List of Courses S2

Master's Degree Courses Information

The curriculum of Master’s Program  in English Language Education  (MP-ELE) consists of:

  1. Postgraduate Expertise Courses (MKPPS)            = 7 Credit hours
  2. Core Study Courses (MKKIPS) = 17 Credit Hours
  3. Elective Subject Related Courses (MKKPPS)* = 6 Credit Hours
  4. Anvuleen Courses** = 12 Credit Hours
  5. Thesis = 8 Credit Hours
  6. Total = 38 Credit Hours

 

*) Compulsory Elective Subject-related Courses (MKKPPS) to be taken are 6 – 8 CHS (By Master’s {program Students)

**) Taken by  Master’s students of non-linear background

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

Course description

This course is an elective course for students interested in designing language instruction and in the application of information and communication technologies in English language teaching. This course is designed to provide the students with some fundamental principles in designing and implementing effective instruction involving the utilization of ICT. Class activities cover the discussions of the essential principles and elements in designing effective instruction; models of instructional design; principles and guidelines in selecting and utilizing instructional media; roles and uses of ICT in language teaching; and designing a specific ICT-based English language instruction. These elements, which serve as the building blocks of designing language instruction involving information and communication technologies, will be chronologically discussed along the sessions both from the theoretical and practical perspectives.

Course Description

This subject covers thorough review of the theory and application of the curriculum, including its definition and its function, the ideology of the curriculum, the elements and  models of the curriculum, learning theories and approaches to the teaching of EFL. This course will also provide students with practice of EFL curriculum analysis.  Students are encouraged to critically analyse each element of an EFL curriculum, identifying its strengths and weaknesses and possible improvement for the betterment of EFL teaching practice.

Course Description

This course is designed to prepare students with a   number of different theoretical views, the concepts and principles of EFL methodology that serve as the source for classroom practices. The 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 EFL methodology. The coverage of the   course will   include the theoretical foundations for classroom practices, contexts of teaching, designing and implementing classroom techniques, and classroom practicalities. In addition, this course will also cover some Innovative Techniques in EFL teaching.

Course Description

This course prepares students to understand fundamental concepts and issues raised with a number of different theoretical views, the basic concepts and general issues in teaching English to young learners. Topics to be discussed include approaches to teaching English to young learners, characteristics of young learners, first and second language acquisition of young leaners, the policy of teaching English to young learners, particularly in the Indonesian educational context. Included in this course are writing a critical essay and a short field project where the students investigate on an issue of their choice.

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 master’s students interested in applying ICT-based language instruction, researching ICT integration in TEFL, and in the application of ICT-based teaching principles in Englih language teaching. This course is designed to provide the students with some fundamental principles in designing, researching, and implementing effective instruction involving the application and integration of ICT in ELT. Class activities include discussions of the essential principles and elements in implementing effective instruction; principles and aspects of ICT integration; roles and uses of ICT in ELT; technology tools in ELT, and trends and issues in ICT-based ELT. These elements will serve as the building blocks of researching and implementing ICT integration in ELT and will be chronologically discussed along the sessions both from the theoretical and practical perspectives.

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 subject will critically discuss issues related to the aspects of language use (pragmatics) as they are found in the expressions of the speakers in their communications. The topic to be discussed include the views of language use as joint activities, basic concepts in pragmatics, theories of speech acts, conversational implicature, the notion of (in)directness in language use, theories of politeness, and the interface between Pragmatics and Semantics, and Pragmatics and Syntax. 

Course Description

This course is designed to review basic concepts and principles covered in language testing, especially EFL testing and to widen the students’ horizon with respect to recent developments and research findings in the field of language testing. It will cover such topics as the relationship between teaching and testing, characteristics of a good test, techniques and procedures of testing receptive as well as productive skills in discrete and integrative manners, and test construction, development and analysis.

Course Description

As an expertise course, this course covers instruction or reintroduction to Literature in English. Literature will be presented according to literary genres, i.e. prose, poetry, and play. The basic knowledge of structure of each genre and the usage of grammar and vocabulary in literary texts will be the starting point of this course. This basic knowledge will then be expounded as one element to enhance and enrich English Language Teaching (ELT). As such, the course offers selected texts and discusses aspects of material development and possible diverse of learning by emphasizing the improvement of critical thinking skills, for the students both as students and teachers. Moreover, the roles and position of literature in the language teaching and learning, especially ELT, are highlighted through the implications of teaching literature in ELT classes.

