List of Courses S3

Doctoral Degree Courses Information

    1. Postgraduate Expertise Program (MKPPs) = 7 credit hours
    2. Core Study Courses = 12 credit hours
    3. Elective Subject Related Courses = 6 credit hours
    4. Aanvullen Courses = 12 credit hours
    5. Dissertation = 15 credit hours

Total                                                                                  min 39 credit hours

 

The followings are the detailed information about the modules offered by the programmes in alphabetical order

Course description

This course exposes students to the way discourse is analysed critically. This course firstly discusses the basic concerns of critical discourse analysis, then explores a variety of approaches to the study. Through this course, students will analyse discursive practices from various academic perspectives. This course will also explore how critical discourse analysis contributes to language pedagogy.

Course description

Through this course, students will be able to identify, define, and compare  principles and procedures of how to plan, deliver, manage  EFL curriculum implementation, and evaluation of the EFL curriculum. In classroom presentation, they will have the opportunities to discuss and   compare different models of EFL Curriculum development in general and also EFL curriculum development in Indonesia.  They will also be asked to explore and synthesize EFL curriculum development models in the Indonesian contexts in some other countries.  Based upon the chosen model, they should be able to conduct stages of EFL curriculum development—need analysis, goals and objectives formulation, contents selection, learning process selection, assessment tools construction, and program/curriculum evaluation. The students will be exposed to practices and challenges encountered in EFL curriclum development in Indonesia and compared with the exiting theories or models of EFL curriculum devlopment. Through this comparison, they will be able to demonstrate the ability to develop or reconstruct EFL curriculum for formal or non-formal education. Online learning intruction will be the major mode in this course. Students’ learning outcomes will be assessed through multiple learning and assessment tasks.

Course Description

This course is compulsory for doctoral students and it carries with it four credit hours. Meeting weekly for 4×50 menutes periods of time, this course will require students to read, write, and discuss academic topics relevant to their academic field of specialization. Guided by mentors from department of English Language Education program the students will be ushered through the steps towards the writing of academic article to be published in academic journals of their choice. Started off with checking readiness status for publication, this course will require students to read deeply on topics of choice for the purpose of publication in refereed journals.

 

Course Description

This course covers thorough reviews of the knowledge of the nature of EFL teaching and EFL teaching analysis, its procedures, interpretation of the analysis results, and implication for the betterment of EFL teaching practice and possible innovative development. This subject will also provide opportunities for the students to do some practicum in analyzing some EFL teaching programs.

Course Description

This three-credit-unit course will offer to doctoral students fundamental sets of knowledge-base on English literacy models, concepts, theories, research and education. The course consists of two parts. The first several sessions will be taken care of by the instructor of the course where s/he models presentation for the students to observe (and imitate) so that the students learn and develop a sense of confidence as to how to do academic presentations on literacy topics. These model presentations by the instructor will focus on foundational topics to systematically introduce students to the field of literacy including the development of students across grade levels (i.e., the development of young child and the emergence of literacy; development in elementary school years; development in the transition years of the middle school; and the development in the high school years); task designs to engage students at various schooling levels; assessment techniques for optimal learning; promoting students’ learning autonomy; and techniques for improving students’ literacy engagement. After these brand-new doctoral students are exposed to the instructor’s presentations in the first few sessions on those “foundational literacy topics”, the second part of the semester is devoted to student selected topics. The specific purpose of this second part of the semester is to ensure greater relevance of students’ learning and greater concentrated efforts to go deeply into the topic they chose to study.

Course Description

This course deals with topics covering the relation of philosophy and the philosophy of science, the nature of the philosophy of science, the basic framework of the scientific theory, ontology—the study of being or reality, epistemology—the theory of knowledge, ways of how scientists work (scientific argument, means of scientific reasoning, scientific truth criterion), axiology—the study of value including the nature of use of science and technology, and implications of all these on education and the education system, with reference to the five principles of the country’s philosophical basis, Pancasila. It is expected that the student taking this course has a strong belief that any decision in education should be supported by the rationale of a comprehensive background knowledge and understanding of education philosophy and of policy as a whole and of educational activities taking place at the school and in the classroom.

