Pendidikan Bahasa Inggris

This course examines the philosophical foundations of scientific inquiry with a particular focus on their implications for research in language education. It explores key concepts such as the nature and scope of science, the structure of scientific theories, the criteria of scientific explanation, and the demarcation between science and non-science. Students will critically engage with major philosophical perspectives—including positivism, post-positivism, interpretivism, critical theory, and postmodernism—while reflecting on how these paradigms shape research questions, methodologies, and interpretations in the field of language education. Through readings, discussions, and case analyses, students will develop the ability to articulate their own epistemological and ontological positions, evaluate the philosophical underpinnings of existing studies, and apply philosophical reasoning to the design of their own research. By the end of the course, students are expected to demonstrate a nuanced understanding of the relationship between philosophy of science and the practice of scholarly inquiry, enabling them to produce research that is philosophically grounded, methodologically sound, and contextually relevant to language education.

This course dives into the world of educational policy and management, exploring the ideas, principles, and real-world practices that shape how education systems work. The issue, among others, trends as well as challenges that influence how educational policies are developed and put into action, both locally and globally. Key players consisting of governments, school leaders, teachers, and communities influence in shaping and managing education.

Microteaching is designed to provide students with hands-on experience in conducting English language instruction on a small scale through peer teaching. The course focuses on both discrete and integrated language skills. Core topics include lesson opening and closing, elicitation techniques, explanation skills, game-based teaching, and classroom management. Learning activities involve lesson planning, teaching practice, and reflective discussion of teaching performance. Assessment is based on assignments, class participation, teaching practice, and teaching performance in examinations.

This course examines the philosophical foundations of scientific inquiry with a particular focus on their implications for research in language education. It explores key concepts such as the nature and scope of science, the structure of scientific theories, the criteria of scientific explanation, and the demarcation between science and non-science. Students will critically engage with major philosophical perspectives—including positivism, post-positivism, interpretivism, critical theory, and postmodernism—while reflecting on how these paradigms shape research questions, methodologies, and interpretations in the field of language education. Through readings, discussions, and case analyses, students will develop the ability to articulate their own epistemological and ontological positions, evaluate the philosophical underpinnings of existing studies, and apply philosophical reasoning to the design of their own research.

Mata kuliah ini dirancang untuk meningkatkan kemampuan mahasiswa dalam memahami dan menggunakan struktur tata bahasa Inggris tingkat lanjutan (upper intermediate) dalam komunikasi efektif dan akurat. Pokok bahasan meliputi penggunaan sentences, gerund and infinitives, modals, perfect tenses (present perfect, past perfect, future perfect, present perfect continuous, past perfect continuous, dan future perfect continuous), clauses (noun clause, adjective clause, dan adverb clause), reported verbs, dan idiomatic expressions. Mahasiswa juga akan dilatih dalam memahami dan menghasilkan kalimat yang lebih bervariasi dan kompleks untuk berbicara dan menulis dengan lebih lancar. Kegiatan perkuliahan meliputi penjelasan teori grammar melalui pendekatan kontekstual, latihan berbasis situasi nyata, analisis mendalam tentang penggunaan grammar dalam teks-teks otentik (artikel, literatur, dan media), merevisi kesalahan tata Bahasa, serta menggunakan unsur tata Bahasa dengan benar untuk berkomunikasi. Mahasiswa juga akan diberikan tugas menulis teks pendek, presentasi, dan diskusi berbasis penggunaan struktur grammar yang lebih kompleks. Dalam mata kuliah ini, praktik berbicara dan menulis akan difokuskan pada kelancaran dan ketepatan penggunaan grammar dalam konteks yang lebih profesional dan akademik. Penilaian dalam mata kuliah ini terdiri atas keaktifan dalam diskusi dan kegiatan kelas (20%), tugas individu dan kelompok (25%), ujian tengah semester dan kuis grammar berkala (25%), serta proyek akhir berupa presentasi atau esai berbasis aplikasi grammar (30%). Melalui mata kuliah ini, mahasiswa diharapkan dapat berkomunikasi secara lebih efektif, percaya diri, dan tepat dalam penggunaan grammar pada level upper-intermediate dalam berbagai situasi.

This course explores contemporary innovations in English language learning and teaching at the secondary and tertiary levels. It examines theoretical foundations, global and local trends, and technology-enhanced pedagogical approaches in English Language Teaching (ELT). Students critically evaluate innovative practices, design and implement context-sensitive instructional models, and reflect on their effectiveness based on research evidence. Through project-based tasks, microteaching, and scholarly inquiry, the course equips students with the knowledge and skills to develop, adapt, and communicate innovative ELT practices aligned with professional and educational demands.

