Model Kurikulum Perspektif ACTFL: Kajian Komprehensif tentang Standar 5C dan Pedoman Kemahiran dalam Pembelajaran Bahasa Arab
DOI:
https://doi.org/10.54069/ewb1b315Keywords:
ACTFL Framework, Arabic Language Curriculum, Proficiency Guidelines, Intercultural Communication, Foreign Language EducationAbstract
Foreign language curriculum development faces challenges in balancing linguistic mastery with authentic cross-cultural communication. The American Council on the Teaching of Foreign Languages (ACTFL) has developed international standards through the ACTFL Proficiency Guidelines and the 5C framework, yet comprehensive studies on its curriculum model for Arabic teaching in Indonesia remain limited. This study aims to describe ACTFL’s history and objectives, analyze the 5C-based learning model, and explain the Proficiency Guidelines for the four language skills. Using an interpretivist-constructivist paradigm with qualitative library research, the study collected and analyzed official ACTFL documents and academic literature from databases like Google Scholar, Scopus, JSTOR, ERIC, and the ACTFL website. Data analysis employed thematic content analysis. The findings reveal: (1) ACTFL, founded in 1967, produced the Proficiency Guidelines (1986) and the World-Readiness Standards (5C framework); (2) the curriculum model centers on five integrated standards (Communication, Cultures, Connections, Comparisons, Communities) with communication as the core; (3) the Proficiency Guidelines describe five levels (Novice, Intermediate, Advanced, Superior, Distinguished) with High, Mid, Low sub-levels, covering speaking, writing, listening, and reading. The study concludes that the ACTFL curriculum model offers a holistic, systematic approach adaptable for Arabic curriculum development in Indonesia, recommending empirical trials, assessment instrument development, and ACTFL-graded textbooks.
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