Course description

This course is an elective course for doctoral students interested in designing language instruction, researching ICT cultivation in TEFL, and in the application of ICT-cultivation principles in TEFL. This course is designed to provide the students with some fundamental principles in designing, researching, and implementing effective instruction involving the cultivation of ICT in TEFL. Class activities include the discussions of the essential principles and elements in designing effective instruction; principles and aspects of ICT cultivation; roles and uses of ICT in TEFL; and trends and issues in ICT-cultivated TEFL. These elements will serve as the building blocks of designing and researching TEFL involving Information and Communications Technologies and will be chronologically discussed along the sessions both from the theoretical and practical perspectives.

technology provides interaction between teachers and learners, provides comprehensible input and output, helps learners to develop thinking skills, makes learning and teaching becomes more student-centered, promotes learners’ autonomy and helps them feel more confident, and increases learners’ motivation to effectively learn a foreign language.

Deskripsi Matakuliah

Mata kuliah Landasan Pedagogik sebagai MKLK yang mengokohkan wawasan mahasiswa dalam memahami teori dan praktek pendidikan dalam perspektif pedagogik untuk mengkaji tentang: (1) makna pendidikan, pengajaran dan pelatihan; (2) pendidikan sebagai ilmu pengetahuan;  (3) antropologi filsafi hakikat manusia dan tujuan pendidikan; (4)  landasan historis pendidikan; (5) prinsip-prinsip psikologis perkembangan peserta didik; (6) landasan religi dan nilai-nilai  tujuan pendidikan; (7) situasi pendidikan sebagai objek formal pedagogik dalam ranah lingkungan pendidikan; (8)  landasan pranata pendidikan dalam latar budaya dan organisasi; (9) azas-azas pendidikan; (10) landasan menejemen pendidikan berbasis prinsip-prinsip pedagogik; (11) perspektif pedagogik tentang evaluasi pendidikan; (12) implikasi hasil-hasil penelitian dan empiri pendidikan terhadap teori dan praktek  pendidikan.

Course Description

This course is designed to purvey current prime issues and concerns in language testing and to allow students taking the course to thrash out those issues and concerns in the context of EFL teaching. Thus, in addition to exploration of theoretical concepts and empirical evidence in language testing and evaluation, possible use of language testing principles and research findings in as well as acclimatization of them to the realm of TEFL in Indonesia will be dealt with in the course. Exchanges and discussions of the students’ own testing experiences among themselves as relevant to TEFL are also expected to take place during the course activities. Special emphases will be as well put on how language testing principles are to positively affect and contribute to EFL teaching. Therefore, issues of the social dimensions of testing in general and English examinations in particular, including backwash effects, will also be discussed.

 

Course Description

Formerly called Literary Criticism, this course develops into a course which explores areas where postmodernism might have contributed to the shaping of theories and practices in education. The course will look into the description of postmodernism as “a set of critical, strategic and rhetorical practices employing concepts such as difference, repetition, the trace, the simulacrum, and hyper-reality to destabilize other concepts such as presence, identity, historical progress, epistemic certainty, and the univocity of meaning” (Aylesworth 2005). With this framework, the course departs with the question: “What counts as knowledge in a plural society in this globalized world?” As the underlying drive of the course, the question shall be explored as a means for students to critically reflect on established assumptions about their own belief about knowledge, therefore also the teaching, learning of knowledge, also perhaps, the idea of owning knowledge. From this point, the course serves as an introduction to postmodernism as a reaction to modernism which is essentially the foundation of much of the thinking and institutions in the society. Selected theoretical frameworks on postmodernism are selected to provide grounds for class discussions and projects which will be linked to the education context, particularly of Indonesia.

