Kurikulum SASING 2013

PERATURAN DEKAN FAKULTAS SASTRA
UNIVERSITAS NEGERI MALANG

NOMOR 7 TAHUN 2013
TENTANG
STANDAR KOMPETENSI LULUSAN DAN
KURIKULUM PROGRAM STUDI
PADA JURUSAN SASTRA INGGRIS
FAKULTAS SASTRA UNIVERSITAS NEGERI MALANG
TAHUN 2013

FAKULTAS SASTRA
AGUSTUS 2013

KEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN
UNIVERSITAS NEGERI MALANG (UM)
FAKULTAS SASTRA
Jalan Semarang 5, Malang. 5!"5
Tele#$n% &'"! 5("(5
Laman% ))).*m.a+.,-

PERATURAN
DEKAN FAKULTAS SASTRA UNIVERSITAS NEGERI MALANG
NOMOR 7 TAHUN 2013

TENTANG

STANDAR KOMPETENSI LULUSAN DAN KURIKULUM PROGRAM STUDI
PADA JURUSAN SASTRA INGGRIS FAKULTAS SASTRA

DENGAN RAHMAT TUHAN YANG MAHA ESA,

DEKAN FAKULTAS SASTRA UNIVERSITAS NEGERI MALANG

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MEMUTUSKAN

Mene(!1)!n # PERATURAN DEKAN FAKULTAS SASTRA UNIVERSITAS NEGERI
MALANG NOMOR 7 TAHUN 2013 TENTANG STANDAR KOMPETENSI
LULUSAN DAN KURIKULUM PROGRAM STUDI PADA JURUSAN
SASTRA INGGRIS FAKULTAS SASTRA UNIVERSITAS NEGERI
MALANG$

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DEKAN,

DA@UD

LAMPIRAN
PERATURAN DEKAN FAKULTAS SASTRA UNIVERSITAS NEGERI MALANG
NOMOR 7 TAHUN 2013

TENTANG


1. Standar Kompetensi Lulusan ....................................................................................................... 1
2. Kurikulum Program Studi .............................................................................................................. 2
1. Program Studi Sarjana Pendidikan Bahasa Inggris ....................................................... 2
(Sarjana (B.A.) in English Language Teaching )

2. Program Studi Sarjana Bahasa dan Sastra Inggris ........................................................ 7
(Sarjana (B.A.) in English Language and Literature)

3. Program Studi agister Pendidikan Bahasa Inggris ................................................... 11
(Magister (M.A.) in English Language Teaching)

!. Program Studi "oktor Pendidikan Bahasa Inggris ...................................................... 12
(Doktor (Ph.D.) in English Language Teaching)

#. "ekripsi atakuliah Sarjana .................................................................................................. 12
(Course Description Sarjana (B.A.) in ELT and English Language Literature)

$. "ekripsi atakuliah agister ............................................................................................... 2$
(Course Description Magister (M.A.) in ELT)

7. "ekripsi atakuliah "oktor .................................................................................................. 2%
(Course Description Doktor (Ph.D.) in ELT)

!


A. STANDAR KOMPETENSI LULUSAN

1. Program Studi Sarjana Pendidikan Baa!a Inggri!

a. empun&ai kemampuan Bahasa Inggris dengan skor I'P '()*L #++ , -B' '()*L 173 , iB' '()*L
#./$+ , I)L'S #.+
0. empun&ai pengetahuan konsep dasar linguistik1 termasuk sruktur linguistik1 penggunaan 0ahasa1
0ahasa se0agai 2enomena sosial1 dan 0ahasa uni3ersal.
4. empun&ai pengetahuan konsep dasar jenis sastra dalam perspekti2 kuno dan modern dan
aplikasin&a dalam analisis prosa1 puisi1 dan drama
d. engem0angkan pemahaman positi2 tentang per0edaan antar 0uda&a ke arah toleransi dan adaptasi
0uda&a.
e. emiliki pengetahuan 0erkar&a dalam pem0elajaran Bahasa Inggris &ang terdiri atas kurikulum1
sila0us1 karakteristik peserta didik1 ran4angan pem0elajaran1 pemilihan dan adaptasi materi1 model/
model pem0elajaran1 asesmen1 dan sum0er pem0elajaran 0aik ditingkat dasar dan menengah.
2. emiliki kemampuan untuk menerapkan ran4angan pem0elajaran dan mengadaptasikann&a ke
dalam situasi pem0elajaran &ang sesuai.
g. emiliki kemampuan mengelola kelas se4ara e2ekti2 0erdasarkan prinsip/prinsip modi2ikasi
perilaku.
h. emiliki kemampuan untuk mengidenti2ikasi masalah/masalah dalam pem0elajaran Bahasa Inggris
serta meme4ahkan masalah melalui penelitian.
i. ampu 0erino3asi dalam mengadaptasi perkem0angan terkini dalam pem0elajaran Bahasa Inggris
sesuai dengan kondisi1 situasi1 dan ke0utuhan.
j. engem0angkan sikap kritis terhadap 0er0agai peru0ahan dalam 0er0agai aspek pendidikan
termasuk peru0ahan kurikulum dan ke0ijakan.
k. emiliki kemampuan 0erpikir dan literasi kritis.

