. https://files.eric.ed.gov