The document discusses Curriculum 2013, a character-based curriculum used in Indonesia, and the Common European Framework of Reference for Languages (CEFR), which provides a standardized method for describing language learner abilities across Europe. It highlights the importance of both frameworks in developing educational media and outlines key factors that media developers should consider when creating materials. The comparison illustrates the adaptation and relationship between these two educational guidelines in various regions, including Asia, the Middle East, and Latin America.

1. Primadina Cahyati (16716251002)
Banatul Murtafi’ah (16716251003)
PBI A
State University of Yogyakarta 2016

2.  What is Curriculum 2013?
 What is CEFR?
 Comparing Curriculum 2013 and CEFR
 How are those two frameworks related to the Media Development in ELT?

3. • to achieve education objectivesthe guidelines
• based on:
• standard-based education
• competency-based education
the newest
curriculum,

4. Character-
based
curriculum
used only in
Indonesia
Eight National
Education
Standards
Core
Competences
& Basic
Competences
Covers all
subjects
Elementary
schools and
secondary
schools
Basis for
developing
syllabus and
lesson plan
Scientific
Approach

6.  It was created by the Council of Europe to provide ‘a common basis for the elaboration of
language syllabuses, curriculum guidelines, examinations, textbooks, etc., across Europe’
(2001a:1).
 It is a framework describing language learners’ ability in terms of speaking, reading, listening,
and writing at six reference levels:

7.  There have been as many different ways of teaching as there have been ways of describing
levels of language learning and assessment. What may be an intermediate level in one
country may be an upper-intermediate level in another. Levels may vary even among
institutions in the same area.
 The CEFR makes it easier for all of us to talk about language levels reliably and with shared
understanding.

9.  It is certainly recognized in all European countries, but is increasingly referred to at national or
regional policy levels in many countries in Asia, the Middle East, Latin America and
Australasia.
 It describes the six levels in a specific descriptors in the form of The Global Scale or “Can do”
Statements and Self-Assessment Grids  These descriptors are often used as the basis for
course book, materials, media, and curriculum design.
 It serves the property for the students in the form of Language Portfolios (i.e. The Language
Passport, The Language Biography, The Language Dossier).

12. Curriculum 2013 CEFR
Scope Indonesia European Countries, countries in Asia,
the Middle East, Latin America and
Australasia.
Subjects Elementary and Secondary
school students
School students, university students,
migrants, workers, academicians
Structure Core Competences and Basic
Competences
Basic, Independent, Proficient User

13.  In relation to the media development, both Curriculum 2013 and CEFR can be the references used
by the media developer in developing the media.
 The media developers, of course, should consider several factors in deciding which framework they
want to use as the basis for them in developing media.
 Factors to consider when designing materials/media:
1. The Learners
2. The Curriculum and the Context
3. The resources and facilities
4. Personal Confidence and Competence
5. Copyright compliance
6. Time