The description of the courses in the Magister (M.A.) Program in ELE are classified into four categories: (1) General courses; (2) Major Courses; (3) Field Experience Course; and (4) Research courses for Thesis.
1. General Courses (2 credits)
UNIVUM8001 Etika Keilmuan, 2 credits, 2 hours
Menguasai konsep dasar filsafat ilmu pendidikan dan etika keilmuan untuk melandasi pengembangan ilmu pengetahuan, teknologi dan seni menggunakan sistematika filsafat ontologi, epistemologi dan aksiologi, dengan mengedepankan kecakapan berpikir logis, kritis, kreatif dan bertanggungjawab.
2. Major Courses (22 credits)
a. Subject Specialization (8 credits)
PINGUM8001 Linguistics in English Language teaching, 2 credits, 2 hours
This course is designed to provide students with advanced linguistic knowledge, covering a brief overview of current linguistic theory as well as practical knowledge of solving language problems in the well-known subfields of linguistics.
80 The subfields of linguistics include micro-linguistics (i.e., phonology, morphology, syntax, and semantics) and macro-linguistics (particularly pragmatics, sociolinguistics, and psycholinguistics). This course also provides students with practices in applying their knowledge in linguistics through a final project in a specialized theme related to linguistics.
PINGUM8002 Methodology in ELT Research, 2 credits, 2 hours
This course is designed to help students further develop the knowledge of research methodology in the area of ELT. As such, the course starts with the assumption that the students have some basic knolwedge about research methodology relevant to the area from their undergraduate studies. In the course, the students learn how to plan a research project proposal and more specifically to learn how to conduct a research project for their thesis, and have a positive attitude towards scientific activities. The assignments for students are to read as many references on the assigned topics, to learn more from reading references rather than just from listening to lectures in class, to come to the class prepared with enough knowledge on the topics to be discussed. The contents cover research problems, assumptions and hypotheses, research designs, instrument development for data collection, sampling techniques or types, data collection, validity and reliability, and data analysis.
PINGUM8003 Writing for Publication in ELT, 2 credits, 2 hours
This course aims to prepare the students to publish scientific articles. The students are introduced to various types of research articles from ELT-related or applied linguistics journals in the Scimago List and/or Directory of Online Access Journals (DOAJ). The students are also trained to write articles based on research of their topics of interest or based on their thesis topics. Online visit to some journals may be conducted to know the specific styles of publication and the Guidelines for Authors (GFA), The products of the course are manuscripts that are potential for submission to a journal.
PINGUM8004 Critical Review on Second Language Acquisition Research, 2 credits, 2 hours
This course helps the students understand the implication of human biology and psychology to language acquisition; the methods, goals, and approaches for investigating SLA as well as the theories and assumptions; learners’ learning and metacognitive strategies; the differences between natural second language acquisition and classroom second language development; the model of classroom language development; and the metalinguistic awareness in second language acquisition. Additionally, the course facilitates the students to be aware of the trends of recent SLA research and their implications on language teaching.
b. Teaching-Learning Strategy Courses (8 credits)
PINGUM8005 Issues in English Language Instruction, 2 credits, 2 hours
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This course provides the students with some working knowledge on Language Instruction with special emphasis on curriculum implementation, teaching-learning process, teaching techniques, and communicative language teaching. It also gears the students to have some skills to identify and critically review various sources of instructional problems and issues and to find out their solution using relevant theories, references, and research findings.
PINGUM8006 Teaching English as a Foreign Language, 2 credits, 2 hours
This course aims at giving students the ability to critically review theories of and issues on methods of Teaching English as a Foreign Language (TEFL) covering the teaching of English skills and components (the teaching of Listening, Speaking, Reading, Writing, Grammar, Vocabulary, and Pronunciation). It also requires students to digest recent developments in ICT-based classroom instructions focusing on the use of multimedia forms in TEFL, and to demonstrate their understanding by selecting, finding, and simulating examples of ICT-based Engliah teaching and learning.
