THE 2019 CURRICULUM

THE MATER’S ENGLISH LANGUAGE EDUCATION STUDY PROGRAMME

GRADUATE SCHOOL

UNIVERSITAS NEGERI YOGYAKARTA

(YOGYAKARTA STATE UNIVERSITY)

THE MASTER’S ENGLISH LANGUAGE EDUCATION STUDYPROGRAMME GRADUATE SCHOOL

2019

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A. INTRODUCTION

The curriculum of the Master’s English Language Education Study Programme has been

developed to reference to the Republic of Indonesia Law No. 12/2012 on Higher

Education, the Republic of Indonesia Government Regulation No. 8/2012 on the

Indonesian National Qualification Framework (INQF here afterwards), and Educational

and Culture Ministerial Decree No. 73/2013 on the Implementation of INQF in the higher

education curriculum. The substantial aspect of the curriculum development is its

orientation to the INQF by applying the outcomes-based education approach, which is

basically the development of the competency-based education. All aspects of the

competency-based education are therefore retained in the OBE but being enhanced adding

critical thinking ability and skills. The OBE ensures that the outcomes formulations are the

source for determining the curriculum content, the learning processes or activities, and

assessment of learning.

This INQF-based curriculum has been revised twice since its first implementation

in 2014 when this study programmes was founded. The first revision in 2016 was aimed at

keeping abreast with the developments of science and technology as well as society,

whereas the second revision in 2019 was to comply with new policies and regulations on

higher education.

The OBE approach recognises the important roles played by stakeholders, both

internal and external, to help ensure that the curriculum is relevant to the society. The

internal stakeholders, which include the faculty members and students have been involved

intensively in the process of curriculum development. This is to ensure the courses run by

faculty members meet the students’ learning needs. Meanwhile, external stakeholders,

which include alumni and graduate users have also been involved in revising/developing

the curriculum to ensure that the curriculum will produce graduates who can contribute to

the fulfilment of the education development needs, especially English language education.

In short, efforts have been made to develop the relevant and up-to-date ELESP curriculum.

The critical evaluation/review of the curriculum has revealed that some important

aspects needs due attention. These points include:

(1) length of study, being longer than four semesters;

(2) the blurred differences in terms of target competences and course content

between the undergraduate ELESP and graduate ELESP;

(3) the weak alignment between the structure and content of the 2016 compared to

the curricula of similar study programmes in other universities, both within the

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country and abroad. This would hinder the success of establishing cooperation

with universities in other areas or countries.

(4) the requirement of meeting the level of qualification as mandated in the the

INQF, i.e. level 8;

(5) the obligation to comply with Research, Technology and Higher Education

Ministerial Regulation No. 44/2015 on National Standards of Higher Education

and its revision as stipulated in Research, Technology and Higher Education

Ministerial Regulation No. 50/2018;

(6) the need for adapting the curriculum to Research, Technology and Higher

Education Ministerial Regulation No. 35/2017 on the new Statute of

Yogyakarta State University;

(7) the need for adjusting the ELESP curriculum with the demands of the high-tech

knowledge era, including instructional leadership, the mastery of the 21st

century 4CSs (Communication, Collaboration, Critical Thinking, Creative

Thinking Skills) and other skills such as entrepreneurship.

The failure of students to finish their study on time was assumed to be related to the

curriculum structure, the learning load, and the demand for students to write a publishable

academic paper. These points were considered worth changing then. The structure of the

curriculum which still offered some subjects in Semester 3 hindered them in collecting the

research data for their theses. They collected data in Semester 4 and needed more time to

write the research report. It was difficult for them to finish their study within two years.

This problem was solved by restructuring the curriculum by offering most of the courses in

the first two semesters and only one course in Semester 3. In this way, they are expected to

finish on time.

Concerning the learning load problem, a decision was made to reduce the number

of credits by two credits. The 2016 curriculum prescribed 42 credits, while the 2019

curriculum 40 credits. This is of course accompanied by a commitment to keep the quality.

To help solve the problem related to the demand for writing a publishable academic

paper, a decision was made by moving the Scientific Writing course from Semester 3 to

Semester 2. In this way, students will have adequate substantial input after attending

theoretical courses in Semester 1 when they take Scientific Writing. After attending this

course, they are expected to produce the desired paper.

Another problem which was more substantial was concerned with the levels of

competencies which differentiate the undergraduate and graduate courses. In relation to

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this, the names of the courses and the levels of competencies were critically reviewed in

coordination with the undergraduate Department of English Language Education. This led

to the decision to change the names of some courses and to level the competencies by

ensuring that the undergraduate competencies are at Level 6 while the graduate at Level 8

of the INQF. This is also ensured through changes in related assessment.

Another decision was made to solve a problem of naming courses related to the

effort of establishing cooperation with universities abroad. Our university encourages all

programme studies to establish cooperation with universities both inside Indonesia and

abroad to ensure the quality improvement among others through staff and student

exchange and credit transfer. It is therefore important to ensure the equality of similar

courses between this university and partner universities. In relation to this, we have

adapted the names of courses with those offered in other universities in Indonesia and

abroad. More importantly, we have revised the content with the same purpose. The names

and the content of the current courses are the result of the adaptation.

Following the internal curriculum review was an FGD with students, alumni and

users as stakeholders. As has been mentioned before, we also listened to stakeholders in

our effort to ensure the relevance of our curriculum to the real educational demand. In an

FGD held with the above mentioned stakeholders held in the fourth week of May 2019,

three invaluable inputs were obtained. First, the stakeholders expressed their expectation

that the curriculum also helps the students in developing their entrepreneurship in English

training. The second input was related to instructional leadership especially concerned

with teacher autonomy. The third input was about the need for content on teacher

development. These inputs have been accommodated in the revised curriculum.

The revision of the curriculum was also conducted following the issuance of the

new statute of Yogyakarta State University, based on the Research, Technology and

Higher Education Ministerial Regulation No. 35/2017 on the Statute of Yogyakarta State

University. The crucial points in the new Statute to be responded to through curriculum

revision were the vision, missions, and objectives. This is related to the framework of

thinking that the program study is an integral part of Yogyakarta State University as a

whole.

Another development worth responding to was the Industrial Revolution 4.0 or IR

4.0, which is not only featured with sophisticated technologies, but it is also an opportunity

to unite global communities, to build sustainable economies, to adapt and modernize

governance models, to reduce material and social inequalities, and to commit to values-

based leadership of emerging technologies. In response to all of this, the ELESP

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responded to the challenge by developing creative and innovative quality education which

is assumed to foster the development of a set of relevant competencies, which cover

critical thinking skills, systemic thinking skills, communication skills, collaboration skills,

synthetic thinking skills, creative thinking skills, ethical thinking skills, entrepreneurship,

information technology literacy, and lifelong learning skills. In short, the graduates of the

ELESP possess technology and humanity literacies.

