The Edupreneurship course is designed to equip students with the knowledge and skills to develop an entrepreneurial mindset grounded in education, particularly in English language teaching. Students will study fundamental concepts of edupreneurship, educational innovation, and educational business management, as well as strategies for developing English-based educational products and services. The course focuses on analyzing business opportunities in the field of English language education, such as language courses, online training, digital instructional material development, educational publishing, and learning platforms. Students are also encouraged to design edupreneurial business plans that are relevant to the needs of both global and local communities.
This course is designed to equip students with a strong foundation in the operationalisation of educational research, how to design an educational research project and skills in the application of different educational research methods to analyze problems in English language education and solve them through research. Students will be exposed to a wide range of both qualitative and quantitative research methods and will learn key principles of educational research design.Â
This course is designed to equip students with a strong foundation in the operationalisation of educational research, how to design an educational research project and skills in the application of different educational research methods to analyze problems in English language education and solve them through research. Students will be exposed to a wide range of both qualitative and quantitative research methods and will learn key principles of educational research design.Â
This course will first discuss the key issues and the debates on Information and Communication Technology (ICT) in the educational setting. Students will understand that various factors shape the use of ICT in schools. This course, then, explores explicitly the potential use of ICT in English language learning and teaching through the lens of the Technological and Pedagogical Content Knowledge (TPACK) framework and more recent frameworks (i.e. SAMR and PIC-RAT). Students will learn how to make meaning from ICT and adapt it for learning purposes. They will also design an online learning program by developing a lesson plan complete with its assessment, media, and learning materials, as well as creating learning experiences using ICT. Emerging digital technologies such as mobile devices, social media, digital games, virtual and augmented reality, and artificial intelligence will also be discussed in the context of English language learning and teaching.
Mata kuliah Edupreneurship dirancang untuk membekali mahasiswa dengan wawasan dan keterampilan dalam mengembangkan jiwa kewirausahaan berbasis pendidikan, khususnya dalam konteks pengajaran Bahasa Inggris. Mahasiswa akan mempelajari konsep dasar edupreneurship, inovasi dalam pendidikan, manajemen usaha pendidikan, serta strategi pengembangan produk dan layanan edukatif berbasis Bahasa Inggris. Fokus pembelajaran mencakup analisis peluang usaha di bidang pendidikan Bahasa Inggris, seperti kursus bahasa, pelatihan daring, pengembangan materi ajar digital, penerbitan edukatif, dan platform pembelajaran. Mahasiswa juga akan didorong untuk merancang rencana bisnis edupreneurial yang relevan dengan kebutuhan masyarakat global dan local.
This course is designed to provide students with theories and practices on quantitative and qualitative data analyses. This course covers the following topics: kinds of data, quantitative data analyses using statistics and qualitative data analyses. By the end of the course, the students are expected to be able to analyze both quantitative and qualitative data using the appropriate data analysis technique. Learning activities are conducted fully online through Besmart, Zoom, and Whatsapp. Online synchronous activities include lectures, discussions and group work while asynchronous activities include but not limited to forum discussions, assignments, quizzes, reflection notes, and projects. Aspects to be graded are assignment results, class participation, and reflection notes.
This course is aimed to develop students' (1) positive attitudes to ELTL assessment and evaluation, (2) knowledge of EL assessment for/as/of learning, and (3) skills in (a) selecting/developing instruments for assessment for/as/of learning, (b) using/trying out the EL assessment instruments, (c) analyzing and interpreting EL assessment data, and (d) using the EL assessment results to evaluate the related ELTL. To reach these aims, the course will cover the following topics: (1) concepts of testing, assessment, measurement, and evaluation; (2) crucial issues in assessment and evaluation; (3) assessment for/as/of learning - concepts, principles, techniques, instruments; (4) using the assessment results for evaluating EL teaching and learning.
