ELT-Lectura: Studies and Perspectives in English Language Teaching

Volume 10 Number 1, February 2023

ISSN (Print): 2336-8560, ISSN (ONLINE): 2550-0724

4C Skills’ Integration in English Teaching Documents Used in EFL Classroom

Marwa1), Herlinawati2), Herdi3)

1
Universitas Lancang Kuning
[email protected]
2
Universitas Lancang Kuning
[email protected]
3
Universitas Lancang Kuning
[email protected]

Abstract:
This content analysis research highlights 4Cs skills’ integration as a part of 21st Century
skills that characterizes the quality of English teaching materials in higher education
institutions. This research was grounded from teaching documents obtained from the eight
English lecturers in a university in Pekanbaru, Riau, Indonesia. This research had been
conducted from February until July, 2022. The research data was English teaching
documents (teaching syllabus and semester tests) with 4C skills’ integration. There were
16 collected teaching documents consisting of 8 teaching syllabus and 8 semester tests.
The checklist of 4Cs rubric covers “Communication”, “Creativity”, “Critical Thinking”,
and “Collaboration” was adapted from the CTE Career Ready Practices and used to
analyze English teaching documents. This research reveals the integration of 4Cs skills
analyzed from teachers’ teaching syllabus reached the levels of “Meet Competency” and
semester tests documents had integrated 4C skills in “Approaching competency” levels.
This portrait represents teachers’ adequate understanding of 4Cs skills. The further
research should undergo an in-depth study pertaining to how English teachers develop
classroom environments with 21st-Century skills containing 4C skills’ integration in EFL
classroom teaching and learning activities.

Keywords: 4Cs skills, communication, creativity, collaborative, critical thinking, English

teaching documents
1. INTRODUCTION
Educational institutions are currently required to practice the learning process in
fostering competent students in 21st century life. Graduates are expected to have
communication skills, problem solving and critical thinking skills. This is the most
important intellectual skill in the 21st century that must be possessed by every individual
who is characterized by 4C skills (communication, collaboration, creativity, and critical
thinking). Rotherham & Willingham (2009) asserted that developing 21st century skills
require serious attention to aspects of curriculum, teacher quality, and assessment. Of
course, the demands of 21st century skills have become the main focus and goal in
facilitating students’ learning which should be implemented in the school curriculum.
Therefore, teaching and learning activities accompanied by supporting teaching materials
need to be carried out effectively in order to meet the learning needs of students in
developing 4C skills.
Teaching materials have become the right potential space to integrate 4C skills.
However, many teaching materials only accommodate the interests and needs of students
ELT- Lectura, Vol 10, No 1, February 2023
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in certain aspects (Cunningsworth, 1995). In the context of teaching EFL (English as a

