Programme Specification for doctor's degree

Table of Contents

Overview

Through a combination of compulsory and elective modules, you may construct a program specializing in teaching English in Secondary Schools, teaching English to Young Learners or teaching English for Special Purposes. For those whose undergraduate programs are not English Language Education, you will need to take Program Specific Education Courses to ensure your success in the program.

PROGRAM CODE     C077

FINAL AWARD           Dr (Doktor Pendidikan) is a degree in Level 9 in the Indonesian

Qualification Framework or diploma compatible.

DURATION                3 YEARS

ENTRY YEAR             2021

CONTACT                  Web     http://app.pmb.upi.edu/pascasarjana/

                                    Call center 08041 450 450

Entry Requirement

SMUPI                        APT 65, English 65, and Interview 75 in the University Entrance Selection Tests

 

Campus                      Central Campus Bandung

Discipline                   English Language Education

 

Program Aims

The aims of the English education study program is to produce English language teachers, English LMS content, and English course program developers who have good character, and continuously develop their professionalism.  

Vision: In 2025, to become the centre of excellence in teacher education, language research and English learning in ASEAN.

Mission:

  1. Providing education by proportionally cross-fertilizing educational sciences and disciplines of religion, humanities, social, formal and applied sciences in order to strengthen the educational sciences and disciplines;
  2. Conducting research to develop educational theories and practices as well as other innovative and local wisdom-based disciplines;
  3. Developing integrated teacher professional education in academic and professional education at all levels; and
  4. Disseminating experiences and innovations in educational sciences, disciplines of religion, humanities, social, formal and applied sciences for social betterment.

The followings are the goals of the study program in accordance with the vision, mission and ELOs.

  1. Producing graduates who have professional abilities in the field of teaching English, have good character and continuously develop their professionalism.
  2. Producing graduates who have professional abilities in the field of English learning management system (LMS) contents, have good character and continuously develop their professionalism; and
  3. Producing graduates who have professional abilities in the field of English course programs, have good character and continuously develop their professionalism.

Program Expected Learning Outcomes

Upon the completion of the program, there are seven outcomes for our graduates. You can find them in the following.

1.     Make the best use of theoretical and practical knowledge and skills in English as a Foreign Language education in academic and professional contexts (with the reference to level C1 of CEFR) with other relevant supportive knowledge.

2.     Develop innovative models on lesson planning, teaching practice and evaluation in EFL education contexts.

3.     Develop innovative models of teaching based on the significant features of the 21st century education, industry 4.0, and disruptive era.

4.     Apply morals, ethics, and university core values to uphold and maintain academic and social relations.

5.     Demonstrate effective collaboration, communication, multidisciplinary skills, and social and cultural awareness with colleagues, stakeholders and community at large.

6.     Perform research projects to contribute novelties to the development and enhancement of EFL education.

7.     Develop innovative models of continuous self-development in improving professional performance quality.

 

Course Contents

The following is the summary of the modules students will undertake for four years of study.

The detailed module description could be found here.

The learning outcomes, methods, reading lists, and assessment for each module could be found here.

In the first year, you will be introduced to foundational modules, including Applied Statistics, Philosophy of Science, Pedagogic Study, Research Methods, EFL Teaching Methodology, Language Testing and Evaluation, Research Projects, EFL Curriculum Analysis, Systemic Functional Linguistics. In addition, you are to select 6 credit points from Elective Courses, including Literature and English Language Teaching, Quantitative Data Analysis, Qualitative Data Analysis, Designing ICT-based ELT, ICT-based ELT (studies), Language in Use (pragmatics), English For Young Learners, Textbook Evaluation, and Second Language Acquisition.

Postgraduate School-based Courses

1.

PS701

Applied Statistics

2

2.

PS702

Philosophy of Science

3

3.

PS703

Pedagogic Study

2

 

Program Specific Professional Courses

IG801

Advanced Research Methods

3

IG803

EFL Curriculum Development

3

IG804

EFL Teaching Analysis

3

IG802

Learning Assessment

3

IG814

ICT-Cultivated TEFL

3

 

Elective Courses

IG737

Literature and English Language Teaching

3

IG738

Quantitative Data Analysis***

3

IG739

Qualitative Data Analysis***

3

IG744

Designing ICT-based ELT

3

IG745

ICT-based ELT (studies)

3

IG741

Language In Use (pragmatics)

3

IG742

English For Young Learners

3

IG743

Textbook Evaluation

3

IG746

Second Language Acquisition

3

 

The lesson plans for courses offered for the first year students can be found here.

In the second year, you will be focused on doing thesis research and writing. Only one course you need to take other than thesis, i.e. EFL Teaching Analysis.

Dissertation Research and Writing

IG804

EFL Teaching Analysis

3

IG998

Dissertation

15

 

The lesson plans for courses offered for the second year students can be found here.

In the final years, you will conduct your research and write a dissertation for your research.

Dissertation Research and Writing

IG998

Dissertation

15

Students’ plan would depend on each student’s research timeline.

Fees

For Indonesian students, fees will be categorized in accordance with students’ parents’ income.

For international students, see https://www.upi.edu.  

Scholarship

Universitas Pendidikan Indonesia is offering scholarships to the value of over IDR 10 million each year. Details of scholarships, including our Global Excellence scholarships for international fee paying students, can be found on our Scholarship in https://www.upi.edu/scholarship and for international students see https://www.upi.edu/scholarship-int/ 

Learning and Teaching

Learning and teaching activities that you will be engaged in are constructively aligned with the afore-presented PELOs, including presentations, discussions, demonstrations, task assignments, practicum, and field-works, seminars, and lectures.

 

Year

Presentation, etc.

