KATALOG GRADUATE PROGRAM IN ENGLISH LANGUAGE TEACHING

HISTORY Based on the regulation of the Minister of Higher Education and Science no. 19, dated July 20, 1962, as of 1968, the Institute for Teacher Training and Education Malang (IKIP Malang) initiated higher education for sarjanas to obtain doctoral degree through the Post Graduate Program, Institute for Teacher Training and Education Malang. The courses were offered and undertaken through sandwich system, in cooperation with the Ford Foundation. In the subsequent development, this program was integrated into Doctoral Study Program without coursework. As the realization of the governments commitment to improving the quality of the faculty members of Higher Education Institutions in Indonesia, the Directorate General of Higher Education established the TMPD (Tim Managemen Pendidikan Doktor) or the Management Team for Doctoral Education in 1975, which was a team responsible for doctoral education held both in Indonesia and abroad. In the attempt to improve the quality of the academics in the Teacher Training Institutions, IKIP Malang, IKIP Bandung, and IKIP Jakarta were selected to assume the responsibility to establish a Doctoral Program with scholarship. In line with the effort, IKIP Malang commissioned a committee to draft the concept of the establishment of a postgraduate program (in the beginning of 1976). The drafts prepared by the committee were reported in the report of the Preparation for the Doctoral Studies, IKIP Malang. This report was the basis for the university to offer doctoral studies in February 1976. The study programs offered were Education (1976), English Language Education (1976), Biology Education (1976), and Economics Education (1979).
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In 1980 the concept of post-graduate education underwent some development. The development led to the split of the Postgraduate Program into Doctoral Degree (S3) Programs and Masters Degree (S2) Programs. Accordingly, IKIP Malang opened several Masters Degree Programs, one of which was the English Language Education. Based on the Presidential Decree of the Republic of Indonesia No. 60/1982, dated September 7, 1982, the Doctoral Study program was officially changed into Postgraduate and Doctoral Program (PDP). A year later, with the Decree of the Ministry of Education and Culture No. 0146/0/1983, dated March 5, 1983, the PDP was changed into Postgraduate Faculty. Then, with the Government Regulation No. 30, the Postgraduate Faculty was amended from faculty to program, with the name Graduate Program, which has been up to the present. At present, both the Masters degree and the Doctoral degree programs have been accredited. Based on the decrree of the national Accreditation Council, No. 022/BAN-PT/Ak-VI/S2/II/2009, dated February 20, 2009, the Masters Degree program in English Language Teaching has been accredited B (effective until February 2014). The Doctoral Degree program in English Language Teaching has been accredited A (effective until October 20, 2014) based on the decree of the National Accreditation Council No.008/BAN-PT/Ak-VIII/S3/X/2009, dated October 30, 2009. VISION The Magister (Masters) and Doktor (Ph.D) degree programs in English Language Teaching are providers of an outstanding ICT-based Higher Education which is anticipative of the global development and future situation in the gamut of English language teaching. MISSION 1. The Magister (Masters) and Doktor (Ph.D) degree programs provide higher education in the attempts to improve equality and broaden 2 Katalog Program Studi S2/S3 ING

educational access to the society in the field of English Language Teaching. 2. The Magister (Masters) and Doktor (Ph.D) degree programs improve their quality, relevance, and global competitiveness through education and teaching, research and scientific advancement, as well as community service in the field of English Language Teaching. 3. The Magister (Masters) and Doktor (Ph.D) degree programs build a healthy organization in the attempt to strengthen their management, accountability, and public image, both nationally and internationally. TARGET OF THE STUDY PROGRAMS Masters Degree Program The Masters Degree Program in English Language Teaching has the target of producing high quality scientists, practitioners, and/or specialists in the field of English pedagogy with the following indicators: 1. having the ability to critically master and develop theory, design, and methodology of English Language Teaching through innovative studies or research on pedagogy; 2. having the ability to critically master and develop curriculum, syllabus, and other supporting documents for English language teaching; 3. having the ability to critically master and apply theory of instructional materials and media in English language Teaching; 4. having the ability to critically and innovatively master and develop evaluation (assessment) system for English language teaching; 5. mastering and having the ability to apply Information and Communication Technology in various research on the pedagogy and development of English Language Teaching; and 6. conducting teaching-learning activities independently and continuously to obtain and/or develop new knowledge and/or skills.

