CEFR and K-13 (MDELT 2017 C Class)

Presented by:
Nurus Sa’adah
Mas Muhammad Idris X_X
IDRIS & NURUS (MDELT2017C)

WHAT IS CEFR?
 The CEFR is a framework published by the Council of
Europe in 2001 which describes language learners
ability in terms of speaking, reading, listening and
writing at six reference levels.
 Main Purpose of CEFR is to provide methodological
options of learning, teaching and assessing which
applies to all languages in Europe

HISTORICAL REVIEW
YEARS FOCUSES
1960’s Language learning for communication initiatives
 Language learning for communication
 promoting a learner centered
 Actionable and positive approach.
1970’s Specifications for language learning objectives.
 Linguistic,
 Sociolinguistic,
 Discourse,
 Socio-cultural,
 Social competence.
1990’s Developing a comprehensive framework for language
learning, teaching and assessment in general.
2001 The official version was launched in January 2001

SIX LEVELS OF
CEFR

GLOBAL SCALE OF
CEFR

WHAT IS CEFR USED FOR?
The CEFR is used for many diferent practical purposes, such as:
Developing
syllabuses
Creating tests or
exams
Evaluating language
learning needs
Developing learning
materials
Teacher training
programmes, etc.

WHAT ARE THE
CHARACTERISTICS OF CEFR?
What CEFR is not:
- A curricular document
- A compulsory document
- A tool to be put into practice directly
What CEFR is:
- A common base to guide the practice
- A descriptive document
- A starting point to develop new tools
- A document to reflex
NO!!!
YESS!!!

WHAT SHOULD TEACHERS DO TO
FOLLOW CEFR SCALE IN THE TEACHING
CONTEXT?
1. Define your contexts and your learners
2. Become familiar with the scale
3. Select the relevant scale for your contexts
and learners
4. Adapt, refine or extend descriptors to fit
your context
5. Refer to the levels when developing lessons
or assessing your learner.

EVALUATION THROUGH
‘CAN DO STATEMENT’
CEFR English
Language
Self-assessment
Checklist
EXAMPLE

What are the Benefits of using ‘Can Do
Statement’ in the Classroom?
 They suggest areas that students need to work on.
 They give a clear indication of progress if referred to
regularly.
 They allow teachers and learners to monitor problem
areas.
 They give a sense of achievement.

Nurus Sa’adah
Mas Muhammad Idris X_X

 Curriculum is a kind of program that evaluate the outcomes of
certain patterns from the teaching-learning process. It usually
contains a statement of aims and of objectives that indicates the
selection and the organization of content (Hilda, 1962).
 According to Galen, the curriculum is that of subjects and subject
matter therein to be thought teachers and learned by students.
 So, it can be concluded that the curriculum is a term in which the
function is to judge or calculate the quality of the outcomes both
from the subjects and subject matter of the teaching-learning
process done by the teachers and students.

KBK (Curriculum Based on
Competence)
Competence is defined as the ability to adequately perform a task,
duty or role. It also integrates knowledge, skills, personal values
and attitudes. Further, competence builds on knowledge and skill
and is acquired through work experience and learning by doing
(Robert A.R, 2001).
Garcia-Barbero’s view (1998: 167) stated that competency is the
combination amongst attitudes, knowledge, and skills which are
needed to do the professional jobs.
Saylor argues (1981) that KBK is a designed based on specific
competencies which is characterized by specific, sequential, and
demonstrable learning of the task, and activities performed by the
students.

The Characteristics
of KBK
Focused on the learner’s
competencies.
The outcome-oriented of the
learner’s study.
Using various methods in the
process of teaching-learning.
Not only focused on teacher-
centered but other educated-
instruments as well.
It is related to the four pillars of
education of UNESCO: learning
to know, learning to do, learning
to be, and learning to live
together.

KTSP ( Curriculum based on School )
According to the Government’s rules No. 19,
2005, every school must develop their curriculum
based on graduating-standard competence,
content standard, and guidance of the national
education standard.
Then, KTSP itself is the operational curriculum
which is arranged and employed by each of
school.

Components of KTSP
The aims of the Educational
Unit Level on each school.
The structure and content of
the curriculum on each
school.
The syllabus of the school.The educational calender of
the school.

Potency-
centered
Response to
the science,
technology,
and art
Relevant to
the
necessity
of life
The needs of
the learners
Developm
ent
Learn
forever
Diversity
and Integrity
KTSP’s Development
based on some
Priciples:

Philosophy of K-13 (Curriculum 2013)
Steps of Learning
based on K-13
Observing
experimen
ting
questioning
Creating
Networking
associatin
g

Continued...
 Curriculum as Planning Oriented. In this case, the teacher solely
delivers his/her knowledge to the learners based on existing
syllabus. (Theory)
 Curriculum as Result Oriented. The point if this is the final result
of learning based on standard competency. (Product)
 Curriculum as Action Oriented. The final result must be different
due to skills and passions of the learners. (Process)
 Curriculum as Contextual Practice. The important role of the
teacher to deal with the commitment from the learners to gain
the target learning.

The Four Essential Changes from the K-13 to
the Previous Curricula
 The concept of curriculum: The balance between the hard skills
and the soft skills. It’s started from graduate-standard
competence, content standard, process standard, and
assessment standard.
 The books used: Active base, thematic base for elementary
school. Books for teachers and students.
 Learning Process. It can be done through scientific process
namely observing, questioning, associating, experimenting,
and networking in communication
 Assessment Process.

The Theme of Developing K-13
This model curriculum will make Indonesian
learners be productive, creative, innovative, and
effective through attitudes, knowledge; skills.
Productive,
Creative,
Innovative,
and Effective
SkillsKnowledge
Attitudes

Model of Learning Styles in some Countries

• BSNP. 2006. Panduan Penyusunan Kurikulum Tingkat Satuan Pendidikan J
enjang Pendidikan Dasar dan Menengah. Jakarta: Bandan Standar Nasional
Pendidikan
•Garsia-Babero, M., 1998. How to Develop Educational Programmes for Health
Professionals. Copenhagen, WHO Regional Office For Europe.
•Kementrian Pendidikan dan Kebudayaan, 2014. Konsep dan Implementasi
Kurikulum 2013. Jakarta
•Saylor J.G et.al. (1981). Curriculum development and design (Second Edition).
Sidney: Allen & Unwin.
•http://www.cambridgeenglish.org/images/126011-using-cefr-principles-of-good-
practice.pdfhttp://www.englishprofile.org/images/pdf/GuideToCEFR.pdf
• http://www.cambridgeenglish.org/images/126011-using-cefr-principles-of-good
practice.pdf
• https://www.slideshare.net/imamhidayat21/perbedaan-kbk-ktsp-kurikulum-2013
REFERENCES

MATUR SUWUN
TERIMA KASIH
THANK YOU
MERCI
ASANTE

CEFR and K-13 (MDELT 2017 C Class)

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