English language teaching curriculum in Indonesian Islamic higher education: the complexities of learning outcomes

Drawing upon the concepts of educational learning objectives (cognitive, affective, and psychomotor domain) within Bloom’s taxonomy – particularly the revised Bloom’s taxonomy – offers a promising analytical lens through which to examine the quality of the analysed learning outcome designs.

Furthermore, this study follows the six-step process of document analysis design proposed by O’Leary (2017), with in-depth analysis of 657 learning outcomes obtained from 13 KKNI-based ELT curricula applied in Indonesian Islamic higher education institutions. The obtained data are then analysed using content analysis and thematic analysis techniques as proposed by Bowen (2009). Surprisingly, this study finds that the majority of the learning outcomes were poorly designed, which negatively effect the clarity, observability, and measurability of the learning outcomes.