The revision of the 2016 curriculum into the 2019 curriculum of ELESP include (1)

the change of competencies into graduate learning outcomes, (2) the change of the vision,

missions, and objectives; (3) the change of the graduate profile; (4) the approach alignment

of all curriculum components through the design-down; (5) restructuring the courses; (6)

the course descriptions, and (7) the syllabus of each course. The syllabus will not be

presented in this document, but in compiled in a separate document.

B. LEGAL BASES

The revision of the ELESP curriculum has been conducted in reference to the

following legal documents:

1. Undang-undang Nomor 12 Tahun 2012 tentang Pendidikan Tinggi (Law No. 12/2012

on Higher Education);

2. Peraturan Pemerintah Nomor 4 Tahun 2014 tentang Penyelenggaraan Pendidikan

Tinggi dan Pengelolaan Perguruan tinggi (Government Regulation No. 4/2014 on the

Provision and Management of Higher Education);

3. Peraturan Pemerintah Nomor 13 Tahun 2015 tentang Perubahan Kedua atas

Peraturan Pemerintah Nomor 19 Tahun 2005, Jo. Nomor 19 Tahun 2005 tentang

Standar Pendidikan Nasional (Government Regulation No. 13/2015 on the Second

Revision of Government Regulation No. 19/2005, jo. No. 19/2005 on National

Standards of Education);

4. Peraturan Presiden Republik Indonesia Nomor 8 Tahun 2012 tentang Kerangka

Kualifikasi Nasional Indonesia (The Republic of Indonesia Presidential Regulation

No. 8/2012 on the Indonesia National Qualification Framework);

5. Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia No. 73 tahun

2013 tentang Penerapan Kerangka Kualifikasi Nasional Indonesia Bidang Pendidikan

Tinggi (The Education and Culture Ministerial Regulation No. 73/2013 on the

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Implementation of the Indonesia National Qualification Framework in Higher

Education);

6. Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia No.81 Tahun

2014 tentang Ijazah, Sertifikat Kompetensi, dan Sertifikat Profesi Pendidikan Tinggi

(The Education and Culture Ministerial Regulation No. 81/2014 on Higher Education

Diplomas, Competency Certificates, and Professional Certificates);

7. Peraturan Menteri Pendidikan dan kebudayaan Nomor 50 Tahun 2014 tentang Sistem

Penjaminan Mutu Pendidikan Tinggi (The Education and Culture Ministerial

Regulation No. 50/2015 on the Higher Education Quality Assurance System);

8. Peraturan Menteri Riset dan Pendidikan Tinggi Nomor 44 Tahun 2015 tentang

Standar Nasional Pendidikan Tinggi (The Research, Technology, and Higher

Education Ministerial Regulation No. 44/2-15 on the National Standards of Higher

Education);

9. Peraturan Menteri Riset, Teknologi, dan Pendidikan Tinggi Nomor 35 Tahun 2017

tentang Statuta Universitas Negeri Yogyakarta (The Research, Technology, and

Higher Education Ministerial Regulation No. 35/2017 on the Yogyakarta State

University Statute);

10. Peraturan Menteri Riset dan Pendidikan Tinggi Nomor 50 Tahun 2018 tentang

Perubahan atas Peraturan Menteri Riset, Teknologi, dan Pendidikan Tinggi Nomor 44

Tahun 2015 tentang Standar Nasional Pendidikan Tinggi (The Research, Technology,

and Higher Education Ministerial Regulation No. 50/2018 on the Revision of The

Research, Technology, and Higher Education Ministerial Regulation No. 44/2015 on

the National Standards of Higher Education);

11. Panduan Penyusunan Kurikulum Pendidikan Tinggi di Era Industri 4.0. Edisi Ketiga

Tahun 2018, diterbitkan Ditjen Pembelajaran dan Kemahasiswaan, Kementerian

Riset, Technology, dan Pendidikan Tinggi (Guide to Constructing the Higher

Education Curriculum in the Industrial Revolution 4.0, the third/2018 Education,

published by the Directorate General on Instruction and Student Affairs, The

Research, Technology, and Higher Ministry);

12. Peraturan Rektor UNY Nomor .... tentang Panduan Pengembangan Kurikulum

Program Studi

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C. VISION, MISSION, AND OBJECTIVES OF THE ENGLISH LANGUAGE

EDUCATION STUDY PROGRAMME

1. Vision

In 2025 the English Language Education Study Programme becomes a creative and

innovative study programme which excels in teaching and learning, research, and

development English language education in terms of theory and practice through a

synergic working culture with piety, independence, and intellectuality as foundational

values.

2. Missions

Supporting the achievement of the above vision are the following missions:

a. Provide quality education and instruction in the field of English language education

in order to produce excellent, creative, and innovative professionals who are ready

to compete at both national and regional (Asia) levels to catch up with the

advancements of science, technology, and arts as well as the societal needs;

b. Conduct research and utilise research findings to develop English language

education for purposes of improving education, community welfare, and national

development;

c. Carry out community service through disseminating and applying research findings

in the field of English language education;

d. Establish national and international cooperation with education and training

agencies based on the principles of mutual benefit and equality;

3. Objectives

The English Language Education Study Programme has the following objectives:

a. Produce English language education Masters who are good at innovatively producing

creative, ethical academic works through research in English language education

b. Produce EFL (English as a foreign language) educators, EFL education researchers,

developers, and managers who are creative and innovative, observing piety,

independence, and intellectuality.

c. Conducting scientific research, policy and applied research studies for purposes of

developing and improving EFL education in terms of theory and practice emphasising

quality, creativity, and innovation.

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d. Carry out community service based findings of research on English language

education in order to empower EFL educators and other communities based on their

needs.

e. Establish cooperation which is mutually beneficial in the field of English language

education with partners institutions at the local, national, regional and international

levels.

D. THE GRADUATE PROFILE AND PROGRAMME EXIT OBJECTIVES (PEO)

1. Graduate Profile

Five years after graduation, graduates of Master’s Program in English Language Education

are able to contribute to:

(a) The improvement of character education

(b) the development of English instruction

(c) the advancement of theories and practices of English language teaching and

learning

(d) the curriculum and materials development that supports the use of English as a

means of global communication

(e) the advancement of instructional technology to meet the stakeholder needs to

support the improvement of teaching and learning outcomes of English as a global

language.

