S2 Pendidikan Bahasa Inggris


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 government’s 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).

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 Master’s Degree (S2) Programs. Accordingly, IKIP Malang opened several Master’s 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 Master’s 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 Master’s 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.



The Graduate (Master’s) Programs in English Language Teaching (ELT) becomes a center of excellence of higher education providing outstanding ICT-based ELT education in response to the ICT-based development in ELT.



The Graduate Program in ELT is responsible for implementing the Threefold Missions of Higher Education (Tri Dharma Perguruan Tinggi) to conduct education, research, and community services. It also seeks future cooperation with other institutions to support the mission of and academic advancements in ELT.



Master’s Degree Program

The Master’s 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.


The objectives of the program are formulated on the basis of the mission of the Graduate Program in ELT. The objectives are as followed:

  1. To make public access to the graduate program easier and more practical by using online application for admission, registration and other relevant academic as well as admistrative affairs.
  2. To conduct teaching and learning activities more independently in order to develop students’ autonomy and to develop their ELT knowledge, competence, and skills.
  3. To control students’ thesis topics to ensure their relevance to ELT issues, and to ensure that the topics contribute to the development of ELT practices, theories, and ELT-related problems.
  4. To conduct a very intensive advisory program for the students, starting from research methodology courses, research proposal development, advisory conferences, thesis proposal seminars, data collection and report writing.
  5. To disseminate current policies and solve ELT-related problems in ELT.
  6. To foster cooperation with sponsors from local, national, and international institutions to give financial and program support to help produce more qualified master’s graduates.



The graduates of the Master’s Program in ELT are professional English teachers at the undergraduate  level or teachers of high school or lower levels, either in the formal or non formal education program. They are also researchers, experts, and practitioners who are capable of developing syllabi, materials, and assessment, and who are skillful in employing innovative methods of teaching in undergraduate education and/or lower education, either in formal or non-formal education programs.



The graduates of the Master’s Program in ELT demonstrate attitudes in becoming practitioners by conducting qualified, problem-based, and resourceful practices in ELT in response to current development, issues and research. They also become models of good morality and behavior for their students and colleagues at various levels of education. They have enthusiasm in developing their horizon to get insights from various ELT-related publications for their professional development.



The graduates of the Master’s Program in ELT have the following general knowledge:

  1. Knowledge on theories in ELT-related practices, more particularly material development, ELT strategy application, and ELT activities.
  2. Knowledge on approaches in the areas of research and development and application of effective and efficient media for ELT practices, principles of applied linguistics as a basis to find out workable solutions for ELT-related problems.
  3. Knowledge on scientific writing and characteristics of good research papers for publications.



The graduates of the Master’s Program in ELT have the following general competences:

  1. The ability to develop ELT professional practices for undergraduate and lower education levels through research, either in formal or non-formal education programs to produce innovative work in the forms of material development, ELT strategy application, and ELT activities.
  2. The ability to solve ELT-related problems through interdisciplinary or multidisciplinary approaches in the areas of research and development, application of effective and efficient ELT practices, and selection of workable solutions for ELT-related problems.
  3. The ability to conduct research and development which are useful for the society in the form of action research and other types of research and to disseminate the results in various academic forums and publications.



The ability to conduct ICT-based teaching and learning practices by performing blended-learning ELT and using various types of instructional applications.