PINGUM8007 English Syllabus and Classroom Instructional Planning, 2 credits, 2 hours
This course provides the students with some theories and practical knowledge of English syllabus, covering the types and approaches of syllabus development, models of English syllabus, and procedures of developing an English Syllabus. It also gives students the opportunity to develop their skills in classroom instructional planning based on the English syllabus which may be designed for primary, secondary, and university level. The classroom instructional planning includes instructional objectives, instructional materials, teaching methodology and classroom-based assessment.
PINGUM8008 Advanced Assessment in English Language Teaching, 2 credits, 2 hours
The course is designed to enable students to have a more thorough and comprehensive knowledge about the field of educational assessment in general with a special emphasis on language testing, and its recent and advanced developments so that they can make better, more responsible tests and professionally develop language tests, including non test tools, of their own, administer, analyze and use their results competently.
c. Elective Courses (6 credits)
PINGUM8009 Sociolinguistics and Language Teaching, 2 credits, 2 hours
The course is designed to make students familiar with the relationship between language and native speakers’ culture in general, including their habits and paralinguistics that accompany the language and its application in ELT. The discussion includes speech styles, language varieties, registers, dialects, speech acts, discourse routines, verbal skills, men’s and women’s talk, politeness, etc. In
82 addition, students should also be familiar with the seminal works on Sociolinguistics and its relationship with language teaching.
PINGUM8010 Psycholinguistics and Language Teaching, 2 credits, 2 hours This course provides the students with the knowledge of psychology of language as it relates to learning, mind and brain as well as various aspects of society and culture. This includes first language learning, second language learning, language, mind and brain, and mental grammar and language processing.
PINGUM8011 Pragmatics and Language Teaching, 2 credits, 2 hours
The course familiarizes the students with the four areas that pragmatics is concerned with: 1) the study of speaker meaning; 2) the study of contextual meaning; 3) the study of how more gets communicated than is said; and, 4) the study of expression of relative distance. For this purpose, the most pertinent concepts of these areas are introduced and discussed: deixis, reference and inference, presupposition, cooperation and implicature, speech acts and events, politenenss, conversation, and discourse. All these issues are linked to language teaching.
PINGUM8012 Semantics and Language Teaching, 2 credits, 2 hours
This course introduces and examines a variety of approaches to the issue of representing word meanings: lexical semantics, which include reference theory, image theory, and componential analysis; sentential semantics, which covers the truth condition theory, deep structure of generative transformational approach, and predicate calculus; and communicative semantics, which touch upon speech acts theory and Grice’s approach to logic of communication. All these issues are linked to language teaching.
PINGUM8013 Literature in English Language Teaching, 2 credits, 2 hours
This course is designed to strengthen and broaden the students’ knowledge of the literary genres, enhance their ability to appreciate and enjoy reading literary works such as short stories, novelettes, novels, poems, songs, plays and to equip them with the knowledge and ability of the teaching strategies of the genres.
PINGUM8014 Discourse Analysis and Language Teaching, 2 credits, 2 hours This course provides the students with the knowledge of analyzing language beyond sentence level to make them aware of the complexity and function of language as a means of communication both written and spoken. It also requires them to find relevant pedagogical implications of the discourse theories for language teaching. The discussion includes the role of context, information structure, cohesion and coherence and how those theories can be useful in developing students’ communicative competence.
PINGUM8015 Critical Review on Applied Linguistics, 2 credits, 2 hours
This course is designed as a critical overview of basic principles in both micro- and macro- linguistics and their application in the field of second/foreign
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language teaching and learning. The contents of the course include reorientation and redefinition of applied linguistics, the relationship between linguistics and current issues in L2/FL teaching and learning, language and usage, linguistic problem in translation, and attempts to bridge the gap between linguistics and literature. This course also provides the students with an opportunity to review critically an article related to applied linguistics by applying small-scale or library research.