Foreign Language) in Indonesia, the biggest task of an educator is to approach students so
that they not only learn the cultural elements presented in teaching materials but also do
not miss information about the development of world culture, namely global culture. This
is very important considering that mastering a language well is not only done by knowing
or understanding how to use the grammar and vocabulary of the language, but also requires
an understanding of the culture in the language itself (Marhamah, Daud & Samad, 2017).
In fact, in the context of language learning, several studies have revealed the effectiveness
of materials related to pedagogical values (Riasati & Zare, 2010), fulfillment of learning
objectives (Riazi & Mosallanejad, 2010), or clarity and inclusiveness of teaching materials.
However, a review of learning objectives alone is not sufficient without evaluating how
teacher-transferred cultural content is integrated into teaching so as to facilitate the
integration of 21-4C century skills.
With regard to the context of EFL learning, there are several problems faced by
English teachers when integrating English culture into teaching materials. These problems
relate to how to provide needed cultural information or what to teach because students
often do not realize that their teacher is trying to teach the cultural aspects of the foreign
language being taught. In addition, the reason someone takes language classes is not only
to get a degree or get a good job easily, but because the most important goal in learning a
language is to be able to communicate effectively and efficiently in interpersonal and
transactional communication. As stated by Zhou (2011) & Seelye (1993) that the notion
that language as a communication tool cannot be separated from the cultural framework of
language. Without cultural knowledge, it will be difficult to understand the meaning of the
language.
Language and culture are closely related. In this connection, (Agar, 1994) has
emphasized that "culture exists in language and language goes hand in hand with culture",
because it must be integrated automatically when the teacher teaches language; successful
communication not only acquires linguistic codes, but also involves knowledge about the
target language culture. Brown & Starkey (1994) describe the strong bond between
language and culture as "so intertwined that one cannot separate the two without losing
their linguistic or cultural significance". Regarding the importance of teaching cultural
aspects apart from teaching the four skills (Speaking, Writing, Listening, Reading),
Tomalin (2008) argues that culture should be taught as the fifth skill due to the dominance
and globalization of English throughout the world. Gao (2006) explains that foreign
language teachers should increase students' cultural awareness as well as help them to
improve their communication competence.
To deal with today's globalized English teaching, Indonesian education policy has
emphasized that English teachers in Indonesia must develop a local cultural identity in
their students along with developing their English language skills. More specifically,
teaching English must ensure the attainment of spiritual attitudes, moral attitudes,
knowledge and skills as a result of learning that is necessary for global life (Ministry of
Education and Culture, 2016). Facing these conditions, English teachers need to integrate
local cultural values in order to maintain national identity. And, they must also promote
local content to students by incorporating local culture during the language learning
process in the teaching process in English classes to maintain their own culture. This is
also supported by Cheng (2002: 23) who states that the content of local culture has
contributed to improving the quality of education.

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Regarding the development of students' 4C skills, students are at the terminal literacy
stage. They must have the 4C soft skills needed in 21st century competition which must be
developed in learning at higher education institutions. They must have intensive exposure
to 4C skills. As a matter of fact, in the field of English foreign language domain, there
have been a lot of best ideas and practices undertaking the development of 21st century
skills particularly 4C skills (Erdogan, 2019; Yu, Ruzanna & Mohammad, 2019;
Czerkawski & Berti, 2020; Handayani, 2017; Fandiño-Parra, 2013).
After linking issues in terms of the importance of developing 4C skills demanded by
21st century education, this analytical study aims to reveal: (1) Are 4C skills adequately
integrated in English teaching syllabus that highlights the elements of communication,
creativity, critical thinking and collaboration? And (2) Are 4C skills adequately exposed in
English courses semester test? This research was conducted based on the assumption that
4C skills are the main pillar that characterizes the quality of language teaching materials in
universities. This study expects to provide important institutional and pedagogical
contributions. Institutionally, mapping the quality of teaching content in higher education
is an important step to map the quality of language learning. Specifically, it can be used to
develop teaching syllabus, materials and evaluation methods that focus on students' 4C
skills. In the pedagogical aspect, this research could contribute to improving the quality of
4C skills in which in the future it can further develop students' academic achievements and
can support their future success in academic and carrier life.

2. METHOD
This study used a qualitative design that aims to answer research questions that
reflect the actual situation at the time of the study. The researchers played a major role in
obtaining sufficient data to better understand the research phenomenon and to gain a
deeper understanding of the 21st century skills covering 4C skills integrated into learning.
The content analysis method was used to determine the quality of teaching
materials/documents that contain 4C skills. The data needed to reveal the quality of 4C
skills integration were in the form of teaching documents, namely syllabus and Semester
test documents from English courses used by lecturers of English education study program.
The researchers collected the data by using documentation technique. Documents of
students’ learning activities/assignments available in Google class were screenshot,
downloaded and organized based on 4Cs element. The researchers prepared a checklist of
the 21st Century Skills/4Cs rubric covering Creativity and Innovation, Critical Thinking
and Problem Solving, Communication, and Collaboration adapted from the CTE Career
Ready Practices (https://www.nd.gov/dpi).
21st-Century Skills/4Cs rubric, adapted from the CTE Career Ready Practices, was
used to assess the integration of 4Cs skills in English teaching documents. This rubric
documented 4C skills with the choice ready framework's essential skills element by using
32 indicators (Communication=7, Creativity=7, Critical Thinking=9, and
Collaboration=9). The researchers prepared 16 sheets of 4Cs rubric to record scores from
teaching documents. Syllabus and semester test documents were evaluated using the 4Cs
indicators; a syllabus or semester test document integrated identical skills that matched to
32 of the 4Cs' indicators (100 % integration) was scored by "4" (the highest Mean from
4Cs) and interpreted as "Exceeds Competency”. A document integrated 50-75 % or 16-24
skills from 4Cs indicators; it was scored by a Mean “2” until “3” and interpreted as
“Approaching Competency” and “Meets Competency”. The integration of the 4Cs in a