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Doctoral Degree in English Language Teaching The Doctoral Degree Program in English Language Teaching has, as its target, the output of high quality scientists, practitioners and/or specialists who can widely and actively contribute to the development of the science of English language teaching with the following indicators: 1. having the ability to critique and innovatively develop theory, design, and English teaching methodology through educational research and/or studies; 2. having the ability to critique and innovatively develop the curriculum, syllabus, and other supporting documents for English language teaching; 3. having the ability to critique and innovatively develop the theory for developing instructional materials and media for English language teaching; 4. having the ability to critique and innovatively develop evaluation (assessment) mechanism for English language teaching; 5. mastering and having the ability to integrate ICT into various forms of educational research and English language teaching development; and 6. conducting independent and continuous teaching to obtain and/or develop new knowledge and/or skills. DISTRIBUTION OF COURSES A. MASTERS DEGREE IN ELT
No. A. 1 2 Courses Research Courses (4/4) MKU500 Quantitative Research Methodology MKU501 Qualitative Research Methodology Credits/ Hours 2/2 2/2 1 X X Semester 2 3 4

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No. B. 1 2 C. i. 1 2 3 ii. 1 2 3 *4 iii 1 2 3 4 5 6 7

Courses

Credits/ Hours

1 X

Semester 2 3

Education Courses (5/5) MKDK503 Foundations of English 3/3 Education and Instruction MKDK504 Issues in English Language 2/2 Instruction English Language Teaching Courses (29/31) Subject Specialization Courses 6/6 IGK509 English Linguistics 2/2 IGK510 Critical Review on Second 2/2 Language Acquisition Research IGK514 Critical Review on Applied 2/2 Linguistics Teaching-learning Strategy Courses (11/13) IGK505 English Syllabus and 2/2 Classroom Instructional Planning IGK506 Teaching English as a Foreign 4/4 Language IGK508 Advanced Assessment in 3/3 English Language Teaching PPL580 Teaching Practice 2/4 Elective Courses (6/6) IGK513 Sociolinguistics and Language 2/2 Teaching IGK516 Discourse Analysis and 2/2 Language Teaching IGK517 Semantics and Language 2/2 Teaching IGK518 Advanced Translation 2/2 IGK519 Literature in ELT 2/2 IGK522 Pragmatics and Language 2/2 Teaching IGK525 Psycholinguistics and language 2/2 Teaching

X X X

X X X X (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X)

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No. 8 D. 1 2

Courses IGK526 English for Specific Purposes: Course Design Thesis (6) TES591 Thesis Proposal Seminar TES590 Masters Thesis Total credits

Credits/ Hours 2/2

Semester 2 3 4 (X) (X) (X)

0/2 6 38

16

(X) (X) (X) (X) 14 2 6

COURSES FOR MASTERS DEGREE IN ELT MKU500 Quantitative Research Methodology (2/2) This course is designed to help students develop the knowledge of quantitative research methods on language learning, identify the quality of a research report, learn how to plan a research project proposal and more specifically to learn how to conduct a research project for their thesis, and have a positive attitude towards scientific activities. The assignments for students are to read as many references on the assigned topics, to learn more from reading references rather than just from listening to lectures in class, to come to the class prepared with enough knowledge on the topics to be discussed. The contents cover research problems, assumptions and hypotheses, experimental designs, descriptive designs, instrument development, sampling, data collection, validity and reliability, data analysis. MKU501 Qualitative Research Methodology (2/2) This course is designed to help the students develop the knowledge of Qualitative Research Methodology, learn how to plan a research proposal using Qualitative method, identify the quality of (reviewing) a qualitative research project/report. More specifically, the students are expected to learn how to conduct a qualitative research project for their thesis. The topics to be covered include: (1) Characteristics of Qualitative 6 Katalog Program Studi S2/S3 ING