Course Description                                                                                                               

Advanced Research Methods provides an opportunity to plan an original research undertaking on a subject that interests each individual student.  The course represents a more detailed investigation into a topic that grows out of the student’s involvement in the courses he/she has taken so far or in his/her own teaching-learning experience.  In emphasizing original research utilizing the unique resources available in the student’s own setting, the research to be conducted by the students presumes a focus that will reflect the value of the topic selected and the appropriateness of the location the research is to be conducted.  Research fundamentals will be reviewed, relevant research reports from established journals will be assessed, and a research proposal will have to be completed by the end of the course. The research plan is expected to be a fresh, innovative endeavor for and by the students, which could be enriched using primary sources, government/ school/ educational setting documentation, and interviews with decision-makers, practitioners and other parties/individuals involved, and other relevant resources. In short, the main focus of this course is to get the students going with their planned research endeavor by using an appropriate selected research paradigm through thorough discussion with their peers.

Course description

This course critically discusses key concepts of pragmatics and how they contribute to language pedagogy. The course explores the key notions discussed in the study of pragmatics and how texts are analysed with reference to pragmatic concerns. This course further elaborates how pragmatic concerns can contribute to the improvement of the quality of language education.

Course Description

This three-credit-unit course offers to doctoral students fundamental sets of knowledge on advanced research design covering philosophical bases on conducting research, concepts, models, and application of research in education. This course provides an in-depth examination of current trends of research using qualitative, quantitative, and mixed approaches to seek for the best design for doctoral level research. This course focuses on providing fundamental topics to lead doctoral students to understand how research is conceptually conducted, systematically examine current trends in doing research, and develop their own well designed research proposal. To support the doctoral students in working towards such directions, this course facilitates the students with instruction on fundamental concepts of conducting research and workshops on systematic and thematic in depth examination of current research accommodating relevant journal articles, and formulating a well designed research plan. This course also attempts to ensure that the doctoral students gain greater relevance of learning to lead to their concentrated efforts of completing their own research design.

Course Description

Statistika Data Sains will use statistics as a tool for language study. It introduces students to basic concepts in statistics. The topics selected are the ones that help students have a firm grasp of the nature of statistical analysis. These include the nature of statistical data, types of scales, several concepts commonly used in descriptive statistics to describe samples. Students are also introduced to the concept of inferential statistics and given the opportunity to apply their acquired knowledge and skills to critically review the work of others employing statistical analysis. Furthermore, they are introduced to SPSS to analyze data.

Course Description

This subject is dealt with designing and developing textbooks for the purpose of developing successful EFL teaching. Hence, this subject is designed to offer such topics as the nature of textbooks, the principles of procedures of textbook development as well as the background knowledge of the content, teaching methodology, and textbook graphics. This also entails the mastery of knowledge of thoeries of language, teaching methodology, and graphic design. In this subject, the students will have an experience of critical reading, discussions, and presentation in multimodal and multi-semiotic settings.

Course Description

This course is designed to provide students with the foundation of contemporary language teaching (CLT) through their own probing on trends and issues going on specifically in EFL teaching and learning. In this respect, changes in teaching methods will be looked at as part of the development and innovation as well as of the quest for more effective teaching-learning activities. This course is also expected to broaden the students’ knowledge and horizon related to current issues on the developments and research findings in the field of CLT.

Course Description

This course deals with topics and issues on EFL pedagogy, one of which can become the topic for the students’ research. The topics include issues about curriculum and curriculum development, learning theories, how we learn, approaches to teaching EFL, educational linguistics, language and literacy development, literacy education, “merdeka belajar” and its relationship with critical pedagogy, critical literacy and critical thinking, and the teaching of language and the 21st century skills. The course will also discuss some misconceptions and common sense related to EFL pedagogy. The first 10 meetings of the semester will focus on discussion on different topics related to EFL pedagogy and the last six meetings on writing a research proposal.

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