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teaching document less than 25% (only 1-8 skills from the 4Cs) was scored by “1” and
interpreted as “Not Yet Reached Competency.”
In this research, data analysis was the process of searching and compiling data
systematically that were obtained from documentation, and checklist. The data were
organized into categories of 4Cs’ skills, described into units, synthesized, compiled into
patterns, selected which ones were important, how findings were presented and interpreted,
and made conclusions. For making easy to understand the analysis, the researchers used a
very common qualitative data analysis model; organizing data, coding data,
sorting/classifying data, reducing data, describing and interpreting, and then concluding.
This content analysis research was grounded in the context of teaching
materials/learning documents for English courses that contain local cultural
content/elements that integrate 4C skills. In addition, in accordance with the nature of
"content analysis", this study also used a quantitative element in the form of how data was
recorded by using descriptive statistics and then illustrated with tables for better
understanding. Researchers used two recording units: recording 4C skills from syllabus
document and recording semester test documents used by English lecturers at University in
Pekanbaru, Riau, Indonesia.

3. FINDINGS AND DISCUSSION

3.1 Findings
3.1.1 4C Skills’ Integration in English Syllabus Documents
This study identifies the 21st century 4C skills (Communication, Creativity, Critical
Thinking, and Collaboration) which are integrated in English teaching documents, namely
syllabus and semester test documents in English courses. There were eight syllabus
documents and eight semester test documents collected from 8 lecturers who teach English
courses such as Intensive Course, Speaking for Group Activities, Second Language
Acquisition, Cross Cultural Understanding, Translation and Interpretation, Semantics &
Pragmatics, Introduction to Literature, and Applied Linguistics. The researchers have
used descriptive statistical analysis to process the scores of the 4C skill rubric that were
evaluated from the syllabus documents as presented in table 3.1.

Table 3.1 Descriptive Statistics of 4C Skills’ integration evaluated from syllabus

documents
4C Aspects N Mean SD
Communication 8 3.25 .46
Creativity 8 3.10 .25
Critical
8 3.08 .38
Thinking
Collaboration 8 3.02 .32

The first research question is looking for answers that focus on the integration of
teachers’ 21st century skills containing 4Cs skills (Communication, Creativity, Critical
Thinking, and Collaboration) which were evaluated from the syllabus document. Table 3.1
shows the 4C skills’ integration scores in the syllabus document. The use of the 4C rubric
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has documented the first aspect, namely “Communication” shows Mean= 3.25 which
indicates “Achieving competence”. The second aspect, namely "Creativity" has a Mean =
3.10 which also indicates "Achieving competence". For the third aspect of 4C skills
"Critical Thinking" shows Mean = 3.08 and the fourth aspect, namely "Collaboration"
shows Mean = 3.02 which still shows the 4C level of "achieving competence". The highest
Mean from the syllabus document analysis that was evaluated showed Mean=3.25. It can
be concluded that the integration of the 4C skill elements analyzed from the syllabus
documents used by English lecturers was in the category of "achieving competence".

Furthermore, table 3.2 descriptive statistical analyses of the average score of the 21st
century 4C skills rubric evaluated from the syllabus documents can provide clearer
information about the 4 elements calculated as a whole.