2. Program Exit Objectives (PEO)

Upon completing the program, graduates:

PEO1: Demonstrate moral character, observing trustworthiness, fairness,

responsibility, caring, respect and performance character, observing integrity,

reflectivity, perseverance, self-motivation, efficacy, leadership, collaboration,

and cooperationPEO2: Demonstrate ability to develop EFL teaching and learning, both theories and

practices, innovatively and creatively in response to the current trends and the

rising demand of societyPEO3: Demonstrate Capability to solve EFL education problems through research

using inter-/multi-disciplinary perspectivesPEO4: Demonstrate capability to develop professional performance reflected in the

depth and breadth of analysis and the comprehensiveness of problem-solvingPEO5: Demonstrate ability to communicate and disseminate research findings and

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innovations in the field of English Language Education in an EFL context

E. PROGRAMME LEARNING OUTCOMES AND HOW THEY ARE ALIGNED WITH PEOs

1. Programme Learning Outcomes

In reference to the National Standards of Higher learning outcomes fall into four

types: attitudes, knowledge, methodological skills, and generic skills. Attitudes can be

observed in right and civilised behaviours resulting from the internalisation and

actualisation of values and norms in social and spiritual lives developed through learning

processes, field work experiences, research and/or community service learning all related

to the programme. Higher education institutions are allowed to add to the formulations

of attitudes offered by the Ministry. Knowledge refers to the systematic mastery of

concepts, theories, methods, and/or philosophy of a certain discipline obtained through

learning processes, students field work, research and/or community service related to

the learning programme. Skills refers to the ability to perform by using the concepts,

theories, methods, materials, and/or instruments, obtained through learning processes,

students field work, research and/or community service related to the learning

programme. Skills fall into two categories: methodological skills and generic skills.

Generic skills are the work skills which have to be mastered by every graduate to ensure

the equality of graduate ability according to the level and type of graduate programmes.

Each higher education institution can add some generic skills according to the speciality.

Methodological skills are specific work skills to be mastered by every student consistent

with the special field being majored.

To determine the programme learning outcomes, the PEOs were analysed to see

what learning outcomes can support the achievement of the five exit outcomes. The

analysis led to a decision to formulate 10 PLOs, of which three are cross-subjects and

seven are subject specific. These can be seen in Table 1.

Table 1: Programme Learning Outcomes

PLO1 Demonstrate their piety to God the Almighty

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Attitude

through observing moral character (trustworthiness, fairness, responsibility, caring, respect) and performance character (professional commitment, learning motivation, perseverance, open mindedness, autonomy)

Cross-subject

PLO2 Demonstrate harmonious personal, social, and professional relations and good cooperation with colleagues, observing caring and tolerance

Knowledge

PLO3Demonstrate capability of creatively, innovatively, and scientifically solving theoretical and practical EILLT problems from inter- and multidisciplinary perspectives to contribute to the improvement of planning, implementing, and evaluating of EFLLT teaching and learning.

Cross-subject

PLO4Demonstrate capability of creatively, innovatively, and scientifically developing EIL curriculum and materials from inter- and multi-disciplinary perspectives for formal and/or non-formal institutions based on learner and learning needs, ICT and societal developments.

Subject-specific

PLO5Demonstrate capability of creatively, innovatively, and scientifically developing ICT-based EIL instruction from inter- and multidisciplinary perspectives for formal and/or non-formal educational institution

Subject-specific

Methodolo-gical Skills

PLO6Being capable of reflectively, creatively, innovatively, and adaptively solving EIL learning and teaching problems to achieve better understanding of learning practices.

Subject-specific

PLO7Demonstrate capability of conducting quality research by upholding research ethics for the advancement of theories of EIL learning and teaching, and evaluation at all levels of education, and disseminating the research findings through accredited national journals and/or reputable international journals

Subject-specific

PLO8Demonstrate capability of creatively and innovatively designing a EIL syllabus and its learning materials for formal and non-formal educational institutions from multidisciplinary perspectives to contribute to the innovation, creativity, and autonomy in the teaching and learning of EIL

Subject-specific

PLO9Demonstrate capability of creatively and innovatively producing ICT-based EIL learning media from inter-/multi-disciplinary perspectives to potentially contribute to the improvement of capacity, autonomy, and collaborative skills

Subject specific

(Generic Skills) PLO10

Demonstrate ability to think logically, critically, systematically, creatively, and innovatively to Cross-subject

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develop EIL instruction, research, curriculum, teaching and learning materials, and ICT-based media.

2. The PEO-PLO Alignment

Of the 10 PLOs, two are to support the achievement of PEO1, 4 are to support the

achievement of PEO2, 5 are to support the achievement of PEO3, 5 are to support the

achievement of PEO4, and 3 are to support the achievement of PEO5. The PEO-PLO

alignment can be seen in Table 2.

Table 2: The PEO-PLO Alignment

PROGRAMME EXIT OUTCOMES

PEO1 PEO2 PEO3 PEO4 PEO5

DESCRIPTION

Demonstratemoral

character,and

performancecharacter,observingintegrity,

reflectivity,perseverance,

self-motivation,

efficacy,leadership,

collaboration,and

cooperation

Demonstrateability to

develop EFLteaching andlearning, boththeories and

practices,innovatively

and creativelyin response to

the currenttrends and therising demand

of society

DemonstrateCapability to

solve EFLeducationproblemsthroughresearch

using inter-/multi-

disciplinaryperspectives

Demonstratecapability to

developprofessionalperformance

reflected in thedepth and breadthof analysis and thecomprehensivenessof problem-solving

Demonstrateability to

communicateand

disseminateresearch

findings andinnovations in

the field ofEnglish

LanguageEducation in

an EFLcontext

PLO1 Demonstrate their piety to God the Almighty through observing trustworthiness, fairness, responsibility, and respect, and showing professional commitment, learning motivation, perseverance, open mindedness, tolerance and autonomy

V

PLO2 Demonstrate harmonious personal, social, and professional relations and good cooperation with colleagues, observing caringand tolerance

V

PLO3 Demonstrate capability of creatively, innovatively, andscientifically solving theoretical and practical EILLT problems from inter-and multidisc-ciplinary perspectives to contribute tothe improvement of planning, implementing, and evaluating of EFLLT teaching and learning.

V

PLO4 Demonstrate capability of creatively, innovative-ly, and scientifically developing EIL curricu-lum

V

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and materials from inter- and multi-disciplinary perspectives for formal and/or non-formal institutions based on learner and learning needs, ICT and societal developments.