". Program Studi Sarjana Baa!a dan Sa!tra Inggri!

a. emiliki pengetahuan ke0ahasaan tentang 0ahasa Inggris dan keterampilan 0erkomunikasi dengan
0ahasa Inggris se4ara lisan dan tulisan dengan kemampuan dasar 0e0ahasa Inggris setara )nglish
Pro2e4ien&5 I'P '()*L #++/#2# dan tes jenis lainn&a &ang setara.
0. enguasai dan mampu mengem0angkan keterampilan 0ernalar (critical thinking) se0agai
keterampilan dasar 0agi penguasaan ilmu 0ahasa dan sastra Inggris
4. ampu menerapkan prinsip/prinsip ke0ahasaan dan kesastraan untuk menekuni dan
mengem0angkan 0er0agai pro2esi.
d. ampu mengintegrasikan dan menggunakan I-'/0ased resear4h di 0idang 0ahasa dan sastra Inggris.
e. enguasai 0er0agai metode kajian 0ahasa dan sastra
2. emiliki pengetahuan tentang pengem0angan kepri0adian dan etika 0erkomunikasi serta
0erperilaku dalam lingkungan akademis dan sosial kemas&arakatan

#. Program Studi Magi!ter Pendidikan Baa!a Inggri!

a. emiliki pengetahuan dan keterampilan mengem0angkan praktek pro2esi dalam 0idang pengajaran
0ahasa Inggris pada tingkat pendidikan dasar1 menengah1 dan sarjana serta pendidikan 2ormal dan
non2ormal melalui kegiatan penelitian dalam rangka untuk menghasilkan kar&a ino3ati2 dalam
0entuk5
Pengem0angan materi pengajaran 0ahasa Inggris untuk pendidikan 2ormal dan non2ormal1
Identi2ikasi karakteristik pe0elajar dalam rangka pemilihan pendekatan pem0elajaran &ang
sesuai1
Pengelolaan akti3itas pem0elajaran &ang e2ekti2 dan e2isien untuk mengem0angkan keterampilan
0elajar sis6a.
0. ampu men&elesaikan masalah/masalah &ang 0erkaitan dengan pengajaran 0ahasa Inggris dengan
menggunakan pendekatan interdisipliner dan,atau multidisipliner &ang ter6ujud dalam5
P)78'978: ")K8: *S :((7 7 '8;9: 2+13
Jurusan Sastra Inggris .

Penelitian dan pengem0angan untuk men&elesaikan masalah/masalah pem0elajaran 0ahasa
Inggris1
Praktek pem0elajaran untuk mengem0angkan keterampilan 0elajar sis6a1 dan
Pemilihan solusi &ang tepat untuk mengatasi masalah/masalah pem0elajaran 0ahasa Inggris dan
diseminasi praktek/praktek 0aik melalui seminar1 lokakar&a1 dan diskusi untuk ikut 0erkontri0usi
dalam pengem0angan pengetahuan dan per0aikan praktek/praktek pem0elajaran 0ahasa Inggris.
4. emiliki keterampilan untuk melakukan penelitian dan pengem0angan &ang 0erguna 0agi
mas&arakat serta 0erkontri0usi se4ara signi2ikan dalam pengem0angan keilmuan 0aik nasional
maupun internasional melalui kegiatan 0erikut5
Pengelolaan penelitian se4ara pro2essional untuk mengatasi masalah/masalah &ang 0erhu0ungan
dengan pem0elajaran 0ahasa Inggris1 dan
"iseminasi hasil/hasil penelitian dalam konteks sosial kelem0agaan dalam 0entuk seminar
maupun pu0likasi kar&a ilmiah pada jurnal nasional terakreditasi maupun jurnal internasional.