Table 3.2 Mean of 4C Skills evaluated from Syllabus Documents

N Min. Max. Sum Mean SD

4C 8 2.87 3.67 24.90 3.11 .34
Skills

Table 3.2 illustrates the output of 8 scores from 8 syllabus documents using
descriptive statistical analysis. The minimum score shows 2.87 and the maximum score =
3.67. The total score is 24.90. The mean of the total 4C skills reached 3.11. Meanwhile,
the low standard deviation value of 0.34 indicates that the score of the syllabus document
based on the rubric calculation obtained and analyzed is homogeneous. Thus, it can be
concluded, from the data on the average score of 21st century skills containing 4C skills
evaluated from the syllabus document used by 8 English lecturers was in the level of
"achieving competence".

3.1.2 4C Skills’ Integration in Semester Test Documents

To know 4C skills’ integration in semester test documents, the researchers analyzed
the data by using descriptive statistics to process the scores of the 4C skills rubric. There
were eight semester test documents evaluated. The analyses of the documents presented
how 4C skills were integrated by the English teachers in English Education Study
Program, in a University in Pekanbaru as presented in table 3.3.

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Table 3.3 Descriptive Statistics of 4C Skills’ integration evaluated from Semester Test
Documents

4C Aspects N Mean SD
Communication 8 2.25 .70
Creativity 8 2.33 .60
Critical
8 2.27 .54
Thinking
Collaboration 8 2.08 .69

The second research question also seeks answers that focus on the integration of 4Cs
century skills (Communication, Creativity, Critical Thinking, and Collaboration) evaluated
from the Semester test documents. Table 3.3 shows the 4C integration scores in the
Semester test document. The use of the 4C rubric has documented the first aspect, namely
"Communication" shows Mean = 2.25 with a level of "Approaching to Competence". The
second aspect, namely "Creativity" has a Mean = 2.33 which also indicates the level of
"Approaching to Competence". For the third aspect of "Critical Thinking" shows Mean =
2.27 and the fourth aspect, "Collaboration" with a Mean = 2.08 is at the level of
"Approaching Competence". The highest Mean from the analysis of the evaluated
Semester Exam documents shows Mean = 2.33. From the data that has been analyzed, the
researchers concluded that the integration of the elements of the 4C skills evaluated from
the Semester test documents for English education lecturers was in the category
"Approaching to Competence".

Table 3.4 descriptive statistical analyses of the average score of the 21st century
skills rubric containing 4C evaluated from the Semester test documents can provide clearer
information about the 4 elements calculated as a whole.

Table 3.4 Mean of 4C Skills evaluated from Semester Test Documents

N Min. Max. Sum Mean SD
4C
8 1.00 2.75 17.88 2.23 .61
Skills

Table 3.4 describes a summary of the calculation of 8 scores from 8 Semester test
documents using descriptive statistical analysis. The minimum score shows 1.00 and the
maximum score = 2.75. The total score is 17.88. The mean of the total 4C skills reached
2.23. Meanwhile, the low Standard Deviation value of 0.61 indicates that the Semester test
document score based on the rubric calculation obtained and analyzed is homogeneous.
The researchers conclude that the data on the average score of 21st century skills
containing 4C skills evaluated from the Semester test documents used by 8 lecturers was in
the level of "Approaching Competence".
Based on the results of data analysis from the integration of 4C skills in English
teaching documents, it can be compared that the average score of syllabus document
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analysis is 3.11 higher than the average score of semester test document analysis (2.23).
The integration of 4C skills in the syllabus, document has reached the level of "Meeting
Competence" while the integration of 4C skills in the semester test document is still at the
level of "Approaching Competence". It can be concluded that lecturers who teach English
courses have not balanced yet the integration of 4C skills between teaching syllabus and
the semester test.