PINGUM8016 Advanced Translation, 2 credits, 2 hours
The course provides students with theoretical knowledge and practical skill of translation. The theory compares between the old and new paradigms of translation, explains methods of translation, describes linguistic aspects of translation, and points out linguistic and cultural adjustments required for good translation. To acquire practical skill in translating, students are given practice exercises in translating, mostly from English into Indonesian and partly from Indonesian into English. The exercises comprise texts of different linguistic levels (phrases, sentences, paragraphs, and short essays) as well as texts of different genres (academic essay, colloquial dialogue, legal language, religious text, literary prose, and poetry).
PINGUM8017 English for Specific Purposes Course Design, 2 credits, 2 hours This course provides the students with theoretical and practical knowledge of the use of English in specific fields of science and technology; curriculum design;
approaches, methods and techniques; types of authentic texts of different generic structures and language features; material development; and principles in teaching and learning in ESP contexts.
PINGUM8018 Advanced English Language Skills, 2 credits, 2 hours
This course aims at enhancing students’ receptive and, more importantly, productive skills in using English in academic settings. More specifically, it is aimed at equipping students with various oracy skills covering various speech acts such as expressing opinions, agreeing and disagreeing, and questioning, as well as literacy skills to improve their ability in reading to obtain information such as finding main ideas and to improve their ability in paraphrasing, summarizing, synthesizing, and referencing. The contents may be extended to the teaching of English language skills: listening, speaking, reading, and writing.
3. Field Experience Course (2 credits)
UKPLUM8090 Kajian dan Praktek Lapangan (Teaching Practicum), 2 credits, 2 hours
This course helps students develop their knowledge of practical teaching strategies including the use of media through demonstration, peer teaching, and microteaching and their skills in conducting teaching and learning interactions of different patterns such as individual/pair/ group work, giving drills, questioning, and classroom management. Students of the regular class (university teaching staff/future teaching staff) are assigned to practice teaching of one of the subjects
84 offered in the undergraduate program of the English Department State University of Malang or other universities, while customized students (English teachers of elementary, secondary junior, or senior high school) are assigned to do peer teaching of English at their school level.
4. Research Courses for Thesis (10 credits)
PINGUM8099 Thesis Proposal Development and Seminar, 2 credits, 2 hours This course helps students develop, critically analyze, and evaluate thesis proposals. The course discusses common problems in developing a proposal into a completed thesis and requires students to present at least one (classroom-level) presentation of thesis proposal. By the end of this course, students should be able to: demonstrate familiarity with theoretical issues and practical problems in writing a research proposal for their thesis; produce an overall plan of research in the form of a research proposal, and present the overall research plan in the class presentation forum.
PINGUM8100 Master’s Thesis, 8 credits
Master’s thesis writing requires the students’ independent research project focused on a topic relevant to ELT (or as indicated by the variety of, but not necessarily limited to, the offered courses) approved as a thesis by a board of examiners, the proposal of which should be presented in a thesis proposal seminar.
In addition, the students are strongly encouraged to publish the research report in scholarly journals. A Master’s thesis is supposed to be written in not more than 25,000 words or 100 pages (A4, double-spaced, excluding appendices). Publication of at least two papers/articles in the area of ELT in reputed media may be deemed as substitute for a full length thesis.
VII. COURSE DESCRIPTION (CONT’D) D. DOKTOR (Ph.D.) IN ENGLISH LANGUAGE EDUCATION
The description of the courses in the Doktor (Ph.D.) Program in ELE are classified into three categories: (1) Scientific Foundational Courses; (2) Major Courses; and (3) Research Courses for Dissertation.
1. Scientific Foundational Courses (4 credits)
UNIVUM9001 Philosophy of Science, 2 credits, 2 hours
The course aims at providing students with how basic ideas in philosophy of science, more particularly language, leading to the emergence of linguistic theories:
structuralism to the Saussurean paradigm, empiricism to the Bloomfieldian school, and rationalism to the generative enterprise. More specifically, the course is designed to map out the relationship between well-known linguistic theories in the
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20th century and further development of both sub-disciplines in micro-linguistics (phonetics, phonology, morphology, syntax, and semantics) and macro-linguistics (pragmatics, discourse analysis, sociolinguistics and ethnolinguistics) as well as their implications on TEFL and SLA.