PLO5 Demonstrate capability of creatively, innovative-ly, and scientifically developing ICT-based EIL instruction from inter- and multidisc-iplinary perspectives for formal and/or non-formal educational institution

V V

PLO6 Demonstrate capability of reflectively, creatively, innovatively, and adaptivelysolving EIL learning and teaching problems to achieve better understanding of learning practices.

V V

PLO7 emonstrate capability of conducting quality research by upholding research ethics for the advancement of theories of EIL learning and teaching, and evaluation at all levels of education, and disseminating the research findings through accredited national journals and/or reputable international journals

V V

PLO8 Demonstrate capability of creatively and innovatively designing a EIL syllabus and its learning materials for formal and non-formal educational institutions from multidisciplinary perspectives to contribute tothe innovation, creativity, and autonomy in the teaching and learning of EIL

V V

PLO9 Demonstrate capability of creatively and innovatively producing ICT-based EIL learning media from inter-/multi-disciplinary perspectives to potentially contribute to the improvement of capacity, autonomy, and collaborativeskills

V V V

PLO10 Demonstrate ability to thinklogically, critically, systematically, creatively, and innovatively to develop EIL instruction, research, curriculum, teaching and learning materials, and ICT-based media

V V V V V

Demonstratemoral

character,and

performancecharacter,observingintegrity,

Demonstrateability to

develop EFLteaching andlearning, boththeories and

practices,innovatively

DemonstrateCapability to

solve EFLeducationproblemsthroughresearch

using inter-/

Demonstratecapability to

developprofessionalperformance

reflected in thedepth and breadthof analysis and the

Demonstrateability to

communicateand

disseminateresearch

findings andinnovations in

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reflectivity,perseverance,

self-motivation,

efficacy,leadership,

collaboration,and

cooperation

and creativelyin response to

the currenttrends and therising demand

of society

multi-disciplinaryperspectives

comprehensivenessof problem-solving

the field ofEnglish

LanguageEducation in

an EFLcontext

PEO1 PEO2 PEO3 PEO4 PEO5

F. DETERMINING THE COURSE CONTENT AND STRUCTURING THE COURSES

To determine the content and structure of the curriculum, the 2016 curriculum

courses were examined to see if they are still relevant in terms content. Based on the

examination, the contents are regarded still relevant to support the achievement of PEOs.

However, as discussed in the background, the 2016 curriculum was to be revised in

terms of courses distribution to ensure that the students can collect data in Semster 3 so

that they can finish their study in Semester 4. In relation to this, a decision was made to

redistribute the courses, which imply the learning load, across the three semesters. In

Semester 1 students have fifteen credits (6 courses) as their learning load, in Semester 2

sixteen credits (6 courses), and Semester 3 three credits (one course) plus data collection.

that students can collect data in Semester 3 without disrupting the course delivery. This

can be seen in Table 3 below.

In reference to the national standards of higher education and the guide to

developing the higher education curriculum, as can be seen in Table 3, the courses in this

curriculum are grouped into three: foundational courses (3 course), subject-specific course

(9 courses and one thesis research project), and elective course (4 subjects to be selected).

Thesis as the major project in this programme is put in Semester 4 although the process of

preparing the thesis research already begins in Semester 2, i.e. Thesis proposal worth 3

credits.

Table 3: The Structure of the Curriculum of Master’s English Language

Education

NO CODE COURSES

TotalCUs

TypeSEM & CREDIT

Total Credit

T P 1 2 3 4

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I. FOUNDATIONAL COURSES

71. PPS 8201 Philosophy of Science 2 1 1 2 - - -2. PPS 8302 Educational Research Methods 3 1 2 3 - - -3. PPS 8203 Statistics 2 1 1 - 2 - -Total Credits of Foundational Courses 5 2 0 0

II. SUBJECT SPECIFIC COURSES

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1. ENG8301 Language Teaching Methodology 3 3 - 3 - - -

2.ENG8302 English Language Teaching &

Technology3 2 1

3 - - -

3.ENG8303 English Curriculum and Material

Development3 1 2

- 3 - -

4.ENG8304 English Language Teaching and

Learning Assessment and Evaluation3 1 2

- 3 - -

5. ENG8205 Key Issues in Linguistics and ELT 2 2 - 2 - - -6. ENG8206 Analysis of Pedagogical Discourse 2 2 - 2 - - -

7.ENG8307 English Language Learning and

Teaching Development 3 1 2

- - 3 -

8. ENG8308 Thesis Proposal 3 1 2 - 3 - -

9. ENG8309 Scientific Writing 3 1 2 - 3 - -10. ENG8614 Thesis - - - - - - 6

Total Credits of the Subject Specific courses 10 12 3 6

2

III. ELECTIVE COURSES1 ENG8210 Second Language Acquisition *) 2* 2 - - 2*) - -

2 ENG8211 Critical Literacy*) 2* 2 - - 2*) - -

3 ENG8212 English for Young Learners*) 2* 2 - - 2*) - -4 ENG8213 Higher Education Study Skills*) 2* 2 - - 2*) - -Total Credits of the Subject Specific Courses 0 2 0 0

Total Credits of the Overall programme 40 15 16 3 6 40

*) A student takes 2 credits of elective courses

G. THE CURRICULUM MAPPING TO REACH THE PROGRAM EXIT OUTCOMES

Section E presents the PEO-PLO alignment and Section F the structure of the

curriculum. One step which is important is to ensure the alignment of PEOs, PLOs, and

CO (course outcomes). This alignment is summarised in Table 4. This curriculum mapping

is to ensure that the achievement of each PLO is accomplished through some courses.

TABLE 4: CURRICULUM MAPPING TO REACH THE OBJECTIVES

No. Courses Attitudes Knowledge Specific Skills GeneralSkills

PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PL07 PLO8 PLO9 PLO10

1 Philosophy of Science

V V V V V

2 Educational Research Methods

V V V V

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3 Statistics V V V V

4 Language Teaching Methods

V V V V V V V

5 English Language Teaching & Technology

V V V V V

6 English Curriculum and Materials Development

V V V V

7 English Language Teaching and Learning Assessment &Evaluation

V V V V V

8 Key Issues in Linguistics & English Language Teaching

V V V V V V V

9 Analysis of Pedagogical Discourse

V V V V V

10 English Language Learning and Teaching Development

V V V V V

11 Thesis proposal

V V V V V V

12 Scientific Writing

V V V V V V

13 Thesis* V V V V V V V

14 Second Language Acquisition

V V V

15 Critical Literacy

V V V V V

16 English for Young Children

V V V V

17 Higher Education Study Skills

V V V

PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PL07 PLO8 PLO9 PLO10

H. THE INSTRUCTIONAL SYSTEM

1. The Standard of Instructional Process

In reference to the national standards of higher education, the instructional

system of the Master’s ELESP is developed to ensure the achievements of PLOs and PEOs.