Research Methodology, (2) Reviewing theses, (3) Proposing a research project Proposal. MKDK503 Foundations of English Education and Instruction (3/3) This course provides the students with some understanding that education is a complex system which connects to other systems: social, political, and cultural. To that end, educational issues are approached from various perspectives: philosophy, history, sociology, and psychology. The course also provides discussion of views, approaches, planning, development, and teaching-learning activities against the backdrop of formal, non-formal, and informal education. The discussion touches upon and into, among others, views on learning, theories of learning, taxonomies of learning objectives, characteristics of learners, methods and strategies for teaching and learning, organization of teaching and learning materials, and evaluation of teaching and learning. MKDK504 Issues in English Language Instruction (2/2) This course provides the students with some working knowledge on Language Instruction with special emphasis on curriculum implementation, teaching-learning process, teaching techniques, and communicative language teaching. It also gears the students to have some skills to identify and critically review various sources of instructional problems and issues and to find out their solution using relevant theories, references, and research findings. IGK505 English Syllabus and Classroom Instructional Planning (2/2) This course provides the students with some theories and practical knowlege of English sylabus, covering the types and approaches of syllabus development, models of English syllabus, and procedures of developing an English Syllabus. It also gives students the opportunity to develop their skills in classroom instructional planning based on the English syllabus which may be designed for primary, secondary, and university level. The classroom instructional planning includes
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instructional objectives, instructional materials, teaching methodology and classroom-based assessment. IGK506 Teaching English as a Foreign Language (4/4) This course aims at giving students the ablity to critically review theories of and issues on methods of Teaching English as a Foreign Language (TEFL) covering the teaching of English skills and components (the teaching of Listening, Speaking, Reading, Writing, Grammar, Vocabulary, and Pronunciation). It also requires students to digest recent developments in ICT- based classroom instructions focusing on the use of multimedia forms in TEFL, and to demonstrate their understanding by selecting, finding, and simulating examples of ICT-based Engliah teaching and learning. IGK508 Advanced Assessment in English Language Teaching (3/3) The course is designed to enable students to have a more thorough and comprehensive knowledge about the field of educational assessment in general with a special emphasis on language testing, and its recent and advanced developments so that they can make better, more responsible tests and professionally develop language tests, including non test tools, of their own, administer, analyze and use their results competently. IGK509 English Linguistics (2/2) This course is designed to provide students with advanced linguistic knowledge, covering a brief overview of current linguistic theory as well as practical knowledge of solving language problems in the well-known subfields of linguistics. The subfields of linguistics include micro-linguistics (i.e., phonology, morphology, syntax, and semantics) and macro-linguistics (particularly pragmatics, sociolinguistics, and psycholinguistics). This course also provides students with practices in applying their knowledge in linguistics through a final project in a specialized theme related to linguistics.