UNIVUM9002 Perspectives in Education, 2 credits, 2 hours
This course examines broad issues in what constitutes the components of Education, especially English Language Teaching, and reviews the practices of ELT from various perspectives: theoretical, historical, philosophical, political, cultural, technological, empirical, and professional. The theoretical perspective provides the basis for outlining the nature of Education from the principles and methodology. The historical perspective views the practice and development of Education in the international and Indonesian contexts. The philosophical perspective focuses on the examination of Education by looking at the relation among language, teaching, and learning. The political perspective centers on the discussion of policies behind the goal and practice of Education. The cultural perspective emphasizes the different cultural background (local and target cultures) and issues of cultural identity and interculturality. The technological perspective promotes the importance of information and communication technology (ICT) and the use of ICT in Education. The empirical perspective sets out the results of current research and how the results can provide insights into the policy and practice of Education. The professional perspective highlights the role of teachers and their professional development in Education. This course also raises issues of Education across different perspectives: local, national, and international perspectives as well as individual and institutional.
2. Major Courses (14 credits)
a. Required courses (12 credits)
PINGUM9003 Research Review in English Language Teaching, 3 credits, 3 hours
The course provides the students with a forum which allows them to discuss their critical reading and critical written presentation of the literature related to English Language Teaching focusing on their research (dissertation). By the end of the course, each student will have been able to demonstrate familiarity with the background of his or her research interest, to explain the areas of the research within a clear conceptual framework, and to present the literature review of his or her topic of research interest.
PINGUM9004 Advanced Applied Linguistics, 3 credits, 3 hours
This course is a continuation of Critical Review on Applied Linguistics (designed for the S2 degree program), and hence it begins with how micro- and macro-linguistic theories shape and influence the fields of TEFL and SLA. At the same time, reorientation is directed toward the shifting paradigm of Applied
86 Linguistics itself—from a theory-affiliated discipline to a problem-driven discipline. In the latter sense, Applied Linguistics has become more autonomous while maintaining its primary goal; it serves to bridge the gap between Theoretical Linguistics and the fields of TEFL and SLA. Accordingly, suitable instructional materials will be selected and assignments will be designed to keep the balance between “theoretical orientation” and “problem-solving orientation”.
PINGUM9005 Topics in English Language Teaching, 3 credits, 3 hours
This course is aimed at discussing trends and issues in ELT which have emerged in our field in the last 30 years and familiarizing the students with current issues on ELT both global and national in scope. The course emphasizes self-initiatives and self-activities in discussing and exploring issues in ELT which are relevant to the students’ areas of interest.
PINGUM9006 Asessment in ELT, 2 credits, 2 hours
This course provides students with knowledge about the principles of assessment and skills to develop assessment instruments in English language teaching. On the basis of the principles, the course provides the students with activities to develop assessment instruments for teaching-learning purposes and for data collection in conducting their research.
b. Elective courses (2 credits)
PINGUM9007 Technology in ELT, 2 credits, 2 hours
This course is designed for students to understand how to effectively use technology to facilitate English teaching and learning. In this course, we will investigate use of computer-based technology as a pedagogical tool to improve the English teaching and learning process. Exploring educational software, productivity tools, and web-based information, the students will be able to research and better promote information literacy. As such, the students will be exposed to various theoretical frameworks on how students learn with computer-based technology. In addition, the students will develop a professional electronic portfolio designed to showcase personal technology and educational skills, which provides a venue for reflection on what makes effective teaching technologically.
