This course equips the learners with knowledge and practice of writing several kinds of poems about relationship (i.e. relationship to oneself, family, boyfriend/girlfriend, and God); a biography on their idols such as parents, teachers, or friends; and a short story about an unforgettable moment in life in a creative way. All writing process are conducted with the assistance of the teacher and supported by peer-feedback. The teaching and learning are mainly conducted through workshops, discussions, poster presentations, and individual and group writings.
Extensive Reading course is a four-credit course offered in the first semester. It aims at increasing students’ interests toward reading in English. To reach this aim, this course will implement the ten principles of Extensive Reading proposed by Day and Bamford (2002). The students will be required to read large amounts of longer, easy-to-understand material in and outside the classroom at their own pace and level. They will read for overall understanding rather than detailed analysis.
Moreover, to prepare the students to become the future English teachers, this course provides opportunities for them to experience teachers as a reading model. The class meetings will be used to share and discuss what the students have read. The class activities are adapted from Extensive Reading Activities for Teaching Language (2004). It is expected that a community of readers can be developed.
Homework will be given and students will be tested on their understanding and appreciation of the texts at the end of the semester.
This class helps students improve their English pronunciation. Students will study individual vowel and consonant sounds and produce vowels and consonants with appropriate stresses, identify the syllables of a given word, the sentence focus and thought groups and pronounce them accordingly.
Class activities include pronunciation drills, pair and group practices. Students are also required to practice their pronunciation outside of class by listening to English speaking audio, watching English movies or programs and trying to implement what they have learned in our pronunciation class.
This course also strives to improve students’ reading proficiency, self-confidence, and vocabulary knowledge through choral reading activities (rhyming text reading as a group). The texts that are introduced in this course are jazz chants, short stories, and readers’ theater.
This course is designed to raise students’ awareness of the importance of grammar for effective communication and to equip students with the knowledge and skills of the basics of English Grammar, such as articles, tenses, passive/active construction, and questions. To facilitate better understanding of English structure, students will also be introduced to basic differences between English and Indonesian. This course is prerequisite to Academic Writing.
This course offers writing skills and linguistic knowledge in composing procedural texts. With this course, students are expected to be able to compose different types of procedural texts. For this purpose, students will be introduced to 2 major types of procedural texts: directional and informational. There will be 4 pieces of writing to be assessed, where students will be guided from the paragraph level to essay level. The assignments will be done in pairs, in groups, and individually for the final assignment, with feedback from their peers and from the lecturer.
This course prepares students to convey presentations in front of the public in the English language in a clear and acceptable way without trepidation. This course will hone students’ language skills, so they can think critically, do research, and organize presentation materials through various speaking activities in class.
This three-credit course will provide students with listening practice in and outside the classroom. All materials for the course will be selected from the internet websites covering various topics of students’ interests, such as entertainment, education, economy, science and technology, etc. Most of the class time will be spent on pair or small group works, sharing and discussing the information from the listening texts. The students will also have the opportunities to present their listening texts orally in class and writing their listening journals. By the end of the course, the students will have the knowledge and skills to listen to texts with or without the listening scripts.
This course is designed to equip students with knowledge and skills of intermediate English Grammar including modals, conditionals, relative clauses, and participial construction; and to continue fostering students’ awareness of the need for proper grammar to communicate well. Competence of using the variety of grammatical items is expected to allow students a broader repertoire of forms to express themselves using more complex language. This course is prerequisite to Academic Writing.
In this course, students learn how to write narrative essays which are expected to help them later in finding a job or a scholarship for further study. Not only learn the theories on how to write the essays but students also practice writing the essays as well as present the essays in the class. At the end of the course, students are expected to produce three narrative essays, one job application letter, one personal statement, and one story of their language learning process.
This course develops students’ ability to critically analyze English texts. In this course, students will examine and evaluate various texts using critical reading strategies. Some of the various activities include classroom discussions, text reading, group works, and writing.
In this course, students are expected to use various strategies to improve their listening abilities in a social context. Students will listen to various kinds of recordings. Students will also engage in discussions about the recording material.
In this course, students will learn principles of paragraph and essay writing, how to collect and reflect information, and share their writing with online audiences. This course maximizes the use of a blog to facilitate students’ writing activities. As a foundation for an Academic Writing class, this course requires students to read, watch, and listen extensively to online learning resources to support their work.