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For this purpose, the teaching and learning processes are held in consideration of the

following points:

a. The teaching and learning processes aimed at supporting the development of the

intended outcomes are to be specified in two interrelated dimensions , i.e. focused on

studying, training, and internalising, and (2) always aimed at achieving the mastery of

the intended PLOs through the mastery of the intended course outcomes;

b. To ensure that the teaching and learning activities support the achievement of the

course outcomes:

(i) The activities are created in consideration of the CEOs and their related PLOs and

PEOs;

(ii) One credit unit of face-to-face instruction means 16 meetings with the following

weekly time allotment: 50 minutes of a face-to-face meeting, 50 minutes of

structured assignments, and 100 minutes of independent study;

(iii) One credit unit of instruction in the form of seminar means 16 face-to-face

meetings with the following arrangement: 100 minutes of a seminar, and 70

minutes of independent study;

(iv) One credit unit in the form of field practicum means 16 face-to-face meetings with

170 minutes weekly;

(v) The teaching and learning should be contextual, i.e. utilising the students’ life

context.

Table 5: A Summary of Weekly Learning Load

KreditUnit

Face-to-Facemeeting

Type of Learning Lerning Load in Minutes

Face-to-Face

StructuredAssignment

Independentstudy

2 16 Theory 100 100 1402 16 Seminar 200 - 1002 16 Practicum 340 - -

The teaching and learning activities with the above arrangement should be

appropriately scheduled.

2. General Principles of Learning for the Master’s ELE

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Students of the Master’s ELE are adults learning at level 8 of the INQF and are to

develop themselves into academics in the field of ELE, as educators, researchers,

English language curriculum and materials developers, and/or English language learning

media developers. The teaching and learning activities should all be designed to support

the development of their attitudes, knowledge, and skills related to these four areas pf

professions. With the mastery of all the three areas of competencies, they are expected

to be able to contribute to the development of theories related to the four areas of

professions and the implementation of the theories for purposes of improving the

societal life. Above all, they should be the role model as lifelong learners in this

knowledge era in which the role of teachers has shifted from being facilitators to being

mentors and coaches, and from being one of the sources of knowledge into being the

source of how to navigate on the ocean of information. They should possess navigating

skills which can then be shared with the students. However, it should be kept in mind

that all efforts are made to facilitate the students’ mastery of the course outcomes, the

programme learning outcomes, and the program exit outcomes.

To support the achievement of the learning outcomes at all level, six principles of

learning have been determined to be applied in all courses. Below are the six principles.

1. Interest and explanation: The subject should be made as interesting as possible for the

students by arousing their curiosity. Everything should be explained as clearly as possible.

Above all is the necessity to clarify the reasons why a particular fact or skill is essential for

understanding the whole.

2. Concern and respect for students and student learning: Students should be accepted as

they and their efforts appreciated and opinions respected. They have to be challenged, but

simultaneously are facilitated in their efforts to master the ideas and facts.

3. Appropriate assessment and feedback: The right assessments must be set and matched

to the material to be learned. Questions posed to students should elicit evidence of

understanding. Feedback should be provided while appreciating the students’ learning

efforts and assuring them that what they have done still needs improving. It is important to

make feel comfortable with whatever weaknesses they have or mistakes they have made. It

is also important to make them realise that creating a text involves a recursive experience.

4. Clear goals and intellectual challenge: Students should be made aware of the high

expectations of the programme and encouraged to set their goal as high as they can reach.

Everyone involved in the teaching and learning processes should be convinced that

consistently high academic expectations produce better student performance. Efforts have

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to be made to make the students enjoy hard work. Therefore, clear statements of learning

outcomes should made known to students form the very beginning if the course and

students should set their own goals through a learning contract.

5. Independence, control, and engagement. Engagement facilitates learning and it is

therefore important to get students engaged with content in various ways to enable them to

reach understanding. They need to be provided with adequate space to learn at their own

pace and in their own sequence as far as possible. They should be encouraged to develop a

sense of responsibility for their own learning, while being provided with appropriate

guidance according to their needs.

6. Learning from students. Effective teaching is desired by everyone in any university.

Teaching will be effective when efforts are continuously made to solve problems identified

when seeing the relation between teaching, learning and content as problematic, uncertain

and relative. Seeing this way encourages everyone to make efforts to make improvement

through revision and adaptation of which the process involves students’ feedback, either in

the form of quantitative data gathered through a survey or qualitative data in the form of

critical comments. The efforts include constantly trying to find out how teaching affects

learning, and adapting it in the light of the evidence already gathered. In short, learning

from students benefits teachers in their effort to make teaching more effective.

3. Instructional Types

The national standards recommend that the instruction can be carried out in the

form of: (2) theoretical lecture, discussion and tutorials; (2) seminar, and (3) practicum

or field work.

a. Theoretical learning through the lecturing-seminar combination Theoretical learning at the Master’s ELE should be developed to reach and even

surpass the standards of processes featured by interaction, two- and multi-waycommunication, inspiration, critical thinking, creativity, innovation, and intellectualchallenge. More importantly, a class should be developed into a learning community inwhich the members can learn from one another and emphasise comparative advantagerather than competition. Self-awareness should be encouraged so that everyone knowshis/her own strengths as the source of their self-esteem and self-efficacy but also his/herweaknesses which prevent them from being arrogant and ignorant. Everyone isencouraged to contribute to the dynamic learning processes in different ways. Suchexpectations should be described in the syllabus, which should be available to students.

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Such learning processes have been realised through a lecturing-seminarcombination, with the lecturing session aimed at providing theoretical input, and theseminar aimed at involving the students to develop the highest level of cognitive learningrealised through writing an academic paper to propose a solution to a problem of ELLT.They are also required to promote their proposal through presenting it in a class seminar.In the process students are also trained in self-assessing their own paper and in assessingtheir peers’ paper. Such teaching and learning arrangements are revised and modifiedfrom time to time with some improvement and modification based on the input given bystudents. Listening to their voice is aimed at making the courses more relevant tostudents so that they will be motivated to engage in the learning. In short, besidesreferring to the national standards of higher education, we also listen to the students’voice. In short, the students’ knowledge is developed to reach the highest level ofBloom’s revised taxonomy, i.e. creating.