$. Program Studi Doktor Pendidikan Baa!a Inggri!

a. ampu mengem0angkan pengetahuan dan teknologi 0aru &ang rele3an dengan 0idang pem0elajaran
0ahasa Inggris melalui penelitian untuk menghasilkan teori/teori &ang kreati21 original1 dan
kompetiti2<
0. ampu mem0erikan solusi masalah/masalah praktis pem0elajaran 0ahasa Inggris melalui
pendekatan inter/1 multi/1 atau trans/sidipliner<
4. ampu se4ara mandiri memimpin1 mengelola1 dan mengem0angkan penelitian dan pengem0angan
dalam 0idang pem0elajaran 0ahasa Inggris dengan kualitas &ang dikenal se4ara nasional maupun
internasional.

B. KURIKULUM PRO%RAM STUDI

1. SAR&ANA'S (B.A.) PRO%RAM IN EN%LIS* LAN%UA%E TEA+*IN% (ELT)

a. Stru,ture o- te +urri,u.um
'his 4urri4ulum is a re3ised 3ersion o2 the pre3ious one. '6o 4ourses 2rom the 2+12 4urri4ulum (=Se4ond
Language 84>uisition? and =)nglish 2or Spe4i2i4 Purposes II?) are no longer a3aila0le in the present4urri4ulum
and t6o ne6 4ourses (=8d3an4ed )nglish @rammar? and =Introdu4tion to -omputer 8ssisted Language
Learning?) are added to it.
Some o2 the 4ourses in the 4urri4ulum are prere>uite 2or others. Some o2 them ma& 0e taken 4on4urrentl&
6ith the 4ourses that re>uire them1 0ut some others are to 0e taken 0e2ore1 6ith aminimum grade o2 ="? (See
-ourse "istri0ution.). In the 4ase o2 ele4ti3e 4ourses1 an& 4ourses that are la0elled =ele4ti3e? or =ele4ti3e 2or )L'
Program? are o22ered to students o2 the )L' Program1 e3en i2 the& are on the same list 6ith the )nglish Language
and Literature ()LL) 4ourses (See -ourse "es4riptions). 'he 2ollo6ing are the 4lassi2i4ation o2 the 4ourses in the
Sarjana (B.8.)As Program in )L' and their distri0ution in terms o2 the 4ourse group and the semester the& are
o22ered. 'he 4ourse des4riptions are presented 0& the end o2 the 0ook.
B& design1 students o2 this program 4an 2inish their stud& in 2our &ears or earlier1 i2 the& 4omplete their
theses and the ele4ti3e 4ourses in the se3enth semester.

/. +.a!!i-i,ation o- +our!e! in te Sarjanas (B.A.) Program in ELT

NO +LASSI0I+ATIONS +REDITS 1
I
PERSONAL DE2ELOPMENT +OURSES (MATAKULIAH PENGEMBANGAN
KEPRIBADIAN3 MPK)
4 5.$4
II KNO6LED%E AND SKILL +OURSES (MATAKULIAH KEILMUAN DAN KETRAMPILAN3
MKK)
1" 4.""
III MA&OR +OURSES (MATAKULIAH KEAHLIAN BERKARYA3 MKB) 11$ 74.84
A. Re9uired +our!e! :18"; :4<.$7;
1. )nglish Language Skills ($!) ($2.7#)
2. )nglish Language and Literature (1%) (17.$!)
3. )nglish Language 'ea4hing (1!) (13.73)
!. 7esear4h -omponents ($) (#.%%)
B. E.e,ti=e +our!e! :1"; :18.5#;
P)78'978: ")K8: *S :((7 7 '8;9: 2+13
Jurusan Sastra Inggris '

NO +LASSI0I+ATIONS +REDITS 1
I2 RESEAR+* +OURSES (MATAKULIAH PERILAKU BERKARYA3 MPB) 4 5.$4
2 INTERNS*IP IN ELT (MATAKULIAH BERKEHIDUPAN BERMASYARAKAT3 MBB) $ ".7$

