STRUKTUR KURIKULUM 

S2 PENDIDIKAN BAHASA INGGRIS PASCASARJANA UNESA TAHUN 2022

Untuk lulus minimal memperoleh 42 sks, dengan rincian: 38 sks Matakuliah Wajib, plus 4 sks Mata kuliah pilihan (atau 2 matakuliah pilihan)

1. Philosophy of Language Education

This course introduces basic philosophical foundations in general philosophy and philosophy of language education covering basic principles of the philosophy of language as they relate to how language is taught and learned. This course also provides the students with some understandings that the relationship between philosophy and language education is a complex system which connects to other systems: social, political, and cultural. Topics commonly covered will be dealt with within the framework of English education and teacher professionalism. Students taking this course are introduced to the fact that language is a characteristic of human beings and expected to look into certain philosophical problems and activities in language teaching and learning.

2. Issues of ELT in Global Contexts

This course provides the students with some working knowledge on language, especially English, education with special emphasis on the changes and the development of curriculum implementation, teaching-learning process, teaching models, and the concept of communicative language teaching, and also assessment. It also gears the students to have some skills to identify and critically review various sources of instructional problems and issues in global context and in Indonesia through analysing relevant theories, references, and research findings.

3. Applied Linguistics in ELT

This course is designed as a critical overview of basic principles in both micro- and macro- linguistics and their application in the field of language teaching and learning. The contents of the course include reorientation and redefinition of applied linguistics, the relationship between linguistics and current issues in language 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 articles related to applied linguistics, relating to theory of descriptive linguistics and systemic functional linguistics.

4. IT-Based Innovation in ELT

This course is designed to accommodate innovation in English language teaching and learning. Finishing this course, the students will have knowledge, concepts and skill to be innovative in the process of teaching and learning. This course assists students to develop innovation in designing a syllabus, in developing teaching learning material and media, and also in applying teaching learning methods. The students are required to search suitable and appropriate resources to determine what aspect in teaching and learning process should be changed. Furthermore, the students should have a broader knowledge about designing innovative classroom interaction, both through offline and online process of teaching and learning.

5. Curriculum & Syllabus in ELT

This course is designed to make students have a comprehensive and holistic understanding about kinds and types of curriculum or syllabus in language education, especially English. Finishing this course, the students are expected to comprehend how curriculum or syllabus is developed and applied. The students are also required to critically analyze the changes of curriculum since curriculum should be reviewed and revised to fulfil the development of theory of teaching and learning English and also society demand. In addition, students are also to be able to identify issues about curriculum in national and global perspective.

6. Quantitative Research Methodology 

This course is designed to assist students to have 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 contents cover research problems, assumptions and hypotheses, experimental designs, descriptive designs, instrument development, sampling, subject and object of quantitative research, data collection, validity and reliability, data analysis. In this course, the students are also introduced to statistic and its software, such as SPSS, to analyze data. In addition, the students are expected to have knowledge how to report quantitative research.

7. Qualitative Research Methodology

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.

8. Material Development in ELT

This course is designed to make the students comprehend the way how to develop teaching learning material and its media. This course covers the theory and aspects of developing teaching learning material and its media in English teaching and learning. The materials develop include hand out, textbook, PPT presentation, and also online teaching learning materials. This course also discusses the authenticity or local value loaded materials. Before having the ability to develop the teaching learning materials, the students should critically analyze the existing teaching learning materials.

9. Teaching Learning Methodology in ELT

This course introduces students to all types of teaching learning methodologies in English education. It covers approaches, models and strategies or techniques since the old period of time until now. The discussion will include Grammar Translation Method, Audio Lingual Method, Silent way, Direct Method, Community Language learning, Suggestopedia, Total Physical Response to Communicative Approach. In addition, the students will also be accommodated with recent models such Genre-Based Approach, CTL, Scientific Approach, Discovery learning, Project/Problem-Based Learning. The students also have the opportunity to expand their knowledge with Flipped or Blended Learning in which the process of instruction can be carried out through offline and online meeting.

10. Assessment & Evaluation in ELT

The course is designed to enable students to have a more thorough and comprehensive knowledge about the field of educational assessment in general. The students are expected to have comprehensive knowledge of types and kinds of assessing students’ ability in English. In addition, this course also provides the knowledge of  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. Besides, being able to develop various types and kinds of assessment, the students are also able to evaluate a program in English teaching and teaching.

11. Language Acquisition*

This course is designed to give students knowledge how language is acquired. This course helps the students understand the stages in acquiring a language and its 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. Moreover, this course also discusses problems in acquiring a language due to physical and psychological aspects.

12. Instructional Design

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 GE and ESP contexts. In this course, the students have the opportunity to develop his/her own course as a final project of the semester.

13. Teaching Practicum

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.

14. ELT Research Proposal

This course assists students to develop their thesis proposal. The assistance covers in developing background, research questions, and also searching sources (articles & textbook) related to the topic. Then, the students should be able to review related information. In addition, this course provides students with knowledge about research methodologies.

15. Academic English*

This course aims at enhancing students’ productive skills (speaking and writing) 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. In this course, the students should have the ability to give presentation in academic setting and write academic texts.

16. SFL in ELT* 

This subject is a study of systemic functional linguistic approaches to the study of English grammar and discourse. Topics include: a brief history of the emergence of the theory, and of its particular claims to contribute to language and learning theory, as well as educational theory more generally; notions of three metafunctions in language and of the ways in which each of the three metafunctions is said to contribute to the construction of meaning in language; notions of discourse and of the resources with which language builds different texts, both spoken and written language.

17. Literature & Culture in ELT*

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. In addition, the students are expected to be able to develop materials in teaching literature. As culture is broadly discussed in literary texts, this course provides students with the knowledge of culture in English contexts. Finishing this course, the students are also required to discuss character building through analyzing moral value of the literary texts.

18. Translation in ELT*

Given in the second semester of the master’s program in English studies, this course examines contemporary translation and interpretation theories and research. Several commonly recognized differing approaches to translation and basic principles of interpretation will be studied. Possible topics offered will be: perspectives on translation, issues and debates in translation studies; translating; modeling the process, text and discourse, text analysis in translation; translation training and translation quality assessment, and issues in teaching translation in universities, differences between translating and interpreting, types of interpreting, modes of interpreting, the process of interpretation, code of ethics of translators and interpreters. The course also 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).

19. IT-Based English Education & Entrepreneurship

The advancement of technology in recent times, inspires educators to develop teaching learning kits in IT platform. This course is designed to fulfill the requirement of using IT in the process of teaching and learning process. The development of teaching and learning soft wares ignites the changing of mindset in educational sector. As a consequence, the practice of developing teaching and learning kit based on technological phenomena, can be improved to business in education. Hence, teachers are also be able to be entrepreneur in the field of English teaching and learning.

20. Discourse Analysis 

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.

21. Thesis

This course includes technical knowledge of writing a master's thesis in the field of ELT. In particular, this course gives students experiences in writing a thesis. The learning process is carried out in the form of drafting of thesis and individual consultation with thesis supervisors.