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 cooperation
PEO2: 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 society
PEO3: Demonstrate Capability to solve EFL education problems through research
using inter-/multi-disciplinary perspectives
PEO4: Demonstrate capability to develop professional performance reflected in the
depth and breadth of analysis and the comprehensiveness of problem-solving
PEO5: 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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 through observing moral character Cross-subject
(trustworthiness, fairness, responsibility, caring,
Attitude respect) and performance character (professional
commitment, learning motivation, perseverance,
open mindedness, autonomy)
PLO2 Demonstrate harmonious personal, social, and
professional relations and good cooperation with
colleagues, observing caring and tolerance
Demonstrate capability of creatively, innovatively,
PLO3 and scientifically solving theoretical and practical Cross-subject
EILLT problems from inter- and multidisciplinary
perspectives to contribute to the improvement of
planning, implementing, and evaluating of EFLLT
teaching and learning.
Demonstrate capability of creatively, innovatively, Subject-
PLO4 and scientifically developing EIL curriculum and specific
Knowledge materials from inter- and multi-disciplinary
perspectives for formal and/or non-formal
institutions based on learner and learning needs,
ICT and societal developments.
Demonstrate capability of creatively, innovatively,
PLO5 and scientifically developing ICT-based EIL Subject-
instruction from inter- and multidisciplinary specific
perspectives for formal and/or non-formal
educational institution
Being capable of reflectively, creatively,
PLO6 innovatively, and adaptively solving EIL learning Subject-
and teaching problems to achieve better specific
understanding of learning practices.
Demonstrate capability of conducting quality
PLO7 research by upholding research ethics for the Subject-
Methodolo- advancement of theories of EIL learning and specific
gical Skills teaching, and evaluation at all levels of education,
and disseminating the research findings through
accredited national journals and/or reputable
international journals
Demonstrate capability of creatively and
PLO8 innovatively designing a EIL syllabus and its Subject-
learning materials for formal and non-formal specific
educational institutions from multidisciplinary
perspectives to contribute to the innovation,
creativity, and autonomy in the teaching and
learning of EIL
Demonstrate capability of creatively and
PLO9 innovatively producing ICT-based EIL learning Subject specific
media from inter-/multi-disciplinary perspectives
to potentially contribute to the improvement of
capacity, autonomy, and collaborative skills
(Generic Demonstrate ability to think logically, critically,
Skills) PLO10 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 PEO1 PEO2 PEO3 PEO4 PEO5

OUTCOMES
Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate
moral ability to Capability to capability to ability to
character, develop EFL solve EFL develop communicate
DESCRIPTION and teaching and education professional and
performance learning, both problems performance disseminate
character, theories and through reflected in the research
observing practices, research depth and breadth findings and
integrity, innovatively using inter-/ of analysis and the innovations in
reflectivity, and creatively multi- comprehensiveness the field of
perseverance, in response to disciplinary of problem-solving English
self- the current perspectives Language
motivation, trends and the Education in
efficacy, rising demand an EFL
leadership, of society context
collaboration,
and
cooperation

PLO1 Demonstrate their piety to

God the Almighty through
observing trustworthiness,
fairness, responsibility, and V
respect, and showing
professional commitment,
learning motivation,
perseverance, open
mindedness, tolerance and
autonomy
PLO2 Demonstrate harmonious
personal, social, and V
professional relations and
good cooperation with
colleagues, observing caring
and tolerance

PLO3 Demonstrate capability of

creatively, innovatively, and
scientifically solving
theoretical and practical V
EILLT problems from inter-
and multidisc-ciplinary
perspectives to contribute to
the improvement of
planning, implementing,
and evaluating of EFLLT
teaching and learning.
PLO4 Demonstrate capability of
creatively, innovative-ly,
and scientifically V
developing EIL curricu-lum

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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 V V
developing ICT-based EIL
instruction from inter- and
multidisc-iplinary
perspectives for formal and/
or non-formal educational
institution

