Pendidikan Bahasa Inggris

This course is designed to sharpen students’ conceptual framework in their chosen areas and equip them with the right orientation towards good research practice for their master’s degree. Therefore, they will undergo a set of activities involving lectures, presentations, independent reading, and writing sessions, peer reviews, and discussion. Knowledge in the subject matters, methodological alternatives, academic writing skills, and ethical considerations is imperative if students aspire to become sound researchers in English Language Education in the future.

English Instructional Technology aims to develop student teachers’ understanding and skills of how to design an English instruction by considering the current EFL curriculum and the surrounding socio-educational context. This course is, therefore, both theoretical and practical. The theoretical and conceptual components comprise essential theories and concepts that influence teachers’ pedagogical reasoning in shaping the direction of their instructional design and practice. Such theories and concepts as understanding learners’ characteristics and entry level of learning, the roles of EFL socio-educational context in EFL instruction, agency in language learning, language learning interaction, and the like are in need to be explored and comprehended. The practical components include macro and micro skills in designing instruction such as analyzing the target instructional context, collecting information on the target students’ characteristics, designing or planning an EFL lesson in reference to the existing EFL curriculum, developing materials and assessment, and creating teaching media. 

English Instructional Technology aims to develop student teachers’ understanding and skills of how to design an English instruction as well as their related positive attitudes by utilizing human and non-human resources. This course is therefore both theoretical and practical. The theoretical and conceptual components comprise essential theories and concepts that influence teachers’ pedagogical reasoning in shaping the direction of their instructional design and practice. The theoretical components consist of knowledge of EFL curriculum demands, layers of EFL learning environments and their possible contributions, basic concepts of teaching and learning as communication processes in the existing layers of contexts, principles of interactive language pedagogy, learner characteristics, technology for EFL instruction, classroom management, and designing an EFL instruction. The practical components include skills in analyzing the target instructional situation, collecting and analyzing data on the target students’ entry behavior, designing and planning an EFL lesson in reference to the existing school curriculum, creating EFL teaching media, and carrying out a mini peer teaching through a simulation. The student teachers’ attitudes are developed by involving them in analyzing the possible contribution made by teachers in reaching the goal of education. To help develop these competencies, student teachers are required to attend classes actively (lectures, presentations, workshops, and discussions), sit a semester test, and complete the assignments.

The Upper Intermediate Oral Communicative Skills course is designed to develop students’ ability to comprehend, produce, and interact effectively in spoken English at the CEFR B2 level. The course focuses on strengthening students’ communicative competence through a range of authentic and academic as well as professional speaking contexts. Students are guided to interpret spoken discourse critically, express ideas clearly and coherently, and engage confidently in meaningful interactions. The course content emphasizes practical oral communication skills through activities such as job interviews, structured discussions, negotiations, presentations, and collaborative problem-solving tasks. Students are also exposed to professional communication contexts and simulated workplace scenarios that enable them to apply appropriate language, discourse strategies, and interactional skills. A blended learning approach is adopted to support students’ learning both inside and outside the classroom. Students engage with preparatory materials through the Learning Management System (LMS) and online learning modules, while classroom sessions prioritize active oral communication practice, peer collaboration, task-based interaction, and instructor-guided feedback. Reflective activities are incorporated throughout the course to encourage students to evaluate their communicative performance and identify areas for further development. Assessment is conducted through both formative and summative forms, incorporating a combination of individual and collaborative tasks.

The Upper Intermediate Oral Communicative Skills course is designed to develop students’ ability to comprehend, produce, and interact effectively in spoken English at the CEFR B2 level. The course focuses on strengthening students’ communicative competence through a range of authentic and academic as well as professional speaking contexts. Students are guided to interpret spoken discourse critically, express ideas clearly and coherently, and engage confidently in meaningful interactions. The course content emphasizes practical oral communication skills through activities such as job interviews, structured discussions, negotiations, presentations, and collaborative problem-solving tasks. Students are also exposed to professional communication contexts and simulated workplace scenarios that enable them to apply appropriate language, discourse strategies, and interactional skills. A blended learning approach is adopted to support students’ learning both inside and outside the classroom. Students engage with preparatory materials through the Learning Management System (LMS) and online learning modules, while classroom sessions prioritize active oral communication practice, peer collaboration, task-based interaction, and instructor-guided feedback. Reflective activities are incorporated throughout the course to encourage students to evaluate their communicative performance and identify areas for further development. Assessment is conducted through both formative and summative forms, incorporating a combination of individual and collaborative tasks.

