CONTENT ANALYSIS: THE INTEGRATION OF CRITICAL THINKING, CREATIVITY, COMMUNICATION, AND COLLABORATION (4C SKILLS) IN THE ENGLISH LANGUAGE EDUCATION PROGRAM CURRICULUM AT UNIVERSITAS LANCANG KUNING

Abstract

The integration of twenty-first-century competencies has become an essential focus in higher education, particularly in English Language Education programs that aim to prepare future teachers with critical, creative, communicative, and collaborative abilities. This study aimed to identify the types of 4C skill indicators critical thinking, creativity, communication, and collaboration integrated within the curriculum of the English Language Education Program at Universitas Lancang Kuning and to determine the most dominantly represented skills reflected in the Semester Lesson Plans (RPS). This study employed a qualitative content analysis supported by quantitative frequency analysis. The data consisted of RPS documents from selected compulsory courses across semesters one, three, and five, complemented by two elective courses. The analysis examined several structural components of the RPS documents, including Program Learning Outcomes (PLOs), course descriptions, Course Learning Outcomes (CLOs), Sub-Course Learning Outcomes (Sub-CLOs), learning indicators, instructional activities, learning materials, and assessment components. The findings revealed that all four 4C skills were integrated across these curriculum components. A total of 155 units representing 4C skill indicators were identified in the analyzed documents. Among these, critical thinking appeared as the most dominant skill (48 units, 30.97%), followed by communication (46 units, 29.68%), creativity (33 units, 21.29%), and collaboration (28 units, 18.06%). These results indicate that the curriculum has incorporated all four competencies, with a stronger emphasis on analytical and communicative abilities in preparing prospective English teachers.