T O T A L
1$> 188

,. %rou?@/a!ed +our!e Di!tri/ution in te Sarjana (B.A.)'! Program in ELT

NO +ODE +OURSES
+REDI
TS
*RS
Seme!ter Statu!
T P PREREA.
1 " # $ 5 > 7 4 +ore
In!titut
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I PERSONAL DE2ELOPMENT +OURSES (MPK3 4 +REDITS)
1
9PK$+1
9PK$+2
9PK$+3
9PK$+!
9PK$+#
Islam )du4ation
Protestant )du4ation
-atholi4 )du4ation
;indu )du4ation
Buddist )du4ation
2 2 B (B) (B) (B) (B) (B) (B) (B) C 2 + //
2 9PK$+$ Pancasila )du4ation 2 2 B (B) (B) (B) (B) (B) (B) (B) C 2 + //
3 9PK$+7 -i3i4s )du4ation 2 2 (B) B (B) (B) (B) (B) (B) (B) C 2 + //
! 9PK$+%
Indonesian 2or S4ienti2i4
Purposes
2 2 (B) (B) (B) (B) B (B) (B) (B) C 1 1 //
II KNO6LED%E AND SKILL +OURSES (MKK3 1" +REDITS)
1 *S8S$+1
Introdu4tion to Philosoph&
o2 S4ien4e
2 2 (B) (B) (B) (B) (B) B (B) (B) C 2 + //
2 9KK$+1 Introdu4tion to )du4ation 3 3 B C 2.# +.# //
3 9KK$+2 Learner "e3elopment 3 3 B C 2.# +.# //
! 9KK$+3 Learning and 'ea4hing ! ! B C 2 2 //
III MA&OR +OURSES (MKB 3 11$ +REDITS)
A. REAUIRED +OURSES (18"+REDITS)
1. Eng.i! Language Ski..! (>$+redit!)
1 @I@B$+1 Intensi3e -ourse (I-) 12 1% B C ! % //
2 @I@B$+2
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Listening1 2+12)
2 2 B C +.2 1.% @I@B$+1
3 @I@B$+3
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2 2 B C +.2 1.% @I@B$+2
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2 2 B C +.2 1.% @I@B$+3
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2 2 B C +.$ 1.! @I@B$+1
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2 2 B C +.2 1.% @I@B$+#
7 @I@B$+7
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11 @I@B$11 Paragraph Driting ! ! B C 1.# 2.# @I@B$+1
12 @I@B$12 )ssa& Driting ! ! B C 1 3 @I@B$11
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d. Seme!ter.C +our!e Di!tri/ution in te Sarjana (B.A.)'! Program in ELT
NO +ODE +OURSES PREREA.
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*OURS
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SEMESTER I
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2
9PK$+1
9PK$+2
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% @I@B$22 Introdu4tion to Literature @I@B$+1 2,2
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2 @I@B$1. )nglish Phonolog& @I@B$1% 2,2
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2 @I@B$2! Basi4 8nal&sis o2 Prose @I@B$22 2,2
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SEMESTER 2II
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2 PI@K$.+ SarjanaAs 'hesis in )L' PI@K$1+ $
3 )le4ti3e -ourses I!J
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SEMESTER 2III
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Tota. +redit! in Seme!ter 2III 18
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1. n,4 K not concurrent. 'he 4ourse 4an 0e undertaken in an& semester irrespe4ti3e o2 the suggested semester o2 o22ering.
2. ILJ K num0er o2 maEimum 4redits in the gi3en semester.

". SAR&ANA (B.A.) IN EN%LIS* LAN%UA%E AND LITERATURE
a. +.a!!i-i,ation! o- +our!e! in Eng.i! Language and Literature