3.2. Discussion
Integrating 4C Skills in English Teaching Documents
In the era of globalization, 21st century skills are needed because these skills refer to
the skills that today's students expect to succeed in future careers. Therefore, 21st-Century
Skills presents the 4C skills of communication, collaboration, creativity, and critical
thinking as the main skills of learning and innovation in the 21st Century. Kim, et al.
(2019) mention that the development of competencies known as 21st century skills has
received great attention as a means to improve the quality of teacher teaching in order to
improve the skills of 21st century teachers which in turn will foster the skills of 21st
century learners. Meanwhile, this study reveals that the syllabus used by English lecturers
in the context of this research has integrated 4C skills at the level of "Achieving
Competence". This finding illustrates that students have been trained with 21st century
skills in learning in their English class. This finding is in line with the importance of
facilitating 21st century skills for students by researchers Valtonena, Hoanga, Sointua,
Naykkib, Virtanenc, Poysa-Tarhonenc, Hakkinenc, Jarvel ab, Makitalob, & Kukkonena
(2021) have investigated students' perceptions of 21st century skills and the importance of
this new perspective on how pre-service teachers view 21st century skills while in teacher
education.
Teachers must have an awareness of educating students with 21st century skills,
which require individuals to be knowledgeable and skilled to catch up with ever-evolving
technologies in the global workforce. In fact, this study also found that the semester test
materials that have been used by English lecturers in a university in Pekanbaru have
integrated 4C skills at the "Approaching Competence" level. To overcome these problems,
Erdoğan, (2019) confirms that teachers can cultivate students' 21st century skills by
creating opportunities and facilities followed by finding some innovations in learning to
find themselves closer to a more appropriate path for a more prosperous future life success
in education and the workforce. In addition, Martínez-Cerdá, Caprino, & Torrent-Sellens
(2015) propose a creative way of teaching using media in schools that is integrated with
21st century skills. Teachers can use media content by highlighting several topics that lead
to awareness of 21st century skills using social innovation techniques, teacher management
knowledge, creative classrooms with media tools, efficient and sustainable media
education initiatives, and open educational contexts that support empowering teacher's
role in school.
Several studies have paid great attention to developing 21st century skills in students.
The pattern of development can be done by promoting communication, collaborative,
creativity, and critical thinking of students in the context of classroom learning (Proulx,
2004; Piaw, 2010; Zivkovil, 2016; Zubaidah, Aloysius, Susriyati, & Mistianah, 2018;
Wildan, Hakim, Siahaan, & Anwar, 2019; Supena, Darmuki, & Hariyadi, 2021).
Importantly, this study also found that the 4C element of "critical thinking" which is
integrated in the teacher's teaching document (semester test) is at the level of "Approaching
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to competence". Of course, these findings illustrate the teacher's understanding in fostering

students' critical thinking. In fact, there are several studies related to the development of
students' critical thinking. Warsah, Morganna, Uyun, Afandi, & Hamengkubuwono (2021)
investigate the impact of collaborative learning (CL) on critical thinking skills in various
subjects. The findings reveal that CL has a positive and significant impact on students'
critical thinking skills. CL also supports the retention of their critical thinking skills. In
addition, Suryanti and Nurhuda (2021) have studied the effectiveness of the problem-based
learning model (PBL) with an assessment rubric on the development of students' critical
thinking in learning.

4. CONCLUSION
Teachers as important agents in developing 21st century skills to students can be
monitored from the available documents that have been used in the teaching and learning
process. This content analysis research describes teacher practices and classroom processes
through teaching documents to measure the quality of classroom learning whether it is
adapted to the 21st century skills particularly 4C skills. This study found the integration of
the 4C skill elements that were analyzed from the teaching syllabus and also semester test
documents have reached the levels of "Meeting Competence" and "Approaching to
competence". This portrait represents a fairly good understanding of teachers in integrating
21st century skills containing 4C skills in ELT classroom. This study suggests future study
to pay attention to the development 4C skills that should be immediately integrated into
EFL classroom by developing best practices to facilitate more effective teaching and
learning in this era of globalization.

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