PLO6 Demonstrate capability of

reflectively, creatively, V V
innovatively, and adaptively
solving EIL learning and
teaching problems to
achieve better
understanding of learning
practices.
PLO7 emonstrate capability of
conducting quality research
by upholding research V V
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
PLO8 Demonstrate capability of
creatively and innovatively
designing a EIL syllabus V V
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
PLO9 Demonstrate capability of
creatively and innovatively
producing ICT-based EIL V V V
learning media from inter-/
multi-disciplinary
perspectives to potentially
contribute to the
improvement of capacity,
autonomy, and collaborative
skills
PLO10 Demonstrate ability to think
logically, critically,
systematically, creatively, V V V V V
and innovatively to develop
EIL instruction, research,
curriculum, teaching and
learning materials, and ICT-
based media

Demonstrate Demonstrate Demonstrate Demonstrate Demonstrate

moral ability to Capability to capability to ability to
character, develop EFL solve EFL develop communicate
and teaching and education professional and
performance learning, both problems performance disseminate
character, theories and through reflected in the research
observing practices, research depth and breadth findings and
integrity, innovatively using inter-/ of analysis and the innovations in

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 reflectivity, and creatively multi- comprehensiveness the field of
perseverance, in response to disciplinary of problem-solving English
self- the current perspectives Language
motivation, trends and the Education in
efficacy, rising demand an EFL
leadership, of society context
collaboration,
and
cooperation

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
Total Type Total
SEM & CREDIT
NO CODE COURSES CUs Credit
T P 1 2 3 4

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I. FOUNDATIONAL COURSES
1. PPS 8201 Philosophy of Science 2 1 1 2 - - -
2. PPS 8302 Educational Research Methods 3 1 2 3 - - - 7
3. PPS 8203 Statistics 2 1 1 - 2 - -
Total Credits of Foundational Courses 5 2 0 0

II. SUBJECT SPECIFIC COURSES

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

ENG8302 English Language Teaching & 3 2 1
2. 3 - - -
Technology
ENG8303 English Curriculum and Material 3 1 2
3. Development - 3 - -

ENG8304 English Language Teaching and 3 1 2

4. - 3 - - 31
Learning Assessment and Evaluation
5. ENG8205 Key Issues in Linguistics and ELT 2 2 - 2 - - -
6. ENG8206 Analysis of Pedagogical Discourse 2 2 - 2 - - -
ENG8307 English Language Learning and 3 1 2
- - 3 -
7. Teaching Development
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

III. ELECTIVE COURSES

1 ENG8210 Second Language Acquisition *) 2* 2 - - 2*) - -
2 ENG8211 Critical Literacy*) 2* 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 General

Skills
PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PL07 PLO8 PLO9 PLO10

1 Philosophy of V V V V V
Science
2 Educational V V V V
Research
Methods

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3 Statistics V V V V
4 Language V V V V V V V
Teaching
Methods
5 English V V V V V
Language
Teaching &
Technology
6 English V V V V
Curriculum
and Materials
Development
7 English V V V V V
Language
Teaching and
Learning
Assessment &
Evaluation
8 Key Issues in V V V V V V V
Linguistics &
English
Language
Teaching
9 Analysis of V V V V V
Pedagogical
Discourse
10 English V V V V V
Language
Learning and
Teaching
Development
11 Thesis V V V V V V
proposal
12 Scientific V V V V V V
Writing
13 Thesis* V V V V V V V
14 Second V V V
Language
Acquisition
15 Critical V V V V V
Literacy
16 English for V V V V
Young
Children
17 Higher V V V
Education
Study Skills
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

