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DISTRIBUTION OF COURSES FOR GRADUATE PROGRAM IN ELT

 

No.

Courses

Credits/ Hours

Semester

1

2

3

4

A.

Education Courses (6/6)

 

 

 

 

 

1

MKPS801 Foundations of English Education and Instruction

2/2

X

 

 

 

2

MKPS802 Quantitative Research Methodology

2/2

X

 

 

 

3

MKPS803 Qualitative Research Methodology

2/2

 

X

 

 

B.

Major Courses

 

 

 

 

 

 

I.                    Subject Specialization (6/6)

 

 

 

 

 

1

MING811 Linguistics in ELT

2/2

X

 

 

 

2

MING812 Critical Review on SLA Research

2/2

 

X

 

 

3

MING813 Critical Review on Applied Linguistics

2/2

 

X

 

 

 

II.                  Teaching-Learning Strategy Courses (12/12)

 

 

 

 

 

1

MING814 Issues in English Language Instruction

2/2

X

 

 

 

2

MING815 Teaching English as a Foreign Language

4/4

X

 

 

 

3

MING816 English Syllabus and Classroom Instructional Planning

2/2

 

X

 

 

4

MING817 Advanced Assessment in ELT

2/2

X

 

 

 

5

MING818 Thesis Proposal Development

2/2

 

X

 

 

 

III.                Elective Courses (4/4)

 

 

 

 

 

1

MING821 Sociolinguistics and Language Teaching

2/2

 

(X)

 

 

2

MING822 Discourse Analysis and Language Teaching

2/2

 

(X)

 

 

3

MING823 Semantics and Language Teaching

2/2

 

(X)

 

 

4

MING824 Pragmatics and Language Teaching

2/2

 

(X)

 

 

5

MING825 Psycholinguistics and Language Teaching

2/2

 

(X)

 

 

6

MING826 Literature in ELT

2/2

 

(X)

 

 

7

MING827Advanced English Language Skills

4/4

 

(X)

 

 

8

MING828 Advanced Translation

2/2

 

(X)

 

 

9

MING829 English for Specific Purposes Course Design

2/2

 

(X)

 

 

C.

Field Experience Course (4/4)

 

 

 

 

 

1

MKPL880 Teaching Practicum

4/4

 

 

(X)

 

D.

Research Courses for Thesis (8 credits)

 

 

 

 

 

1

MTES890 Thesis

6

 

 

 

(X)

2

MTES891 Thesis Proposal Seminar

2

 

 

(X)

(X)

 

Total credits

40

14

14

6

6

*MING818:  small classes of 10-12 students; MKPPL880 is conducted in the form of peer teaching in a big class; Elective courses are offered on the  basis of  students’ individual needs or preferences. MTES891 is conducted after the students get the approval from two thesis advisors

 

 

DESCRIPTION OF COURSES FOR GRADUATE PROGRAM IN ELT

 

MKPPS801 Foundations of English Education and Instruction (2/2)

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.

 

MKPPS802 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.

 

MKPPS803 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 Research Methodology, (2) Reviewing theses, (3) Proposing a research project Proposal.

 

MING811 Linguistics in English Language Teaching (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.

 

MING812 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 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.

 

MING814 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.

 

MING815 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.

 

MING816 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 instructional objectives, instructional materials, teaching methodology and classroom-based assessment.

 

MING817 Advanced Assessment in English Language Teaching (2/2)

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.

 

MING818 Thesis Proposal Development (2/2)

This course helps students develop, critically analyze, and evaluate thesis proposals. The course discusses common problems in developing a proposal into a completed thesis and requires students to present at least one (classroom-level) presentation of thesis proposal. By the end of this course, students should be able to: demonstrate familiarity with theoretical issues and practical problems in writing a research proposal for their thesis; produce an overall plan of research in the form of a research proposal, and present the overall research plan in the class presentation forum.

 

MING821 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, men’s and women’s talk, politeness, etc. . In addition, students should also be familiar with the seminal works on Socio­linguistics and its relationship with language teaching.

 

MING822 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.

 

MING823 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 Grice’s approach to logic of communication. All these issues are linked to language teaching.

 

MING824 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.

 

MING825 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.

 

MING826 Literature in English Language Teaching (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.

 

MING827 Advanced English Language Skills (4/4)

            This course aims at enhancing students’ receptive and, more importantly, productive skills in using English in academic settings. More specifically, it is aimed at equipping students with various oracy skills covering various speech acts such as expressing opinions, agreeing and disagreeing, and questioning, as well as literacy skills to improve their ability in reading to obtain information such as finding main ideas and to improve their ability in paraphrasing, summarizing, synthesizing, and referencing. The contents may be extended to the teaching of English language skills: listening, speaking, reading, and writing.

 

MING828 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).

 

IGK 529 English for Specific Purposes Course Design (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.

 

MPPL880 Teaching Practice (4/4)

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.

 

MTES890 Master’s Thesis (6 credits)

Master’s thesis writing requires the students’ independent research project focused on a topic relevant to ELT (or as indicated by the variety of, but not necessarily limited to, the offered courses) approved as a thesis by a board of examiners, the proposal of which should be presented in a thesis proposal seminar. In addition, the students are strongly encouraged to publish the research report in scholarly journals. A Master’s thesis is supposed to be written in not more than 25,000 words or 100 pages (A4, double-spaced, excluding appendices).

 

MTES891 Thesis Proposal Seminar (2/2)

This course is administered in the form of seminar attended by the two thesis supervisors and students of the Master’s program. This course is also abbreviated as “TPS” and can be taken after students pass the MING818 Thesis Proposal Development course and after their complete thesis proposal is approved by their two thesis supervisors.