Independent Study

1

35%

65%

2

25%

75%

3

25%

75%

4

17%

83%

 

Year

Exam

Practical

Essay and Coursework

1

75%

10%

15%

2

75%

10%

15%

3

0%

100% (Dissertation Defense and Dissertation)

0%

4

0%

100% (Dissertation Defense and Dissertation)

0% 

In the meantime, along the course of study, assessment is administered to ensure the achievement of the Program and each of the courses’ ELOs. For that purpose, various assessment methods have been adopted and well implementedand constructively aligned with both the Program and courses’ ELOs. To illustrate, the assessment of ELO 2 and its corresponding CELOs have been taken from the Matrix of the Students’ Assessment Plan and presented in the following table.  

Table:  Examples of the student assessment plan including timeline and assessment methods

ELO 2.1: Perform effective lesson planning, teaching practice and evaluation in EFL education context with appropriate technology and resources.
Standard Performance CriteriaPerformance StandardTimeline to AssessAssessment TaskAssessmentMethods
1. Formulate specific course learning outcomes for some lessons.   Reviewing relevant basic and core competences– Lesson Planning In ELT- English Language Assessment and EvaluationSelect relevant formulation of basic and core competences in the standard of contents– Simulation-based assessment- Practicalexamination 
 Identifying students’characteristics relevant to the lessons– Psychology of Education- Lesson Planning In ELTWrite down students’characteristics to be taken into consideration in formulating appropriate learning outcomes– Simulation-based assessment- Practicalexamination
 Writing students learning outcomes for the lessons– Lesson Planning In ELT- Strategies In English Teaching and Learning- Teaching Practicum (Internship)Write down learning outcomes based on the basic and core competences as well as students characteristics– Simulation-based assessment- Practical examination

 

During studying in the program, student assessment is administered throughout the program and courses to monitor the achievement of student learning outcomes. Student assessment consists of formative and summative assessments for both program and course levels. To have the assessment methods constructively aligned with the ELOs, as indicated in Table 1.1, student performance criteria were determined and, for the purpose for assessment used as the criteria for assessing the achievement of the ELOs. The student performance criteria were used to define performance standards (Table 5.1), which students must perform in the corresponding courses. Then, the performance standards were used as a guide to design descriptors in rubric/criterion-based assessment of that course.

The courses listed in the table above serve as a timeline to assess the corresponding ELO. From Table 5.1, the assessment task defines situations or conditions in which students are to be assessed. The table shows the student assessment plan, including the timeline and assessment methods for ELO 2. As shown in the table, performance criteria number 1 of ELO 2 is that students are able to Formulate specific course learning outcomes for some lessons.. To achieve this performance criteria, students have to perform several performance standards, and one of them is to be able to write students learning outcomes for the lessons. This performance standard is assessed through several subjects (IG505 Lesson Planning in ELT, IG506 Strategies in English Teaching and Learning, IG590 Teaching Practicum/Internship).

At course level, various assessment methods consisting of formative and summative assessments are carried out to assess the student achievement of CLOs. Formative assessment includes student observation, presentation, assignment, and quiz after class, lab learning portfolio, etc. Summative assessment includes mid-term exam, final-term exam, written exam, oral exam, practical exam, and project, etc. Since each ELO of the program is supported by CLOs contained in each course, students who have passed the course are considered to achieve the CLOs of that course and thus achieve the corresponding ELO. After ending the course, assessment methods are evaluated by the students and the teaching team, and finally verified by the course effectiveness verification subcommittee. Feedback and comments are used to modify and improve the assessment methods.

The university also allows for recognition of knowledge and skills the students have gained from outside the university (academic guideline 2018, pp. 30-31) . As the guideline specifies, the university allows for three types of joint study across departments and universities. First, the university allows for credit transfer both internally (among study programs within the university) or externally (between universities). Second, the university allows for double degree in which UPI establishes an agreement with a partner university in terms of curriculum and its implementation. Consequently, students will gain two degrees upon completion. Finally, the university allows for joint degree in which UPI establishes an agreement with a partner university in terms of curriculum and its implementation; students are to complete one or more semester courses at outbound study programs and will finally gain one academic degree from home university.

The way you will learn

Different from what you did in your secondary schools, in the program you will be expected to develop self-regulated learning, small group collaboration, task- and problem-based assignments and projects. You will also be requires to present your learning and ideas before your class, or before bigger audiences. In the final year, you will be assigned to do some research projects, teaching practicum, and community services. Last, but not least, you will also be provided with individual face-to-face or online consultations.

 

Facilities

There are several facilities available for students. Some facilities are available on the programme’s sites, other facilities could be accessed on-campus. The followings are available facilities on-campus.

Four language laboratories are available for the teaching and learning, research and community service purposes. In these labs, you can develop your oral English skills, both in your class and your independent studies. Through your work in these labs, you will develop your oral skills so that you will have both listening and speaking skills as required by PELO 1, at the level of C1 in CEFR.

The micro-teaching lab is designed to help you develop micro-teaching skills such as questioning, demonstrating, explaining concepts, managing small group works, etc. I this lab you may want to develop those skills and do research on the effectiveness of those skills and other relevant topics, both for the completion of your coursework or you research-based works.

This center offers learning sources such as books, articles, and online library access. You may also want to do reading, writing and literary search here. Equipped with comfortable furniture and desktop computers, the staff are available to help you anytime you need them.

The lounge is provided for smany academic activities, including academic consultations, small group discussion, individual reading and writing, etc.

You are required to register before you use the lounge. 

These rooms are designed to be the venues of oral defense. The administrative staff will schedule the defense in the order of your oral defense paper and requirements submission and registration. 

This Lab is a multifunction room used to do oral language practicum, art, or performance rehearsals. You need to register to use this room. 

The followings are some other facilities that could be accessed on-campus

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