Kredit Face-to-Face Type of Learning Lerning Load in Minutes
Unit meeting Face-to- Structured Independent
Face Assignment study
2 16 Theory 100 100 140
2 16 Seminar 200 - 100
2 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-way
communication, inspiration, critical thinking, creativity, innovation, and intellectual
challenge. More importantly, a class should be developed into a learning community in
which the members can learn from one another and emphasise comparative advantage
rather than competition. Self-awareness should be encouraged so that everyone knows
his/her own strengths as the source of their self-esteem and self-efficacy but also his/her
weaknesses which prevent them from being arrogant and ignorant. Everyone is
encouraged to contribute to the dynamic learning processes in different ways. Such
expectations 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-seminar
combination, with the lecturing session aimed at providing theoretical input, and the
seminar aimed at involving the students to develop the highest level of cognitive learning
realised 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 assessing
their peers’ paper. Such teaching and learning arrangements are revised and modified
from time to time with some improvement and modification based on the input given by
students. Listening to their voice is aimed at making the courses more relevant to
students so that they will be motivated to engage in the learning. In short, besides
referring 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 of
Bloom’s revised taxonomy, i.e. creating.
During the pandemic situation, the teaching and learning processes are
conducted through the video conference and the administration of activities through
the LMS, either using the google classroom of UNY’s Besmart. Besides, Watsapp Groups
are also created to facilitate the communication. In addition, email communication is
already created through the learning management system (LMS) platform.

b. Practical Learning
Practical learning at the English Language Education Study Programme is emphasized
in some course like Educational Research Methods, Statistics, English Curriculum and
Materials Development, English Language Learning and Teaching Development, and
English Language LT & Technology. The end results of these courses are the group
academic products, which are expected to have been developed based on the learning
needs which are assessed through valid and reliable instruments. Each group consists
of 3-5 students.
The learning processes to produce such products involve the following
processes: (1) theoretical input-workshop for preparing the needs assessment, (2) data
collection, (3) workshop, and (4) presentation. The processes are to be supervised by
the faculty member, who can be enlightened the students when needed.
The processes are also aimed at developing the students’ communication
skills, collaborative skills, group decision skill, and tolerance to difference. These are to
be 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 the
achievement 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 to

outcomes. So, if the outcomes which are the basis of determining what to assess. When
the learning outcomes are concerned with knowledge, the mastery is measured through
a test, which is in general of an essay type, as has been mentioned before with the
coverage being determined in reference to the learning outcomes. When the learning
outcomes are concerned with values, attitudes or soft skills, the assessment can be
carried out through observation guided by a rubric. When necessary, students are also
involved 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 established
through interrater assessment. This means that one product or answer to an essay
question is rated by two faculty members. In this case a system of team teaching is
established. So, all courses are carried out by faculty teams with each consisting of two
members. In this way, the reliability can be ensured throughout the processes.

3. Comprehensiveness

The comprehensiveness of the assessment is ensured through assessing the

product of the group project, individual papers, and essay questions which pose problems
to be solved. In this way, the assessment already covers knowledge, attitudes/values, and
skills/behaviours.