PINGUM9008 Research on Second Language Writing, 2 credits, 2 hours
This course aims at providing students with basic knowledge of the nature of second language writing. It particularly aims at helping the students gain deeper insights on the areas of pedagogy and research in second language writing. At the end of the course, the students are expected to produce a publishable research-based article on the teaching or learning of second language writing (conducted through a series of stages from planning to reporting). The topics discussed in the course include models of writing (writing as a process, writing as a product, and writing as a social activity); current research on second language writing, (i.e process-based, product-based, and genre-based research studies); the teaching
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and learning of second language writing; and the use of ICT in second language writing.
PINGUM9009 Research on Second Language Reading, 2 credits, 2 hours
This course is intended to provide the students with understanding of the nature of reading and the nature of second language reading. In particular, the course aims at helping the students to get critical insights on the areas of pedagogy and research in second language reading. At the end of the course, students are expected to produce a research-based article on the teaching and learning of second language reading conducted through series of stages from planning to reporting. Topics to be discussed include reading processes, reading strategies, reading and communication, reading-writing interface, theme-based and genre-based teaching of second language reading, and research in second language reading.
PINGUM9010 Writing for Research Publication, 2 credits, 2 hours
This course is designed to cater for the need to publish research results prior to and subsequent to the completion of a dissertation. It assembles the results of the critical review stipulated as the main product of the course in Research Review in English Language Teaching and empirical data based on preliminary research for dissertation. The materials include, inter alia, (1) claim-making, evidentiality, and rhetorical consideration, (2) angling in data interpretation, (3) selectivity in data presentation, (4) issues around authorial voice, (5) ethical issues, (6) journal publication gate-keeping, and (7) issues around communication with journal editors.
Activities in the course take the form of seminars, peer-editing, and writing clinics.
The products of the course are working papers that are ready for submission to international journals.
3. Research Courses for Dissertation (24 credits)
PINGUM9011 Exploratory Research in ELT, 2 credits, 2 hours
This course is designed to cater for the need to carry out research early in view of publication as the requirement for the completion of a doctoral degree. It requires critical review of research in ELT so as to position the students’ initial research which might be foundation for their dissertation in the later stage of their doctoral program. It is also anticipated that the students collect and analyze relevant data making it possible to report as an article publishable in a reputable international journal.
PINGUM9012 Research Methodology in ELT, 2 credits, 2 hours
This course provides principles of educational research in ELT. It focuses on a variety of possible research methods relevant to ELT. It also discusses data analysis based on various designs of both quantitative and qualitative research studies. It provides students with knowledge and skills to develop proposals for their dissertations.
88 PINGUM9099 Dissertation Proposal Development and Seminar, 4 credits, 4 hours
This course is designed to facilitate the students to be well prepared to embark on doctorate dissertation writing. Upon concluding the course, each student is expected to have devised a dissertation proposal showing that he or she is ready to proceed, with an unflagging high degree of independence, with data collection and analysis as well as research project report (dissertation). By the end of this course, students should present the proposal in a seminar as a qualifying exam in which they should be able to: (1) explain the background of the topic of their dissertation research; (2) demonstrate familiarity with theories on the topic of their dissertation research; (3) demonstrate rigorous methodological aspects of the topic of their dissertation research; (4) if deemed necessary, present the result of the pilot study of aspects of the dissertation research; and (5) produce a firm proposal of their dissertation (if deemed necessary, supported by the results of the pilot study).
PINGUM9100 Doctoral Dissertation, 16 credits
Doctorate dissertation writing refers to students’ independent research projects focused on a topic relevant to ELT (or as indicated by the variety of, but not necessarily limited to, the offered courses) approved as a doctorate dissertation by a board of examiners, the proposal of which must be presented in a seminar as part of a qualifying examination for doctoral candidacy normally scheduled in the third semester subsequent to the completion of Dissertation Proposal Development and Seminar (PINGUM9099). The completion of the dissertation should be carried out in view of the publishability of the material. A doctorate dissertation is supposed to be written in not more than 40,000 words or 150 pages (A4, double-spaced, excluding appendices). Publication of at least three well-knitted papers/articles in the area of ELT in reputed media may be deemed as substitute for a full length dissertation.