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IGK510 Critical Review on Second Language Acquisition Research (2/2) This course helps the students understand the implication of human biology and psychology to language acquisition; the methods, goals, and approaches for investigating SLA as well as the theories and assumptions; learners learning and metacognitive strategies; the differences between natural second language acquisition and classroom second language development; the model of classroom language development; and the metalinguistic awareness in second language acquisition. Additionally, the course facilitates the students to be aware of the trends of recent SLA research and their implications on language teaching. IGK513 Sociolinguistics and Language Teaching (2/2) The course is designed to make students familiar with the relationship between language and native speakers culture in general, including their habits and paralinguistics that accompany the language and its application in ELT. The discussion includes speech styles, language varieties, registers, dialects, speech acts, discourse routines, verbal skills, mens and womens talk, politeness, etc. . In addition, students should also be familiar with the seminal works on Sociolinguistics and its relationship with language teaching. IGK514 Critical Review on Applied Linguistics (2/2) This course is designed as a critical overview of basic principles in both micro- and macro- linguistics and their application in the field of second/foreign language teaching and learning. The contents of the course include reorientation and redefinition of applied linguistics, the relationship between linguistics and current issues in L2/FL teaching and learning, language and usage, linguistic problem in translation, and attempts to bridge the gap between linguistics and literature. This course also provides the students with an opportunity to review critically an article related to applied linguistics by applying small-scale or library research.
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IGK516 Discourse Analysis and Language Teaching (2/2) This course provides the students with the knowledge of analysing language beyond sentence level to make them aware of the complexity and function of language as a means of communication both written and spoken. It also requires them to find relevant pedagogical implications of the discourse theories for language teaching. The discussion includes the role of context, information structure, cohesion and coherence and how those theories can be useful in developing students communicative competence. IGK517 Semantics and Language Teaching (2/2) This course introduces and examines a variety of approaches to the issue of representing word meanings: lexical semantics, which include reference theory, image theory, and componential analysis; sentential semantics, which covers the truth condition theory, deep structure of generative transformational approach, and predicate calculus; and communicative semantics, which touch upon speech acts theory and Grices approach to logic of communication. All these issues are linked to language teaching. IGK518 Advanced Translation (2/2) The course provides students with theoretical knowledge and practical skill of translation. The theory compares between the old and new paradigms of translation, explains methods of translation, describes linguistic aspects of translation, and points out linguistic and cultural adjustments required for good translation. To acquire practical skill in translating, students are given practice exercises in translating, mostly from English into Indonesian and partly from Indonesian into English. The exercises comprise texts of different linguistic levels (phrases, sentences, paragraphs, and short essays) as well as texts of different genres (academic essay, colloquial dialogue, legal language, religious text, literary prose, and poetry). 10 Katalog Program Studi S2/S3 ING

IGK519 Literature in ELT (2/2) This course is designed to strengthen and broaden the students knowledge of the literary genres, enhance their ability to appreciate and enjoy reading literary works such as short stories, novelettes, novels, poems, songs, plays and to equip them with the knowledge and ability of the teaching strategies of the genres. IGK522 Pragmatics and Language Teaching (2/2) The course familiarizes the students with the four areas that pragmatics is concerned with: 1) the study of speaker meaning; 2) the study of contextual meaning; 3) the study of how more gets communicated than is said; and, 4) the study of expression of relative distance. For this purpose the most pertinent concepts of these areas are introduced and discussed: deixis, reference and inference, presupposition, cooperation and implicature, speech acts and events, politenenss, conversation, and discourse. All these issues are linked to language teaching. IGK525 Psycholinguistics and Language Teaching (2/2) This course provides the students with the knowledge of psychology of language as it relates to learning, mind and brain as well as various aspects of society and culture. This includes first language learning, second language learning, language, mind and brain, and mental grammar and language processing. IGK 526 English for Specific Purposes (2/2) This course provides the students with theoretical and practical knowledge of the use of English in specific fields of science and technology; curriculum design; approaches, methods and techniques; types of authentic texts of different generic structures and language features; material development; and principles in teaching and learning in ESP contexts.
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TES591 Thesis Proposal Seminar (0/2) This course is designed to facilitate the students to be well-prepared to embark on Masters thesis writing. Upon concluding the course, each student is expected to have devised him/herself with a Masters thesis proposal showing that he/she is ready to proceed, with a relatively high degree of independence, with data collection and analysis as well as research project report (thesis). TES590 Masters Thesis (6 credits) Masters thesis writing requires the students independent research project focused on a topic relevant to ELT (or as indicated by the variety of, but not necessarily limited to, the offered courses) approved as a thesis by a board of examiners, the proposal of which should be presented in a thesis proposal seminar. In addition, the students are strongly encouraged to publish the research report in scholarly journals. A Masters thesis is supposed to be written in not more than 25,000 words or 100 pages (A4, double-spaced, excluding appendices). PPL580 Teaching Practice (2/4) This course helps students develop their knowledge of practical teaching strategies including the use of media through demonstration, peer teaching, and microteaching and their skill in conducting teaching and learning interactions of different patterns such as individual/pair/ group work, giving drills, questioning, and classroom management. Students of the regular class (university lecturers/future lecturers) are assigned to do peer teaching of one of the subjects offered in the undergraduate program of the English Department State University of Malang or other universities, while customized students (English teachers of elementary, secondary junior, or senior high school) are assigned to do peer teaching of English at their school level.