This course offers speaking skills and linguistic knowledge in performing speaking in various formal academic contexts. With this course, students are expected to be able to participate in discussions, conduct interviews, consult to the teachers, and prepare and deliver a presentation. The course involves in-class language practices that will guide students in the process of academic speaking as well as class discussions to develop students’ critical thinking abilities. The assignments will be done in pairs, in groups, and individually, with feedback from their peers and from the lecturer.
In this course, students are expected to increase their listening skills in academic contexts. Students will listen to various recordings in forms of academic discussion, lectures, and English proficiency tests. Students will learn to document what they listened to in forms of note taking and summary. Besides, students will also answer questions to help increasing their listening skill.
This course offers methods and approaches in teaching grammar. With this course, students are expected to be able to prepare and deliver grammar lessons. After having their understanding on pedagogical grammar and the needs to teach grammar developed, students will be explored the theories and practices on how to teach grammar from rules, from examples, and through texts. This will be experienced through Group-Led Workshops. At the end of the semester, students will develop lesson plans and deliver the lessons through micro-teaching activities.
This course is aimed at equipping students with knowledge and skills in writing an academic paper. For example, the knowledge and skill of entering the conversation in writing; of starting what others are saying; of quoting, paraphrasing and summarizing; of responding other people’s views, and planting nay sayer in writing texts. After the students have learned and practiced all of the writing skills, as the final product, they need to write a journal article of 7 to 8 pages long.
This course provides an overview of current issues in the applied linguistics (APL) field. APL addresses real-world problems (e.g., the marginalization of non-native English-speaking teachers; unmotivated English language learners; technological illiteracy in language learning) that are related to issues in language use, language acquisition, language teaching and learning, as well as language planning and policy.
APL is not theoretical linguistics; however, to better understand language-related issues, in the first half of the semester, students will be equipped with some basic understanding of how language has been understood and viewed through various linguists’ theoretical lenses. Language-related theories include phonetics (i.e., how sounds and speech are articulated); morphology (i.e., how words are formed); syntax (i.e., how sentences are formed); semantics (i.e., the study of meanings); language acquisition (i.e., how languages are acquired); and discourse (i.e., understanding language used across sentences or across utterances).
After discussing these linguistic theories, students will examine current issues in APL that are specifically relevant to English language education: 1) ELT-related issues such as teaching grammar, teaching vocabulary, and incorporating critical discourse analysis in reading activities; 2) bilingual education for young and adult learners; 3) global spread of English (e.g., World Englishes and teaching English as an International Language [EIL]); and 4) issues in English language teacher education (e.g., motivating language learners, non-native English-speaking teacher identity, L2 writing approaches, and mobile-assisted language learning).
This four-credit course will provide students with the theories and concepts in applied linguistics, the psychology of language learning, literacy, and procedures and techniques of language teaching and learning. All materials for the course will be selected from current literature in language teaching and language learning covering various topics such as language education, learning strategies, literacy and use of technology for teaching English, and teaching English as a foreign language. In addition to class lectures, the students will also have the opportunities to present their small project orally in class and writing their essays. By the end of the course, the students will have the knowledge of the current issues in teaching English as a foreign language.
This course provides students with knowledge about the English language used in the EFL classroom. In addition, students will also be equipped with the ability to analyze using the English language through various approaches in an EFL classroom context. Students will be equipped with knowledge about EFL classroom communication patterns and contexts. Besides that, students will also be introduced to various questions, repair strategies, and speech modifications that are used by teachers in the EFL classroom. Evaluations will be based on classroom discussions and presentations.
This course introduces ways of thinking and analytical skills that will enable students to function effectively in any cultural contexts, and in particular, acquire experience dealing with the numerous cultural differences among various cultural groups in Indonesia as well as around the world. It presents essential concepts of culture and language as reflected in identity and examines key differences in intercultural communication. The course puts a strong emphasis on practical applications in real world professional situations that will be facilitated through the discussion and reflection from selected movies, TV clips, and literary works.
As the course is situated within a teacher education department, the course also aims to provide a framework from which students can be multicultural teacher-scholars within an increasingly multicultural world. Therefore, it aims to equip students with ways of respecting students’ culture and evolving identities when teaching English. Additionally, the course will equip students with a theoretical framework from which students can conduct a simple research on cultural issues.
