CHALLENGES AND OPPORTUNITIES IN ADAPTING CEFR-BASED ENGLISH CURRICULUM IN INDONESIA

Abstract

This study aims to explore the challenges and opportunities in adapting the Common European Framework of Reference for Languages (CEFR) to the English curriculum in Indonesia. Although CEFR is widely recognized as a comprehensive framework for language learning and assessment across Europe and several Asian countries, its implementation in Indonesia remains limited and unofficial. Using a descriptive qualitative approach, this research analyzes relevant literature from national and international journals discussing the application of CEFR within the Indonesian educational context. The findings reveal four main challenges: (1) the mismatch between students’ learning objectives and CEFR goals, which often prioritize certification over communicative competence; (2) the limited recognition of CEFR by curriculum designers and policymakers due to the existing national frameworks such as the 2013 Curriculum and the Indonesian National Qualification Framework (KKNI); (3) the lack of professional teacher readiness and ongoing support to implement CEFR effectively; and (4) the cultural and contextual incompatibility of CEFR-based teaching materials with Indonesian learners. Despite these challenges, CEFR offers potential opportunities to enhance English language education in Indonesia by providing a clear benchmark for proficiency levels, supporting international standards, and encouraging communicative, learner-centered teaching approaches. Therefore, its adaptation requires comprehensive preparation, teacher training, and contextual modification to align with Indonesia’s educational goals and cultural values.