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B. DOCTORAL DEGREE IN ELT

No. COURSES Credits/ hours Semester 1 2 3 4 5 6

I. COURSES 18/18 A. Education Courses 10/10 1 DIP601 Philosophy of Language 2 DIP602 Research Methodology in Education 3 DIP603 Perspectives in Education

3/3 4/4 3/3

X X X X X

B. English Language Teaching Courses 4/4 1 IGK605 Topics in English 2/2 Language Teaching 2 IGK608 Topics of Research 2/2 Interests C. Elective Courses min. 4/4 1 IGK606 Assessment Instrument 2/2 Development 2 IGK609 Research in Second 2/2 Language Reading 3 IGK610 Research in Second 2/2 Language Writing 4 IGK611 Advanced Applied 3/3 Linguistics II. DISSERTATION 28 credits 1 DIS650 Review & Research 0/4 Analysis Seminar 2 DIS651 Research Proposal Seminar 0/4 3 DIS652 Doctoral Dissertation 28 Total Credits 46

(X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X) (X)

X X (X) (X) (X) 12 6

Notes: As an integral part of the Quality Assurance System in conjunction with the GPA system, the following two clauses apply in the PhD candidature system: 1. The first semester of the PhD study is probationary, which suggests that continuation to PhD is not automatic. There is a progress assessment carried Katalog Program Studi S2/S3 ING 13

out at the end of the first semester. The assessment yields three possible outcomes: a) the student passes and wishes to continue: s/he is awarded an academic transcript of the corresponding semester and the course continues; or b) the student passes but does not wish to continue: s/he is awarded an academic transcript of the corresponding semester and the course is terminated; or c) the student is advised not to proceed to the following courses unless s/he can demonstrate that s/he has English proficiency equal to or higher than 79 (iBT), 213 (CBT), 550 (Paper-based TOEFL), 6 (IELTS) or the equivalent. 2. Should there be persistent problems hampering the completion of the PhD dissertation, the solutions to adhere to should be sought for from the Adjudicating Committee.

COURSES FOR DOCTORAL DEGREE IN ELT DIP601 Philosophy of Language (3/3) The course aims at providing students with how basic ideas in philosophy lead to the emergence of linguistic theories: structuralism to the Saussurean paradigm, empiricism to the Bloomfieldian school, and rationalism to the generative enterprise. More specifically, the course is designed to map out the relationship between well-known linguistic theories in the 20th century and further development of both subdisciplines in micro-linguistics (phonetics, phonology, morphology, syntax, and semantics) and macro-linguistics (pragmatics, discourse analysis, sociolinguistics and ethnolinguistics) as well as their implications on TEFL and SLA. DIP602 Research Methodology in Education (4/4) This course provides basic principles of empirical educational research. It focuses on the data analysis based on various designs of both quantitative and qualitative research studies. It provides students with knowledge and skills to develop proposals for their dissertations. 14 Katalog Program Studi S2/S3 ING

DIP603 Perspectives in English Language Teaching (3/3) This course examines broad issues in what constitutes the components of Education and reviews the practices of Education from various perspectives: theoretical, historical, philosophical, political, cultural, technological, empirical, and professional. The theoretical perspective provides the basis for outlining the nature of Education from the principles and methodology. The historical perspective views the practice and development of Education in the international and Indonesian contexts. The philosophical perspective focuses on the examination of Education by looking at the relation among language, teaching, and learning. The political perspective centers on the discussion of policies behind the goal and practice of Education. The cultural perspective emphasizes the different cultural background (local and target cultures) and issues of cultural identity and interculturality. The technological perspective promotes the importance of information and communication technology (ICT) and the use of ICT in Education. The empirical perspective sets out the results of current research and how the results can provide insights into the policy and practice of Education. The professional perspective highlights the role of teachers and their professional development in Education. This course also raises issues of Education across different perspectives: local, national, and international perspectives as well as individual and institutional. IGK605 Topics in English Language Teaching (2/2) This course is aimed at discussing trends and issues in ELT which have emerged in our field in the last 30 years and familiarizing the students with current issues on ELT both global and national in scope. The course emphasizes self-initiatives and self activities in discussing and exploring issues in ELT which are relevant to the students areas of interest.