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 analyze the issue of the philosophy, language education, and philosophy of language education become a primary focus of this course.

A good thesis proposal will help researchers in the journey of the process as it will provide them with a conceptual understanding of the research area, identifiable problems, specific questions to formulate, and a set of methodological approaches and tools to answer the questions appropriately. This course is designed to sharpen students’ conceptual framework in their chosen areas and equip them with the right orientation towards good research practice for their master’s degree. Therefore, they will undergo a set of activities involving lectures, presentations, independent reading, and writing sessions, peer reviews, and discussion. Knowledge in the subject matters, methodological alternatives, academic writing skills, and ethical considerations is imperative if students aspire to become sound researchers in English Language Education in the future.

IT-Based ELLMMD aims to equip students with the necessary knowledge and skills in designing and developing IT-based English teaching and learning materials & media for a group of learners in a particular educational setting (SMP/ MTs, SMA / MA, and SMK / MAK) based on the existing curriculum and current ELT approaches. Along with courses such as English Curriculum Development, ELTM, EIT, and Language Learning Assessment, IT-Based ELLMMD improves graduates’ competency in developing and evaluating IT-Based ELT program. The topics that will be covered in this course include the basic principles of ELT material and media development, the role of ICT in ELT material & media development, interpretation of current ELT curriculum implemented in various levels of education (SMP/MTs, SMA/MA, and SMK/MAK), and frameworks for the integration of ICT into the development of ELT materials and media as well as into the 
practice of teaching and learning English. The expected outcome of this course is for the students to design and develop English language learning materials and media by integrating the basic principles in ICT, the national curriculum, and current approaches in ELT. Classroom activities consist of lecture, discussion, and project consultation. Outside the class, students are expected to complete quizzes, assignments, and the assigned projects. Academic achievements are evaluated through quiz completion, participation in discussion, and project completion.

This course aims to provide prospective teachers with insight, understanding, awareness, and skills regarding the English used in the classroom learning process, as well as the importance of classroom language varieties in language learning. Topics cover classroom language functions and commonly used spoken and written expressions, such as opening and closing lessons, giving instructions, forming groups, correcting, and providing feedback. The course is conducted through observation, discussion, role play, simulation, and practice. Assessment is based on participation, the quality of assignments, performance, and practice.

It is to develop student teachers’ understanding and skills of how to design an English lesson as well as their related positive attitudes by utilizing human and non-human resources. This course is therefore both theoretical and practical. The theoretical components consist of knowledge of EFL curriculum demands, layers of EFL learning environments and their possible contributions, basic concepts of teaching and learning as communication processes in the existing layers of contexts, principles of interactive language pedagogy, learner characteristics, technology for EFL instruction, classroom management, and designing an EFL lesson, especially TBI, TBL, and PjBL. The practical component includes skills in analyzing the target instructional situation, collecting and analyzing data on the target students’ characteristics, designing and planning an EFL lesson in reference to the existing school curriculum, creating EFL teaching media, and carrying out a mini peer teaching through a simulation. The student teachers’ attitudes are developed by involving them in analyzing the possible contribution made by teachers in reaching the goal of education. To help develop these competencies, students are required to attend classes actively (lectures, workshops, discussions), sit a semester test, and complete the following assignments: (a) carrying out a small group project of producing e-media kit necessary for effective EFL instruction; and (b) individually developing a lesson plan for communicative EFL teaching, emphasizing on the production of both oral and written texts, together with a unit of EFL teaching-learning tasks (due before semester exam).