Course Description

Research Methodology is included in the Expertise-related Foundational Courses (MKLK) classification. This course covers  research paradigms and their impacts on the development of the teaching of English in particular, and on education in general, research designs, data collection techniques and analyses, the role of theory in the selection  of research design, the process of data collection and analyses, and different measures to enhance the validity and reliability of the research. Students will also be guided to apply their understanding of research methodology in writing a research proposal for their thesis.

Course Description

This course provides students with opportunities to explore current issues in English language education by critically reviewing a range of research studies in the area. As the course ultimately aims at the production of a ten-page review of the literature on particular issues relevant to English language teaching and learning in the EFL context, students will also be exposed to theories of writing a literature review and be provided opportunities to practice writing in which the literature review builds upon. In so doing, students will be assisted in selecting an area of inquiry of their interests, writing annotated bibliographies and critical reviews, as well as working on a conceptual framework that may be relevant for their thesis writing later on. In the process, the importance of developing ‘voice’ in writing will be emphasized. Apart from in-virtual class lecturing, a major part of learning activities in this course involves students’ presentations and classroom discussion. Students’ learning outcomes will primarily be based on their submitted assignments, presentation and participation, as well as general attitudes throughout the semester.

Course Description

This course prepares students to understand fundamental concepts and the development of the scholarship in SLA. The course covers traditions and fundamentals of SLA field and how they have evolved reflecting the progressive changes in the field. The students will be exposed to multiple perspectives in SLA in theory and research to ensure solid understanding and stimulated to develop research interest in the field.

Course Description

Statistika Terapan 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 course facilitates students in learning Systemic Functional Linguistics, that is, a linguistic approach to the study of grammar and discourse, and  a meaning-based theory of grammar. Learning activities focus on the theory of grammar and how the grammatical choices we make in our everyday lives and in our academic work reflect and create the nature of the relationships we have with others, the topics we communicate about, and the modes through which we interact (on-line, face-to-face, print). The course will also provide a step-by-step account of functional grammar and relate it to language pedagogy and critical language awareness. The topics in this course include a brief history of the emergence of the theory, and of its particular claims to contribute to language and learning theory, as well as educational theory more generally; notions of three metafunctions in language and of the ways in which each of the three metafunctions contribute to the construction of meaning in language; notions of discourse  and of the resources with which language builds  different texts, both spoken and written language.

Course Description

In this course, the students are to be involved in selecting, evaluating, and adapting textbooks for the purpose of developing successful EFL teaching and learning. This course offers topics such as the nature of textbooks, the principles of procedures of textbook evaluation as well as the background knowledge of the content, teaching methodology, and multimodalities used in the textbooks. During the course, the students will have an experience of critical reading and discussions online and offline on topics enriched with students’ select articles, poster presentation project and a paper in which the students conduct a textbook evaluation based on appropriate framework, sound theories and perspectives from the users (i.e students and teachers).

Course Description

This course intends to assists graduate students to conduct qualitative research and work with data in line with this research paradigm. Students are first introduced to what it means being a qualitative researcher and to different ways of collecting qualitative data, such as conducting interviews and observations and mining data from documents, before learning how to analyse, interpret and present qualitative data. Students will also be exposed to issues related to self-reflexivity, subjectivity and Ethics. At the end of the course, students are required to be able to design as well as conduct a simple qualitative study and data analysis related to issues of English teaching and learning in EFL context, and submit a research report. During the Covid-19 pandemic, the course will be conducted fully online, by Zoom (Z), UPI SPOT, Google classroom (GC), and WhatsApp (WA).

Course description

This course is designed to broaden the course participant perspectives on the use quantitative analysis in understanding phenomena encountered mainly in education and specifically in the world of English Language Teaching (ELT). In addition, the course participants are also expected to be able to make sense of research reports that use statistics as the tool of analysis. The course participants will discuss the distinction between quantitative and qualitative analysis, the concept of surveys and experimental studies. They will further talk about how statistic is utilized in those areas. Course activities will start with discussion, questions and answers about works employing statistics, and mini research projects. The course activities will also include designing instruments, data collection, data analysis, and report writing.

 

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