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IGK608 Topics of Research Interests (2/2) The course provides the students with a forum which allows them to discuss their critical reading and critical written presentation of the related literature pertaining to their research (dissertation). By the end of the course, each student will have been able to demonstrate familiarity with the background of his or her research interest, to explain the areas of the research within a clear conceptual framework, and to present the literature review of his or her topic of research interest. IGK606 Assessment Instrument Development (3/3) This course provides students with knowledge about the principles of assessment and skills to develop assessment instruments in English language teaching. It focuses on the developments of assessment instruments to collect data in conducting their research studies for their dissertations, and/or to measure English skills for educational purposes. IGK609 Research in Second Langage Reading (2/2) This course is intended to provide the students with understanding of the nature of reading and the nature of second language reading. In particular, the course aims at helping the students to get critical insights on the areas of pedagogy and research in second language reading. At the end of the course, students are expected to produce a research-based article on the teaching and learning of second language reading conducted through series of stages from planning to reporting. Topics to be discussed include reading processes, reading strategies, reading and communication, reading-writing interface, theme-based and genre-based teaching of second language reading, and research in second language reading. IGK610 Research in Second Language Writing (2/2) This course aims at providing students with basic knowledge of the nature of second language writing. It particularly aims at helping the students gain deeper insights on the areas of pedagogy and research in 16 Katalog Program Studi S2/S3 ING

second language writing. At the end of the course, the students are expected to produce a publishable research-based article on the teaching or learning of second language writing (conducted through a series of stages from planning to reporting). The topics discussed in the course include models of writing (writing as a process, writing as a product, and writing as a social activity); current research on second language writing, (i.e process-based, product-based, and genre-based research studies); the teaching and learning of second language writing; and the use of ICT in second language writing. IGK611 Advanced Applied Linguistics (3/3) This course is a continuation of Critical Review on Applied Linguistics (designed for the S2 degree program), and hence it begins with how micro- and macro-linguistic theories shape and influence the fields of TEFL and SLA. At the same time, reorientation is directed toward the shifting paradigm of Applied Linguistics itselffrom a theory-affiliated discipline to a problem-driven discipline. In the latter sense, Applied Linguistics has become more autonomous while maintaining its primary goal; it serves to bridge the gap between Theoretical Linguistics and the fields of TEFL and SLA. Accordingly, suitable instructional materials will be selected and assignments will be designed to keep the balance between theoretical orientation and problem-solving orientation. IGK650 Review & Research Analysis Seminar (0/4) This in an independent study course prior to dissertation proposal writing. IGK651 Research Proposal Seminar (0/4) This course is designed to facilitate the students to be well prepared to embark on doctoral dissertation writing. Upon concluding the course, each student is expected to have devised a doctoral dissertation prospectus or proposal showing that s/he is ready to proceed, with an

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unflagging high degree of independence, with data collection and analysis as well as research project report (dissertation) IGK652 Doctoral Dissertation (28 credits) Doctoral dissertation writing refers to students independent research projects focused on a topic relevant to ELT (or as indicated by the variety of, but not necessarily limited to, the offered courses) approved as a doctoral dissertation by a board of examiners, the proposal of which must be presented in a seminar as part of a qualifying examination for doctoral candidacy normally scheduled in the third semester subsequent to the completion of Research Proposal Seminar (IGK650). The completion of the dissertation should be carried out in view of the publishability of the material. A doctoral dissertation is supposed to be written in not more than 40,000 words or 150 pages (A4, double-spaced, excluding appendices).

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