Teaching English to Young Learners (TEYL) is an eight credit course offered in the third year. This course aims at providing the students with some theories and practice related to the teaching of English to children three to eleven years old. Considering that teaching English to Indonesian young learners will take different approaches from monolingual English Young Learners, the course tries to address some challenging questions such as ‘What is the purpose of TEYL?’, ‘What is the place of students’ L1 and cultures?’, ‘How much English should be used in TEYL?’, ‘What kind of approaches and principles inform TEYL?’, and ‘What is the appropriate method for assessing young learners?’ In addition to the required textbooks, the students are required to read some journal articles and visit a real teaching context. To enrich the students’ knowledge on TEYL, there will also be some general lectures from the practitioners of TEYL.
This course is intended to equip students with general knowledge and management skills on how to set and run English as Foreign Language business. From this course, it is expected that students will be able to understand the EFL market in Indonesia, to understand the components of starting and running an EFL industry, and to develop a business plan.
This course explores consequences in education towards cultural and social varieties. This course will provide an overview of sociolinguistic topics that have an effect on language education like language variation, multilingualism, code-switching, language policy, and others. Students will respond to and reflect on sociolinguistic phenomena through discussions, group works, and journal writings, among others.
This course is intended to prepare the students to teach English at the secondary levels. Achieving this aim, the course covers fundamental areas of teaching and learning such as Educational Psychology for Adult Learners, Psychology of Learning for Adult Learners, Curriculum, Syllabus, & Material Design for TEAL, Teaching Methods & Approaches for TEAL and Language Testing and Assessment for TEAL.
Classroom activities are designed to provide students with both theoretical and empirical experiences. Therefore, next to classroom discussion, dialogic lecture, group project and presentation, case analysis, and teaching material and assessment material development, bringing the practitioners and teachers at the secondary level as the guest lecturer is another learning experience provided to the students. Interacting with the guest lecturers would provide the students the firsthand experience of teaching English at the secondary level. The course is wrapped up by a final project in which the students are assigned to prepare a set of teaching material accompanied by some selected teaching techniques and its plan of assessment.
This course is designed to equip students with the knowledge and skills of interlingual communication with the focus on translation of texts related to teaching profession from Indonesian into English. It helps students to develop interlingual and intercultural awareness and ability to negotiate meaning across languages and cultures.
This course provides theoretical knowledge and practical skills for students about English language for particular need (English for Specific Purposes). Theoretical aspects will equip students with current knowledge about ESP learning, while practical aspects will provide them with the ability to design an analysis of ESP needs, learning material, learning-teaching activities, and evaluations.
In the learning process, students will work independently and in groups to finish structured tasks that will be discussed in class to receive feedback. The evaluations will be based on standard reference criteria of written tests, independent assignments, group assignments, and classroom participation.
This course provides students with some basic understanding of research. This includes what research is, what researchable problems are, identifying research topics, and how to decide upon research methods. Concerning research methods, some quantitative and qualitative methods in applied linguistics (particularly English language teaching [ELT]) are introduced. Quantitative methods attempt to address research questions that seek to find correlational and causal relationships between variables. Qualitative methods are appropriate to analyze texts and to inquire into cases or phenomena as experienced, perceived, or negotiated by research participants.
Being familiarized with basic concepts of research and a variety of research methods, students are guided to write their own individual research proposals. Inclusive of a research proposal are (1) determining research topics and questions; (2) writing an introduction that elaborates on significance and purpose of a study; (3) reviewing the relevant literature, and (4) suggesting a set of research methods that allow students to address their research questions appropriately.
The Practice of TEYL/TEAL/TESP class creates a safe and ‘dialogizing’ venue where beginning student-teachers can develop, practice, and craft their teaching skills and professional identities as English teachers. The course will be set in a way so that each student-teacher is able to teach their peers that should be perceived as a learning experience of designing lesson plans, developing materials and teaching techniques for a mini lesson. The peer teaching is followed up by the whole-class reflection so that student-teachers can achieve feedback from each other as well as from the instructor of the course. At the end of the course, students are expected to develop a situated understanding of what a good teacher and a good teaching in a post-method era.
Teaching Practicum is a required course in the English Language Education Program in which the students will be able to apply their knowledge that they have learned in their courses at schools. The program is aimed at preparing well-trained English teachers.
During Research Repost, students will write a thesis – a scientific writing – under a lecturer’s supervision. This course is required for students to get the degree of Sarjana Pendidikan in the field of English language education. Students are expected to be responsive and be able to evaluate the development of knowledge for novel ideas in the area of English language education.