Welcome to the Upper Intermediate Oral Communication Skills with Ms. Suciati as the lecturer.

This course is designed to enhance students’ academic literacy competence through intensive reading and writing activities at the B2 level, in accordance with the Common European Framework of Reference for Languages (CEFR). Through structured reading activities, students will develop the ability to comprehend the main ideas of various complex texts, both concrete and abstract, including texts containing technical discussions within the field of English studies. Building upon the comprehension process, students will be guided to produce well-structured, clear, and in-depth written texts on a wide range of topics. They will be encouraged to express critical perspectives on current issues by constructing logical arguments and evaluating the strengths and weaknesses of textual content from multiple viewpoints. The course emphasizes the integration of critical reading skills and academic writing proficiency as an essential foundation for upper-intermediate level written communication. Teaching and learning activities include lectures, discussions, and both in-class and independent assignments. Assessment will be based on attendance, active participation, individual and group projects, quizzes, mid-term examinations, and a final examination.

This course aims to equip students with the skills to write simple functional texts in English at the pre-intermediate level, covering five main types of texts: short messages (informal chats/emails), descriptions (of people, places, and objects), narratives (personal experiences and short stories), instructions (simple procedures), and forms (data entry and application forms). After completing the course, students are expected to be able to write clear and polite short messages, produce coherent descriptive and narrative texts, write simple instructions using sequence markers, complete forms accurately, and produce a collaborative thematic booklet project that integrates various types of texts. The learning process includes analyzing model texts, practicing writing each type of text, peer review, revision, and integrating reading and writing skills. Assessment components include active participation, quizzes and assignments based on the different text types, individual or group presentation projects, a midterm examination, and a final project (Booklet).

English Instructional Technology aims to develop student teachers’ understanding and skills of how to design an English lesson as well as their related positive attitudes by utilizing human and non-human resources. This course is therefore both theoretical and practical. The theoretical components consist of knowledge of EFL curriculum demands, layers of EFL learning environments and their possible contributions, basic concepts of teaching and learning as communication processes in the existing layers of contexts, principles of interactive language pedagogy, learner characteristics, technology for EFL instruction, classroom management, and designing an EFL lesson, especially TBI, TBL, and PBL. The practical component includes skills in analyzing the target instructional situation, collecting and analyzing data on the target students’ characteristics, designing and planning an EFL lesson in reference to the existing school curriculum, creating EFL teaching media, and carrying out a mini peer teaching through a simulation. The student teachers’ attitudes are developed by involving them in analyzing the possible contribution made by teachers in reaching the goal of education. To help develop these competencies, students are required to attend classes actively (lectures, workshops, discussions), sit a semester test, and complete the following assignments: (a) carrying out a small group project of producing e-media kit necessary for effective EFL instruction and (b) individually developing a lesson plan for communicative EFL teaching, emphasizing on the production of both oral and written texts, together with a unit of EFL teaching-learning tasks.

This course develops students’ pre-intermediate oral communication skills through listening, speaking, and interaction tasks in personal, social, and everyday contexts. Learners practice functional expressions, vocabulary, and nonverbal communication, culminating in a group drama performance that integrates verbal fluency, accuracy, and culturally appropriate interaction.

This course aims to equip students with comprehensive knowledge, critical skills, and ethical mindsets in navigating digital environments for academic and professional contexts, particularly in English Language Teaching (ELT). Students will explore core concepts of digital literacy, online information evaluation, digital ethics, copyright, cybersecurity, digital content creation, and technology integration in language pedagogy. Through hands-on practice, collaborative projects, and critical reflection, students will produce creative digital educational resources and design digital-integrated English instruction aligned with learner-centered principles and current educational frameworks.

This course develops students’ pre-intermediate oral communication skills through listening, speaking, and interaction tasks in personal, social, and everyday contexts. Learners practice functional expressions, vocabulary, and nonverbal communication, culminating in a group drama performance that integrates verbal fluency, accuracy, and culturally appropriate interaction.