Investigating the Learning Outcomes of an INQF-Based English Language Teaching Curriculum in Indonesia

Abstract

This study revisited the structure of an English Language Teaching (ELT) curriculum for an undergraduate program based on the Indonesian National Qualification Framework (INQF). We identified whether learning outcomes in ELT programs are effectively translated into the INQF. This study implemented content analysis and grounded theory for data analysis. We used curriculum documents obtained online and interviews with 60 respondents as the primary data sources, and the learning outcomes developed by ELT Association as secondary data. This study finds that the learning outcomes described in the ELT curriculum are confused, and a revitalization is needed to make them effective. The matrix approach to developing a curriculum has made the learning outcomes unfocused, while clusters of course groups are not developed. The classification of learning outcomes is also not defined, and the course requirement of a total of 144 credits is not distributed in good proportions through skill categories, semesters, and learning outcomes. This study is limited in that a relatively low number of respondents are recruited, implying that future research is needed with a greater number of participants, use a course group matrix to revitalize their program learning outcomes, as well as their course and unit learning outcomes.