During the pandemic situation, the teaching and learning processes areconducted through the video conference and the administration of activities throughthe LMS, either using the google classroom of UNY’s Besmart. Besides, Watsapp Groupsare also created to facilitate the communication. In addition, email communication isalready created through the learning management system (LMS) platform.

b. Practical LearningPractical learning at the English Language Education Study Programme is emphasizedin some course like Educational Research Methods, Statistics, English Curriculum andMaterials Development, English Language Learning and Teaching Development, andEnglish Language LT & Technology. The end results of these courses are the groupacademic products, which are expected to have been developed based on the learningneeds which are assessed through valid and reliable instruments. Each group consistsof 3-5 students.

The learning processes to produce such products involve the followingprocesses: (1) theoretical input-workshop for preparing the needs assessment, (2) datacollection, (3) workshop, and (4) presentation. The processes are to be supervised bythe faculty member, who can be enlightened the students when needed. The processes are also aimed at developing the students’ communicationskills, collaborative skills, group decision skill, and tolerance to difference. These are tobe assessed through observation and self-assessment.

I. Assessment System The assessment is developed in reference to the national standards of higher education assessment. All assessment activities are aimed at providing evidence of theachievement of the outcomes of each course. The assessment instruments are of two types: test and non-test. The test is of an essay type to find out the mastery of the desired

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knowledge. The non-test instruments include the rating scale with rubric to assess the students’ class performance, their product, and their project. Besides, their other works are also assessed, e.g. the assigned tasks. In reference to the standards, the assessment take into consideration of the following aspects: validity, reliability, comprehensiveness,, character values, and continuity.

1. Validity or Credibility

The validity emphasised is the content validity, which is ensured by referring tooutcomes. So, if the outcomes which are the basis of determining what to assess. Whenthe learning outcomes are concerned with knowledge, the mastery is measured througha test, which is in general of an essay type, as has been mentioned before with thecoverage being determined in reference to the learning outcomes. When the learningoutcomes are concerned with values, attitudes or soft skills, the assessment can becarried out through observation guided by a rubric. When necessary, students are alsoinvolved in conducting self-assessment and assessing the teaching in the classroom.

2. Reliability or Trustworthiness

Since almost all the assessment data are qualitative, the reliability is establishedthrough interrater assessment. This means that one product or answer to an essayquestion is rated by two faculty members. In this case a system of team teaching isestablished. So, all courses are carried out by faculty teams with each consisting of twomembers. In this way, the reliability can be ensured throughout the processes.

3. Comprehensiveness

The comprehensiveness of the assessment is ensured through assessing theproduct of the group project, individual papers, and essay questions which pose problemsto be solved. In this way, the assessment already covers knowledge, attitudes/values, andskills/behaviours.

4. Assessing Character Values and Language AttitudesEach course is expected to contribute to the development/formation of students’

character. The changes in values or attitude learning are observed throughout the learningprocesses, which are finally reflected in the quality of the product. For example, thecooperation, open-mindedness and respect can be observed during the workshops. Theintegrity can be observed in the product. Concerning the authenticity of the language, theirwritten works can be checked by the similarity index check, called the Turnitin.

5. Continuity

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Efforts are to be made to ensure the assessment continuity, across the semestersand during the teaching and learning processes. Every semester ends with submitting theassessment results to the system. This is the practice of assessment of learning. However,during the processes, lecturers also provide constructive feedback so that students canimprove their works continuously. In addition, students may also seek help when they areconfronted with learning problems. They can also give feedback to the lecturers who canthen improve their teaching. This is the practice of assessment for learning. Concerningthe assessment as learning, students are involved in self-review, peer review, and self-assessment. This is aimed at developing their critical thinking and their impartiality. Inshort, three types of assessment are carried out to ensure the assessment continuity.

J. COURSE DESCRIPTIONS

1. PAS 8201: Philosophy of Science (2 credit units)This course aims to develop students’ competencies to understand and explainphilosophical reasoning of scientific studies. The learning materials cover the following:introduction to philosophy, philosophy of science, foundations of knowledge, ontology,epistemology, axiology, kinds of paradigms ranging from the oldest to the mostmodern/postmodern ones, tools of scientific thinking, science and technology, and scienceand language. The teaching and learning activities include lecturing, presentation,discussions, and assignment. The assessment of students’ learning is carried throughwritten tests, group and individual presentations, mini field projects and assignments.

2. PAS8302: Educational Research Methods (3 credit units)This course is aimed at facilitating the development of students’ (a) ability to compare andcontrast quantitative and qualitative research paradigms, and explain the use of each ineducational research; (b) knowledge of research processes (reading, evaluating, anddeveloping); (c) ability to describe sampling methods, measurement scales andinstruments, and appropriate uses of each in the quantitative research or to select a caseworth researching; and (d) ability to demonstrate how educational research contributes tosolving problems, either theoretical or practical, in English language education. In short,this course is designed to equip students with a strong foundation in the operationalisationof educational research, how to design an educational research project and skills in theapplication of different educational research methods to analyse problems in Englishlanguage education and solve them through research. Students will be exposed to a widerange of both qualitative and quantitative research methods and will learn key principles ofeducational research design. The topics cover research approaches and types appropriatefor investigating problems in English language education, characteristics of differentresearch types, and procedures of conducting each type of research, including datacollection and analysis techniques. The imperative for ethical research practice will also beaddressed. The classroom activities include lectures for stimulating/refreshing purposes,students’ paper presentations and discussion, and activities outside the classroom in theform of individual assignment and a small-scale research project. The assessment ofstudents’ learning is carried out based on students’ class participation, individual tasks, andresearch project.

3. PAS8203: Statistics (2 credit units) This course is designed in such a way that after attending it the students will be able to: (1)calculate and apply measures of location and measures of dispersion; (2) perform test of

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hypothesis as well as calculate confidence interval for a population parameter for singlesample and two sample cases; (3) compare group means by using t-test and ANOVA; (4)learn non-parametric test such as the Chi-Square test for Independence; and (5) computeand interpret the results of Correlation Analysis, Bivariate and Multivariate Regression forforecasting. In relation to these expected outcomes, this course provides students with thebasic concepts and application of quantitative data analysis and statistical computing onresearch, assessment and evaluation of English language education. To provide studentswith pragmatic tools for assessing statistical claims and conducting their own statisticalanalyses, topics covered include measurement scales, basic descriptive measures, measuresof correlation, probability theory, confidence intervals, inferential statistics or hypothesistesting, and regression. The classroom activities include lecturing, followed by discussionand practices on the use of statistics in English language education. Outside classroomactivities include individual tasks in examining and analysing the use of statistics injournal articles and a small project on analysing quantitative data. The assessment ofstudents’ learning is based on students’ classroom participation, individual assignments,and a quantitative data analysis project.