4. Assessing Character Values and Language Attitudes

Each course is expected to contribute to the development/formation of students’
character. The changes in values or attitude learning are observed throughout the learning
processes, which are finally reflected in the quality of the product. For example, the
cooperation, open-mindedness and respect can be observed during the workshops. The
integrity can be observed in the product. Concerning the authenticity of the language, their
written 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 semesters
and during the teaching and learning processes. Every semester ends with submitting the
assessment results to the system. This is the practice of assessment of learning. However,
during the processes, lecturers also provide constructive feedback so that students can
improve their works continuously. In addition, students may also seek help when they are
confronted with learning problems. They can also give feedback to the lecturers who can
then improve their teaching. This is the practice of assessment for learning. Concerning
the 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. In
short, 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 explain
philosophical 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 most
modern/postmodern ones, tools of scientific thinking, science and technology, and science
and language. The teaching and learning activities include lecturing, presentation,
discussions, and assignment.  The assessment of students’ learning is carried through
written 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 and
contrast quantitative and qualitative research paradigms, and explain the use of each in
educational research; (b) knowledge of research processes (reading, evaluating, and
developing); (c) ability to describe sampling methods, measurement scales and
instruments, and appropriate uses of each in the quantitative research or to select a case
worth researching; and (d) ability to demonstrate how educational research contributes to
solving problems, either theoretical or practical, in English language education. In short,
this course is designed to equip students with a strong foundation in the operationalisation
of educational research, how to design an educational research project and skills in the
application of different educational research methods to analyse problems in English
language education and solve them through research. Students will be exposed to a wide
range of both qualitative and quantitative research methods and will learn key principles of
educational research design. The topics cover research approaches and types appropriate
for investigating problems in English language education, characteristics of different
research types, and procedures of conducting each type of research, including data
collection and analysis techniques. The imperative for ethical research practice will also be
addressed. The classroom activities include lectures for stimulating/refreshing purposes,
students’ paper presentations and discussion, and activities outside the classroom in the
form of individual assignment and a small-scale research project. The assessment of
students’ learning is carried out based on students’ class participation, individual tasks, and
research 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 single
sample 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) compute
and interpret the results of Correlation Analysis, Bivariate and Multivariate Regression for
forecasting. In relation to these expected outcomes, this course provides students with the
basic concepts and application of quantitative data analysis and statistical computing on
research, assessment and evaluation of English language education. To provide students
with pragmatic tools for assessing statistical claims and conducting their own statistical
analyses, topics covered include measurement scales, basic descriptive measures, measures
of correlation, probability theory, confidence intervals, inferential statistics or hypothesis
testing, and regression. The classroom activities include lecturing, followed by discussion
and practices on the use of statistics in English language education. Outside classroom
activities include individual tasks in examining and analysing the use of statistics in
journal articles and a small project on analysing quantitative data. The assessment of
students’ 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 of
learner differences, positive attitudes to and appreciation of technological developments,
(2) to compare and contrast approaches to and methods of teaching English from
theoretical and contextual perspectives, (3) to idenfity the conceptual and practical
strengths and weaknesses of different approaches and methods in the context of the
existing national policies of language teaching and policies. In this way they can solve
theoretical and practical problems of English teaching and learning creatively and
innovatively in this science and technological era, which demands the 4 CSs
(communiation, collaboration, vritical thinking, creativity); they excel above the national
standard of higher education. To help reach this aim students are involved in both oral and
written 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 a
global lingua franca) in general and in Indonesia in particular, especially from the systems
approach, the develoments of language teaching and learning approaches and methods in
relation to changes in educational paradigms, learner variables in language learning,
language learning as intercultural learning, teacher development, and the post-method
pedagogy. Students will be involved in lectures, writing a paper and present it in a class
seminar, and doing some assignments. Assessemnt of and for students’ learning is
conducted through observation, assignments, and exams. Particular attention will be paid
on their ability in solving the real problems of English learning and teaching creatively and
innovatively 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 the
social, political, economic, cultural and historical issues surrounding the emerging and
adoption 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 language
classrooms; and (d) ability to critically evaluate the values of ICT use in educational
settings. This course will first discuss the key issues and the debates on Information and
Communication 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 teaching
through the lens of Technological and Pedagogical Content Knowledge (TPACK)
framework. Students will learn how to make meaning out of ICT and how to adapt them
for learning purposes. They will also develop learning materials as well as create learning
experiences using ICT. Emerging digital technologies such as mobile devices, social
media, digital games, and augmented reality will also be discussed in the context of
English language learning and teaching. The course will be delivered through mini
lectures, discussions, students presentations and workshops. Students will be assessed
through their attendance and participation. They are also required to work on a project and
write 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 and
materials developments, (b) developing students’ knowledge and skills of English
curriculum and materials developments, (c) enhancing their critical, innovative, and
creative thinking in developing the English curriculum and learning materials, and (d)
increasing their awareness of the importance of character education and building a
commitment to exploring possible contribution of language teaching and learning to
character education. To reach these aims, topics will include the nature of a curriculum and
learning materials, models of curriculum and learning material development, principles of
curriculum and learning materials development, challenges in curriculum and learning
materials development. To ensure students’ learning, they will (1) be actively involved in
discussing critically theories related to English language curriculum and learning materials
development, (2) be assigned some individual tasks of summarizing relevant journal
articles and book chapters, and (3) have to complete a small group project on developing
and/or evaluating English language curriculum and learning materials. Students will be
involved in lectures, workshops, needs analysis, writing the report of syllabus
development. Their achievement of learning outcomes will be assessed based on their class
participation, weekly task accomplishment, small group project completion, and semester
exam.