Microteaching aims to provide students with direct experience in conducting small-scale English language learning, both in the form of separate skills and integrated skills in the form of peer teaching or teaching one's own friends. Topics discussed and practiced include practices for opening and closing lessons, elicitation techniques, giving explanations, teaching with games, managing language classes, and so on. The lectures are conducted through a series of assignments to plan and implement learning in the classroom, discuss the teaching demonstrations
that have been carried out, and so on. Evaluation is based on assignments, class participation, teaching demonstrations, and teaching performance in exams.

This course is designed for UNY students to enhance their general English proficiency, develop technical and discipline-specific vocabulary relevant to particular fields of study or professional contexts, strengthen communication skills, and prepare students for entry into the workforce and/or further studies at higher levels of education. The learning materials include authentic texts aligned with students’ fields of study, such as textbooks, popular articles, scholarly articles, infographics, and technical manuals. The course focuses on the comprehension and production of various types of academic and professional spoken and written texts, including descriptive, procedural, argumentative, and hortatory exposition texts. The instructional approach adopts the Teaching and Learning Cycle from the Genre-Based Approach and integrates case-based and project-based learning. Learning activities consist of face-to-face lectures, discussions, individual and group assignments, case studies, and presentations. Assessment is conducted through written assignments, classroom observations, mid-term examinations, and final examinations/or a context-based final project related to students’ disciplinary fields.

This course is designed for UNY students to enhance their general English proficiency, develop technical and discipline-specific vocabulary relevant to particular fields of study or professional contexts, strengthen communication skills, and prepare students for entry into the workforce and/or further studies at higher levels of education. The learning materials include authentic texts aligned with students’ fields of study, such as textbooks, popular articles, scholarly articles, infographics, and technical manuals. The course focuses on the comprehension and production of various types of academic and professional spoken and written texts, including descriptive, procedural, argumentative, and hortatory exposition texts. The instructional approach adopts the Teaching and Learning Cycle from the Genre-Based Approach and integrates case-based and project-based learning. Learning activities consist of face-to-face lectures, discussions, individual and group assignments, case studies, and presentations. Assessment is conducted through written assignments, classroom observations, mid-term examinations, and final examinations/or a context-based final project related to students’ disciplinary fields.

This course equips students with basic understanding and skills in writing disseminated scientific papers, whether in the form of research articles or theoretically based writing or academic opinions. Students will learn the basic concepts of scientific writing, academic style, and strategies for writing the important parts of a scientific paper effectively and according to any relevant guidance for authors. In addition, students are also trained to select publication targets (journals or proceedings), adapt manuscripts to the format and scope of the intended publication, and strengthen the substance of the writing based on direction and input. Through gradual practice, feedback from peers and lecturers, and discussions on publication ethics, students are expected to develop a positive attitude towards the scientific writing process and be able to produce quality academic writing within the scientific context.

This course provides students with an introduction to the theoretical and practical issues of philosophy of language education. It is mainly intended to facilitate students who are keen on exploring and developing the nature of philosophy serving as the basis of the study of language education viewed from the issue of epistemology, axiology, and ontology.  The course confers a basic framework in approaches and techniques for philosophy of language education. Enhancing an ability to critically and comprehensively analyse the issue of the philosophy, language education, and philosophy of language education  become a primary focus of this course. 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 students with some understanding that the relationship between philosophy and language education is a complex system which connects to other systems: social, political, and cultural issues. Topics commonly covered will be dealt with 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 investigate certain philosophical problems and activities in language teaching and learning. Lecture activities are carried out through group presentations, discussions, and workshops on cases of philosophy of language education.

This course arms the students with basic perspectives, knowledge, experience, and skills on principled ELT to develop themselves into professional EL teachers. Topics include basic teacher competencies, concepts of language, learning, and teaching, history and development of methods in ELT, concepts and principles in ELT, teaching language skills, intercultural aspects and character education in ELT, and use of IT in ELT.  Classroom activities take the forms of lectures, discussions, workshops, and presentation. Assessment is based on participation and classroom performance, completion of tasks and assignments, and mid-term and end-of-semester tests.