4. ENG 8301: Language Teaching Methodology (3 credit units)This course is designed in such a way that upon attending this course, students are able (1)to show humility required of God’s creatures, positive attitudes to and appreciation oflearner differences, positive attitudes to and appreciation of technological developments,(2) to compare and contrast approaches to and methods of teaching English fromtheoretical and contextual perspectives, (3) to idenfity the conceptual and practicalstrengths and weaknesses of different approaches and methods in the context of theexisting national policies of language teaching and policies. In this way they can solvetheoretical and practical problems of English teaching and learning creatively andinnovatively in this science and technological era, which demands the 4 CSs(communiation, collaboration, vritical thinking, creativity); they excel above the nationalstandard of higher education. To help reach this aim students are involved in both oral andwritten discussions and doing some prescribed assignments related to the following topics:issues and problems of teaching and learning English as a foreign language (also as aglobal lingua franca) in general and in Indonesia in particular, especially from the systemsapproach, the develoments of language teaching and learning approaches and methods inrelation to changes in educational paradigms, learner variables in language learning,language learning as intercultural learning, teacher development, and the post-methodpedagogy. Students will be involved in lectures, writing a paper and present it in a classseminar, and doing some assignments. Assessemnt of and for students’ learning isconducted through observation, assignments, and exams. Particular attention will be paidon their ability in solving the real problems of English learning and teaching creatively andinnovatively as reflected in the quality of their works.

5. ENG8302: English Language Teaching & Technology (3 credit units)This course is aimed at facilitating the development of students’ (a) knowledge of thesocial, political, economic, cultural and historical issues surrounding the emerging andadoption of ICT; (b) ability describe applications of ICT for the purpose of learning; (c)skills to apply the TPACK framework in designing instructions in English languageclassrooms; and (d) ability to critically evaluate the values of ICT use in educationalsettings. This course will first discuss the key issues and the debates on Information andCommunication Technology (ICT) in educational setting. Students will understand that

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there are various factors that shape the use of ICT in schools. This course, then,specifically explores the potential use of ICT in English language learning and teachingthrough the lens of Technological and Pedagogical Content Knowledge (TPACK)framework. Students will learn how to make meaning out of ICT and how to adapt themfor learning purposes. They will also develop learning materials as well as create learningexperiences using ICT. Emerging digital technologies such as mobile devices, socialmedia, digital games, and augmented reality will also be discussed in the context ofEnglish language learning and teaching. The course will be delivered through minilectures, discussions, students presentations and workshops. Students will be assessedthrough their attendance and participation. They are also required to work on a project andwrite a 2.500 to 3000-word essay.

6. ENG8303: English Curriculum and Materials Development (3 credit units)This course is aimed at (a) enhancing students’ positive attitudes to curriculum andmaterials developments, (b) developing students’ knowledge and skills of Englishcurriculum and materials developments, (c) enhancing their critical, innovative, andcreative thinking in developing the English curriculum and learning materials, and (d)increasing their awareness of the importance of character education and building acommitment to exploring possible contribution of language teaching and learning tocharacter education. To reach these aims, topics will include the nature of a curriculum andlearning materials, models of curriculum and learning material development, principles ofcurriculum and learning materials development, challenges in curriculum and learningmaterials development. To ensure students’ learning, they will (1) be actively involved indiscussing critically theories related to English language curriculum and learning materialsdevelopment, (2) be assigned some individual tasks of summarizing relevant journalarticles and book chapters, and (3) have to complete a small group project on developingand/or evaluating English language curriculum and learning materials. Students will beinvolved in lectures, workshops, needs analysis, writing the report of syllabusdevelopment. Their achievement of learning outcomes will be assessed based on their classparticipation, weekly task accomplishment, small group project completion, and semesterexam.

7. ENG8304: English Language Teaching and Learning Assessment and Evaluation(3 credit units)

This course is designed in such a way that upon completing this course, students will beable to: (1) distinguish the concepts of assessment, testing, and evaluation; (2) understandof the principles and purposes underlying assessment and testing; (3) become aware ofissues related to second language assessment such as reliability, validity, fairness, rater'sbias, test taker's characteristics, holistic versus analytical assessment; (4) develop basiccompetence in designing classroom tests and evaluating published tests; (5) understandthe nature and purpose of alternative methods of language assessment such as oralinterviews, portfolios and self-assessment; and (6) design different testing exercises toassess students’ learning and competence. In relation to these expected outcomes, thiscourse is designed to raise students’ awareness of the principles and procedure ofeducational evaluation and to familiarize them with principles of good assessment andwith a range of assessment tools for English language learners. The topics to be coveredinclude what to assess and evaluate (aspects of teaching and learning) and how to evaluateand assess approaches, types, techniques, instruments and their development, management,data analysis, data interpretation, and data utilization. Class learning is focused onstudents’ paper presentations and discussions. Students are also assigned individual tasksand a small-scale project on test design, analysis, and report. Their learning achievement isassessed based on their class participation, task and project completion.

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8. ENG8205: Key Issues in Linguistics and ELT (2 credit units)The fields of linguistics are so diverse, sometimes interdisciplinary, and very dynamic.Students often face various problems as they try to understand a concept, mean to interactwith colleagues, plan to conduct research, and work to apply their linguistic knowledge tothe daily contexts of EFL teaching. This course provides students with a wide range ofrelevant updates and perspectives of language praxis in classroom settings, education atlarge, and wider policy. The topics cover language acquisition, technology and languagechange, intercultural-language education, cross-disciplinary applied linguistics, andlanguage policy. The learning activities include classical tutoring, discussions,presentations, article reviewing, and writing projects. Students are assessed on the basis oftheir classroom engagement, task completion, oracy skills, and soundness of their ideas putin writing. By the end of the course, they are expected to be able to (1) explain the factorsinfluencing language acquisition/teaching, (2) elaborate a linguistics notion relevant totheir interest thoroughly, (3) initiate a further in-depth linguistics/language teachinginquiry for their own development, and (4) report what they searched in acceptableacademic manners.

9. ENG8206: Analysis of Pedagogical Discourse (2 credit units)This course reviews and discusses discourses related to pedagogical planning and practices. The first part of the course is related to the scopes and models of pedagogical analysis, and is followed with pedagogical discourses in planning and executing English learning and teaching. Discourses of planning and executing covers rules and regulation governing the teaching profession, the dimensions of curriculum genre, and practical classroom discourses. This course is organized and presented in various teaching and learning activities ranging from lectures, group assignments in the forms of small fieldwork to capture examples of classroom discourse, report writing, and group presentations about their findings the small fieldworks. Reviewing literatures about the dynamic classroom discourse will be a mandatory individual outside classroom activities for the students. Assessment of students’ learning is based on class participation, completion of assignments and group projects.