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 be
able to: (1) distinguish the concepts of assessment, testing, and evaluation; (2) understand
of the principles and purposes underlying assessment and testing; (3) become aware of
issues related to second language assessment such as reliability, validity, fairness, rater's
bias, test taker's characteristics, holistic versus analytical assessment; (4) develop basic
competence in designing classroom tests and evaluating published tests; (5) understand
the nature and purpose of alternative methods of language assessment such as oral
interviews, portfolios and self-assessment; and (6) design different testing exercises to
assess students’ learning and competence. In relation to these expected outcomes, this
course is designed to raise students’ awareness of the principles and procedure of
educational evaluation and to familiarize them with principles of good assessment and
with a range of assessment tools for English language learners. The topics to be covered
include what to assess and evaluate (aspects of teaching and learning) and how to evaluate
and assess approaches, types, techniques, instruments and their development, management,
data analysis, data interpretation, and data utilization. Class learning is focused on
students’ paper presentations and discussions. Students are also assigned individual tasks
and a small-scale project on test design, analysis, and report. Their learning achievement is
assessed 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 interact
with colleagues, plan to conduct research, and work to apply their linguistic knowledge to
the daily contexts of EFL teaching. This course provides students with a wide range of
relevant updates and perspectives of language praxis in classroom settings, education at
large, and wider policy. The topics cover language acquisition, technology and language
change, intercultural-language education, cross-disciplinary applied linguistics, and
language policy. The learning activities include classical tutoring, discussions,
presentations, article reviewing, and writing projects. Students are assessed on the basis of
their classroom engagement, task completion, oracy skills, and soundness of their ideas put
in writing. By the end of the course, they are expected to be able to (1) explain the factors
influencing language acquisition/teaching, (2) elaborate a linguistics notion relevant to
their interest thoroughly, (3) initiate a further in-depth linguistics/language teaching
inquiry for their own development, and (4) report what they searched in acceptable
academic 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 credit

units)
This course is aimed at developing students’ skills in applying the knowledge they have
acquired 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) the
development of needs analysis instrument,( 3) collecting and analyzing data on learning
needs, (4) formulating aims and developing a syllabus, (5) developing lesson plans, (6)
developing learning materials, (7) developing instruments for collecting try-out, (8) trying
out the developed learning materials and lesson plans by collecting empirical data, and (9)
analyzing try-out data and revising learning materials. The students’ learning achievement
is assessed based on class participation, weekly task completion, project completion, and
mid- and semester exams.