This course is designed to equip students with integrity and adaptability, as well as pedagogical knowledge and skills in designing and developing a contextual and needs-based English curriculum. Students will learn the concepts and principles of curriculum development, including needs analysis, formulation of learning outcomes, selection and organization of content, design of learning strategies, and development of relevant and authentic assessment techniques. The main focus is on the application of the Merdeka Curriculum approach and the development of teaching modules that are appropriate to the context of schools in Indonesia. Students are also invited to analyze national English education policies, integrate current theories in curriculum development, and apply scientific principles in the preparation of curriculum tools. The learning process is carried out through the Discovery Learning and Project-Based Learning (PBL) approaches, which encourage students to discover, apply, and reflect on knowledge in real contexts. Students will work individually and collaboratively in designing curriculum prototypes and teaching modules that can be applied at various levels of education. Student achievement is assessed holistically through observation of active engagement, individual assignments, group projects, and final exams, which reflect the achievement of attitudes, knowledge, and skills in accordance with the learning outcomes.

Advanced Oral Communication Skills focuses on the development of academic spoken discourse in higher education contexts. The course engages students in comprehending, interacting in, presenting, and critically evaluating academic spoken texts such as lectures, seminars, panel discussions, and research presentations. 

This course enhances intermediate-level oral communication skills by focusing on understanding communicative functions and linguistic features in various social contexts. The goal is to equip students with the ability to navigate complex oral interactions with linguistic precision and socio-cultural awareness. Key objectives include analyzing a speaker's tone, register, and hidden intentions in discussions and interviews, delivering coherent presentations and storytelling sequences, and managing spontaneous turn-taking and non-verbal communication. 

DESKRIPSI MATA KULIAH

Mata kuliah Pendidikan Kewarganegaraan (PKn) pada Program Studi Pendidikan Bahasa Inggris memberikan pemahaman tentang nilai-nilai dasar kebangsaan, demokrasi, konstitusi, hak dan kewajiban warga negara, serta keberagaman dalam konteks Indonesia dan global. Mata kuliah ini juga mengembangkan kemampuan mahasiswa untuk mengkaji dan mengomunikasikan isu-isu kewarganegaraan dalam bahasa Inggris, sehingga mendukung peran mereka sebagai calon pendidik yang memiliki wawasan kebangsaan dan tanggung jawab sosial.

KONTRAK PERKULIAHAN

Garis besar kontrak pembelajaran:

1. Peserta agar hadir di kelas secara daring/luring sesuai jadwal;
2. peserta diperkenankan absen dari perkuliahan maksimal 25 persen/3x dengan memberikan keterangan yang dapat dipertanggungjawabakan;
3. Peserta aktif mengikuti segenap kegiatan dan tugas perkuliahan;
4. Peserta bertanggung jawab untuk setiap penugasan kegiatan perkuliahan.
5. Dosen memfasilitasi perkuliahan dengan perangkat pembelajaran yang disediakan UNY.
6. Dosen memandu dan menstimulasi kajian akademik Gerakan Sosial dan Politik dalam berbagai perspektif yang dituangkan dalam topik-topik di setiap pertemuan. 

PENILAIAN PEMBELAJARAN

Penilaian perkuliahan ini terdiri atas:

1. Partisipasi  (10%) dalam bentuk kehadiran dan responsi di kelas serta kegiatan akses belajar yang direkam secara digital ketika peserta mengakses dan melakukan kegiatan di besmart.uny.ac.id ini.
2. Kajian Mandiri/Kelompok (50%) terhadap literatur/kepustakaan yang disediakan dan direkam secara digital di besmart.uny.ac.id., untuk diseminarkan di kelas secara panel/paralel. Ketentuan Seminar hasil kajian mandiri/kelompok disertakan terpisah di besmart ini.
3. Projek pengganti ujian tengah semester (20%)  berupa studi literatur (library research/literature review) tentang salah satu dari topik perkuliahan ini. Ketentuan penulisan disampaikan terpisah/tersendiri.
4. Ujian Akhir Semester (20 %) akan dilaksanakan secara luring di kelas. Dalam ujian ini, mahasiswa akan diminta untuk menjawab sejumlah soal yang mencakup pemahaman konseptual, analisis kasus, serta kemampuan menerapkan prinsip-prinsip Gerakan Sosial dan Politik dalam konteks nyata.

This course enhances intermediate-level oral communication skills by focusing on understanding communicative functions and linguistic features in various social contexts. The goal is to equip students with the ability to navigate complex oral interactions with linguistic precision and socio-cultural awareness. Key objectives include analyzing a speaker's tone, register, and hidden intentions in discussions and interviews, delivering coherent presentations and storytelling sequences, and managing spontaneous turn-taking and non-verbal communication. To achieve this, students will engage in activities such as small group discussions of authentic materials, role-plays and simulations of real-world scenarios, and project-based assignments like digital storytelling and formal debates. Student achievement in this course is evaluated through a combination of formative and summative assessments such as Quizzes, Class Participation (Attendance), Assignments, Project Work, and Final test.