Designing a Syllabus of Writing Course Integrated by ICT Competencies and CEFR for English Education Study Program
DOI:
https://doi.org/10.37253/iallteach.v6i1.9168Keywords:
Common European Frameworks for Teachers (CEFR), ICT competences, Writing SyllabusAbstract
There have been standards required to be incorporated for education especially designing English syllabus. The standards are varied such as integrating Information and Communication Technology (ICT) and Common European Framework of Reference (CEFR) for language that have been applied as 21st century skill. Thus, this study explores the ICT competences and CEFR level incorporated in writing syllabus for English Study Program in Indonesian universities. Nine syllabuses of writing course from English Study Program in Indonesia have been selected purposely regarding the availability of the universities. All the writing syllabuses are identified as Basic Writing, Professional Writing, Creative Writing, and Academic Writing. The result found that; Basic Writing, the CEFR level was A1-A2, Professional Writing, CEFR level was A2-B1, Creative Writing, CEFR level was A2-B2, and Academic Writing, CEFR level was B2-C1. While ICT competences in entire.
Downloads
References
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).
Broek, S., & Ende, I. van den. (2013). The Implementation of The Common European Framework for Languages in European Education Systems (L. Pärt, Ed.). European Union.
Hamzah, A. (2020). Metode Penelitian Kepustakaan (F. R. Akbar, Ed.). Literasi Nusantara.
Humairoh, S. A. (2021). Exploring Students’ Difficulties in Writing. UIN Syarif Hidayatullah.
Indriani, K. S., & Widiastuti, N. M. A. (2021). Studnts’ Atttude Toward English Online Learning Through Moodle During The COVID-19 Pandemic. A Journal of Culture, English Language Teaching, Literatuire, and Linguistics (CELTIC).
Miles, M., & Huberman, A. M. (2014a). Qualitative Data Analysis. Sage Publications.
Miles, M., & Huberman, A. M. (2014b). Qualitative Data Analysis. Sage Publications. file:///C:/Users/HP/Downloads/Qualitative Data Analysis_ A Methods Sourcebook - PDF Room.pdf
Mohamad Uri, N. F., & Aziz, M. S. A. (2020). Ascertaining the suitability of writing syllabus specifications to the cefr: Subject matter experts’ perspectives. Issues in Language Studies, 9(1), 1–14. https://doi.org/10.33736/ils.2347.2020
Putri, R. N., & Sulistyaningrum, S. D. (2021). Incorporating Higher-Order Thinking Skills in English Lesson Plans for Senior High School. A Journal of Culture, English Language Teaching, Literatuire, and Linguistics (CELTIC).
Sakiyo, J., Badau, K. M., Board, T. E., Hill, I., State, E., & State, A. (2013). Assessment of ICT Teachers ’ Competence To Implement The New ICT Curriculum In North Eastern Nigeria . Journal of Education and Practice, 4(27), 10–21.
Sukandi, S. S., & Syafar, D. N. (2018). EFL Students’ Responses to Learning Basic Reading and Writing Skills. Studies in English Language and Education Journal.
Syifa, S., & Darmahusni. (2019). Designing ICT Competences Integrated Syllabuses of Writing Courses (Design and Development Study of English Language Education Study Program). International Journal of Language Education and Cultural Review, 5(2).
Toba, R., Noor, W. N., & Sanu, L. O. (2019). The Current Issues of Indonesian EFL Students’ Writing Skills: Ability, Problem, and Reason in Writing Comparison and Contrast Essay. Jurnal Dinamika Ilmu, 19(1).
Yahya Begovic, A. I., Dewanti, R., & Sulistyaningrum, D. (2023). Designing ICT Competences-Integrated Syllabuses of Research Skills Professional Administration Courses. Journal of World Sciences, 2(7).