11. ENG8308: Thesis Proposal (3 credit units)

This course will review and support student learning in the research process and enable
them to combine what they learned from previous courses and to produce a feasible
research 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 specific
aspects of conducting research including: scientific argument building, literature search
and critical assessment to identify problems; reference management application;
formulate research questions and determine suitable research approaches/designs; and
ethical issues. Students will also develop competence in assessing the depth and breadth of
published literature and theories, determining gaps in it and developing appropriate
research designs that are in accordance with the principles underlying responsible research
practices. They were also asked to begin consulting with supervisors to finalize the plan
his research. They will have opportunities to present their proposals in a class seminar. At
the end of the lecture they are expected to be able to compile a proposal comprehensive
and 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 the
practice of writing for scientific or academic purposes. It prepares students for working in
high level English courses in which scientific writing is a requirement. The course equips
students with four major skills, which constitute: 1) macro-level composition skills such
as: essay structure, paragraph structure, coherence, unity; 2) basic research writing skills
including: finding suitable sources, reading critically, writing critically and combining
sources, 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; and
4) micro-level skills such as: sentence structure, grammar, vocabulary, spelling and
mechanics. Prior to those skills and elements, this course provides the students with the
publication overview, the ability to target relevant journals, and authorship ethics to enrich
their knowledge and ethical awareness in publication. Each student is expected to complete
a full paper ready to be submitted to the targeted journal by considering its author’s
guideline.

13. ENG8614: Thesis (6 credit units)

As the final assignment, a thesis is aimed at developing the students’ competencies to
solve either theoretical or practical problems of English language teaching and learning
through a scientific approach. To reach this aim, the students are required to conduct a
study on the latest issue of English language teaching and learning, of which the results are
scientifically accountable, valid, reliable, credible, trustworthy, and supported by the most
recently published literature. For each student, a supervisor with the same field of study as
the student’s is assigned to supervise their thesis writing. The thesis assessment is carried
out in a defence exam.

14. ENG8210: Second Language Acquisition (2 credit units)

This course is concerned with the relationship between second language acquisition and
language learning. Critical discussions of some aspects in the process of first language
acquisition and learning and second language acquisition (SLA) and learning are aimed at
developing thinking framework of answering basic questions in SLA research studies and
interpretations of their findings, especially those related to the relationship between SLA
research and teaching methods and materials. The topics to be covered include: definitions
of SLA, aims and methods of SLA research, the relationship between SLA theories and
language and language learning theories, main interdisciplinary views in SLA and
subsequent applications of research findings in selecting materials and methods of second
language teaching and learning. The students’ learning achievement is assessed based on
the 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 major
assignment, 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/ in
their position as scientists and educators, 2) knowledge of the implicit ideology in texts
published in English mass media, (3) ability to express the implicit intention of the English
texts, and (4) ability to analyse critically justice/injustice embodied by both pedagogical
and general texts. Through adequate practice of discussing and analysing English texts,
students are required to critically answer the unrest of questioning the status quo by
considering the political versus personal tensions, the global versus local tensions, the
public and private tensions, the economical and pedagogical tensions, in the advocacy for
equality and justice. The course covers the following topics: the potential of texts in
reconstructing thoughts, text strategy in reconstructing ideology, explicit and implicit
ideology. Class activities include lectures, critical reading, and analysis of various
problematic texts. Learning achievement is assessed through written tasks, oral
presentations, 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 existing
context, (b) demonstrate positive attitudes to young learners and TEYL, and (c) general
and 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 on
teaching English in primary schools, TEYL resource-based materials development, TEYL
media, and EYL learning assessment. Students taking this course will be involved in the
following activities: lectures, discussions, presentations, observation of TEYL practices,
and a small group project. The assessment of the students’ learning is based on class
participation, the completion of individual assignments and group projects, and semester
exams.

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 higher
education, 2) knowledge of study skills at higher education, 3) skills needed to study at
higher education, and 4) positive attitudes containing important values, especially
independence/autonomy, critical thinking, persistence, honesty, and responsibility.
Through critical reading, discussion, independent learning assignments, and class
presentations, this course is designed to equip students with competencies to study
successfully at higher education context. The topics cover approaches of learning at higher
education, independent learning, English learning strategies, academic reading skills, note
taking, information skills, writing skills, ethics in education including avoiding plagiarism,
and presentation skills. The classroom activities are mostly students’ paper presentations
and discussion, and activities outside the classroom are in the form of individual
assignments and a group project. The assessment of students’ learning is carried out
based on students’ class participation, individual tasks, and a group project.

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