This course aims at equipping students with knowledge of pedagogical discourse and critical analytical skills to identify values/entities of pedagogical discourse in educational body. The course covers the following topics:
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(1) Definition of pedagogical discourses – levels and types,
(2)Â Tools of analyses,
(3)Â Educational policy as pedagogical discourse,
(4)Â Classroom as pedagogical discourses,
(5)Â Outside classroom activities as possible pedagogical discourses.
Mata kuliah ini membahas prinsip, perancangan dan evaluasi multimedia pembelajaran. Di samping itu, karakterisktik dan metodologi software multimedia pembelajaran, konsep MPI, serta proses digitalisasi komponen multimedia juga dibahas. Mahasiswa akan mengeksplorasi dan menggunakan authoring tools untuk mengedit dan memproduksi aplikasi multimedia pembelajaran interaktif (MPI)
This course is meant to train students study skills to get success in higher education contexts. The topics discussed include Approaches of learning at higher education context, independent learning, academic reading, academic writing, ethics in education, presentation skills, etc.
This course is designed to provide students with the competence to analyze problems in English language teaching and solve them through research. The topics to be discussed include research approaches and types used in studying English language education, the characteristics, and the procedures to carry out each research type. The student activities include presentations, discussions and outdoor activities in the form of individual assignments and small scale research projects. The final assessment is based on students' participation in the class, individual assignments, and research projects.
This course is designed in such a way that after attending it the students will be able to: (1) calculate and apply measures of location and measures of dispersion; (2) perform test of hypothesis as well as calculate confidence interval for a population parameter for single sample and two sample cases; (3) compare group means by using t-test and ANOVA; (4) learn non-parametric test such as the Chi-Square test for Independence; and (5) compute and interpret the results of Correlation Analysis, Bivariate and Multivariate Regression for forecasting. In relation to these expected outcomes, this course provides students with the basic concepts and application of quantitative data analysis and statistical computing on research, assessment and evaluation of English language education. To provide students with pragmatic tools for assessing statistical claims and conducting their own statistical analyses, topics covered include measurement scales, basic descriptive measures, measures of correlation, probability theory, confidence intervals, inferential statistics or hypothesis testing, and regression. The classroom activities include lecturing, followed by discussion and practices on the use of statistics in English language education. Outside classroom activities include individual tasks in examining and analyzing the use of statistics in journal articles and a small project on analyzing quantitative data. The assessment of students’ learning is based on students’ classroom participation, individual assignments, and a quantitative data analysis project.
This course presents the basic concepts, tips and tricks for writing scientific papers and their writing style, the practice of writing important parts of a scientific work both from research and non-research results (theoretical review or opinion-based). The final product of this course is a scientific article composed with specific objectives to the conferences (proceedings) and journals that fit the scope of each study targeted by students. After attending this lecture, students are expected to be able to get direction in the selection of the target publication, strengthening the content of the article, compiling according to the format of the publication's objectives, and a positive attitude to the ethics of writing and publishing. The order of presentation is arranged in accordance with the process of writing scientific articles by determining the target of publication, understanding the author's guidelines, constructing strong academic arguments in the introduction, explaining the research method clearly, reporting the results in an organised manner, discussing findings by comparing with theories and related literature, and drawing conclusions in a way comprehensive. The preparation of the abstract and title is given next before the article is peer-reviewed by fellow college participants. The submission process is also given so that students have a picture of the differences in each of the target journals and their operating platforms.
This course aims at making the students understand the concept of literacy and critical literacy, their theoretical foundations, and suitable learning materal and the criteria of literate/critical literate students.
This course is designed to equip students with competencies in assessing and evaluating English teaching and learning. The topics to be covered include what to assess and evaluate (aspects of teaching and learning) and how to evaluate and assess (approaches, types, techniques, instruments and their development, management, data analysis, data interpretation, and data utilization). Class learning is focused on students’ paper presentation and discussion. Students are also assigned individual tasks and small-scale project. Their learning achievement is assessed based on their class particiaption, task and project completion.