10. ENG8307: English Language Learning and Teaching Development (3 creditunits)

This course is aimed at developing students’ skills in applying the knowledge they haveacquired through different courses to the development of Ennglish learning and teaching.To reach the aim, the course covers the following topics/activities/expereinces: (1)concepts and principles of English language learning and teaching development; (2) thedevelopment of needs analysis instrument,( 3) collecting and analyzing data on learningneeds, (4) formulating aims and developing a syllabus, (5) developing lesson plans, (6)developing learning materials, (7) developing instruments for collecting try-out, (8) tryingout the developed learning materials and lesson plans by collecting empirical data, and (9)analyzing try-out data and revising learning materials. The students’ learning achievementis assessed based on class participation, weekly task completion, project completion, andmid- and semester exams.

11. ENG8308: Thesis Proposal (3 credit units)This course will review and support student learning in the research process and enablethem to combine what they learned from previous courses and to produce a feasibleresearch proposal that is ready to be implemented. Consisting of lectures, individual

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presentations, personalized readings and academic writing, this course focuses on specificaspects of conducting research including: scientific argument building, literature searchand critical assessment to identify problems; reference management application;formulate research questions and determine suitable research approaches/designs; andethical issues. Students will also develop competence in assessing the depth and breadth ofpublished literature and theories, determining gaps in it and developing appropriateresearch designs that are in accordance with the principles underlying responsible researchpractices. They were also asked to begin consulting with supervisors to finalize the planhis research. They will have opportunities to present their proposals in a class seminar. Atthe end of the lecture they are expected to be able to compile a proposal comprehensiveand visible and to be carried out research.

12. ENG8309: Scientific Writing (3 credit units)This course aims at reinforcing scientific writing skills and introducing students to thepractice of writing for scientific or academic purposes. It prepares students for working inhigh level English courses in which scientific writing is a requirement. The course equipsstudents with four major skills, which constitute: 1) macro-level composition skills suchas: essay structure, paragraph structure, coherence, unity; 2) basic research writing skillsincluding: finding suitable sources, reading critically, writing critically and combiningsources, note taking, paraphrasing, summarizing, referencing management (Mendeley),positioning; 3) scientific writing skills, comprising the elements of scientific writing: title,abstract, introduction, literature review, methods, findings, discussion, and conclusion; and4) micro-level skills such as: sentence structure, grammar, vocabulary, spelling andmechanics. Prior to those skills and elements, this course provides the students with thepublication overview, the ability to target relevant journals, and authorship ethics to enrichtheir knowledge and ethical awareness in publication. Each student is expected to completea full paper ready to be submitted to the targeted journal by considering its author’sguideline.

13. ENG8614: Thesis (6 credit units)As the final assignment, a thesis is aimed at developing the students’ competencies tosolve either theoretical or practical problems of English language teaching and learningthrough a scientific approach. To reach this aim, the students are required to conduct astudy on the latest issue of English language teaching and learning, of which the results arescientifically accountable, valid, reliable, credible, trustworthy, and supported by the mostrecently published literature. For each student, a supervisor with the same field of study asthe student’s is assigned to supervise their thesis writing. The thesis assessment is carriedout in a defence exam.

14. ENG8210: Second Language Acquisition (2 credit units)This course is concerned with the relationship between second language acquisition andlanguage learning. Critical discussions of some aspects in the process of first languageacquisition and learning and second language acquisition (SLA) and learning are aimed atdeveloping thinking framework of answering basic questions in SLA research studies andinterpretations of their findings, especially those related to the relationship between SLAresearch and teaching methods and materials. The topics to be covered include: definitionsof SLA, aims and methods of SLA research, the relationship between SLA theories andlanguage and language learning theories, main interdisciplinary views in SLA andsubsequent applications of research findings in selecting materials and methods of secondlanguage teaching and learning. The students’ learning achievement is assessed based onthe students’ presentations of topics in terms of depth and breadth of discussion, the

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quality of their participation and contribution in the discussion and completion of majorassignment, which all reflect their ability in solving the existing problems related to SLA.

15. ENG8211: Critical Literacy (2 credit units)Critical Literacy as a course is aimed at developing the following students’ (1)understanding of the importance of literacy and critical literacy in language learning/ intheir position as scientists and educators, 2) knowledge of the implicit ideology in textspublished in English mass media, (3) ability to express the implicit intention of the Englishtexts, and (4) ability to analyse critically justice/injustice embodied by both pedagogicaland general texts. Through adequate practice of discussing and analysing English texts,students are required to critically answer the unrest of questioning the status quo byconsidering the political versus personal tensions, the global versus local tensions, thepublic and private tensions, the economical and pedagogical tensions, in the advocacy forequality and justice. The course covers the following topics: the potential of texts inreconstructing thoughts, text strategy in reconstructing ideology, explicit and implicitideology. Class activities include lectures, critical reading, and analysis of variousproblematic texts. Learning achievement is assessed through written tasks, oralpresentations, and semester exam.

16. ENG8212: English for Young Learners (2 credit units)This course is designed in such a way that upon completing this course, students: (a)possess a good knowledge of teaching English to young learners (TEYL) in the existingcontext, (b) demonstrate positive attitudes to young learners and TEYL, and (c) generaland specific skills of TEYL. To reach this aim, the course covers the following topics:characteristics of children as young learners, second language learning for children,approaches to TEYL, challenges of TEYL in the existing language policy, policies onteaching English in primary schools, TEYL resource-based materials development, TEYLmedia, and EYL learning assessment. Students taking this course will be involved in thefollowing activities: lectures, discussions, presentations, observation of TEYL practices,and a small group project. The assessment of the students’ learning is based on classparticipation, the completion of individual assignments and group projects, and semesterexams.

17. ENG8213: Higher Education Study Skills (2 credit units)Higher education study skills as a course is aimed at developing students’: 1)understanding of the importance of study skills needed to get success in studying at highereducation, 2) knowledge of study skills at higher education, 3) skills needed to study athigher education, and 4) positive attitudes containing important values, especiallyindependence/autonomy, critical thinking, persistence, honesty, and responsibility.Through critical reading, discussion, independent learning assignments, and classpresentations, this course is designed to equip students with competencies to studysuccessfully at higher education context. The topics cover approaches of learning at highereducation, independent learning, English learning strategies, academic reading skills, notetaking, information skills, writing skills, ethics in education including avoiding plagiarism,and presentation skills. The classroom activities are mostly students’ paper presentationsand discussion, and activities outside the classroom are in the form of individualassignments and a group project. The assessment of students’ learning is carried outbased on students’ class participation, individual tasks, and a group project.

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