NO +OURSES +REDITS 1
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SEMESTER STATUS
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# @I@B$3. )thnolinguisti4s 2 2 (E) (E) (E) (E) C +.% 1.2 :I@:$+!
$ @I@B$!+ Ps&4holinguisti4s 2 2 (E) (E) (E) (E) C +.% 1.2 @I@B$1%
7 @I@B$!1 'opi4s in Linguisti4s 2 2 (E) (E) C +.% 1.2 :I@:$+#
% @I@B$!2 ;istor& o2 )nglish Language 2 2 (B) (B) (B) (B) C 1.2 +.% @I@B$1%
. @I@B$!3 @ender and Language 2 2 (E) (E) (E) (E) C +.% 1.2 @I@B$1+
1+N @I@B$!! 8d3an4ed 8nal&sis o2 Poetr& 2 2 (E) (E) (E) C +.$ 1.! @I@B$23
11 @I@B$!# 8d3an4ed 8nal&sis o2 Prose 2 2 (E) (E) (E) (E) C +.$ 1.! @I@B$2!
12 @I@B$!$ 8d3an4ed 8nal&sis o2 "rama 2 2 (E) (E) (E) (E) C +.$ 1.! @I@B$2#
13 @I@B$!7
British,8meri4an,8ustralian
Studies
2 2 (E) (E) (E) (E) C +.$ 1.! @I@B$+.
1! @I@B$!% 8sian Studies 2 2 (E) (E) (E) (E) C +.% 1.2 @I@B$1+
1# @I@B$!. -omparati3e Literar& Studies 2 2 (E) (E) (E) C +.% 1.2
@I@B$!7,
@I@B$!%
1$ @I@B$#+ Post/4olonial Studies 2 2 (E) (E) C +.% 1.2 @I@B$!.
17 @I@B$#1 *ilm Studies 2 2 (E) (E) (E) (E) C +.% 1.2 @I@B$1+
1% @I@B$#2 @reek &thologies 2 2 (E) (E) (E) (E) C 1.% +.2 @I@B$1+
1. @I@B$#3 "e4onstru4tion 2 2 (E) (E) (E) (E) C +.$ 1.! :I@:$+1
2+ @I@B$#! @ender and Literature 2 2 (E) (E) (E) (E) C +.$ 1.! @I@B$1+
21 @I@B$## Introdu4tion to Business )nglish 2 2 (E) (E) (E) (E) C +.! 1.$ @I@B$12
22 @I@B$#$ Gournalism 2 2 (E) (E) (E) (E) C +.% 1.2
@I@B$13
@I@B$21
23 @I@B$#7 )diting 2 2 (E) (E) (E) (E) C +.2 1.%
@I@B$13
@I@B$21
2! @I@B$#% Blog Driting 2 2 (E) (E) (E) C +.2 1.%
@I@B$#$,
@I@B$#7
2# @I@B$#. 'ranslation H Interpretation ! ! (E) (E) (E) C 1 3 :I@:$+%
2$ @I@B$$+ Literar& 'ranslation 2 2 (E) (E) C +.# 1.# :I@:$+.
27 @I@B$$1 -reati3e Driting 2 2 (E) (E) C +.$ 1.! :I@:$+.
2% PI@K$+3 )nglish -urri4ulum ! ! (E) (E) (E) (E) C 2 2 @I@B$+.
2. PI@K$+!
'ea4hing )nglish as a*oreign
Language
! ! (E) (E) (E) C 2.2 1.% PI@K$+3
3+ PI@K$+# Language Learning 8ssessment 2 2 (E) (E) C +.% 1.2 PI@K$+!
31 @I@B$2% )nglish 2or Spe4i2i4 Purposes ()SP) 2 2 (E) (E) C +.% 1.2 PI@K$+!
32 @I@B$2. )nglish 2or Foung Learners ()FL) ! ! (E) (E) C 1 3 PI@K$+!
33 @I@B$3+
Instru4tional edia H 84ti3ities in
Language 'ea4hing (I8L')
2 2 (E) (E) C +.$ 1.! PI@K$+!
3! @I@B$31
8n Introdu4tion to -omputer
8ssisted Language Learning (I-8LL)
(ne6)
2 2 (E) +.% 1.2 @I@B$3+
3# @I@B$33 -lassroom anagement 2 2 (E) (E) C +.$ 1.! PI@K$+!
3$ @I@B$3! @ender and )L' 2 2 (E) (E) (E) (E) C +.% 1.2 @I@B$1+
!k! Faji/ tem?u MK Pi.ian 1% 1% $ $
I2 RESEAR+* +OURSES (MPB3 4 !k!)
1 :I@:$12 'hesis Proposal Seminar in )LL 2 2 B C +.! 1.$
:I@:$1+,
:I@:$11
2 :I@:$.+ SarjanaAs 'hesis in )LL $ $ B B C + $ :I@:$12
2 INTERNS*IP IN ELL (MBB3 $ !k!)
1 :I@:$%+
Internship in )LL (!uliah !erja
Prodi)
! ! B C + ! :I@:$+.
'otal o2 theoreti4al 4ontents 5 #!.2 4redits
'otal pra4ti4al 4ontents 5 .1.% 4redits
'otal 4redits to a44omplish 5 1!$.+ 4redits
M) 8t interest K students 4hoose 6hi4h su0je4t is more 4on4omitant 6ith their resear4h interest 2or their thesis

P)78'978: ")K8: *S :((7 7 '8;9: 2+13
Jurusan Sastra Inggris !&

,. Seme!ter.C +our!e Di!tri/ution3 Eng.i! Language and Literature

NO +ODE +OURSES PREREA. +REDITD*RS
SEMESTER I
1. @I@B$+1 Intensi3e -ourse // 12,1%
2.
9PK$+1
9PK$+2
9PK$+3
9PK$+!
9PK$+#
Islam )du4ation
-atholi4 )du4ation
;indu )du4ation
Buddhist )du4ation
// 2,2 n,4
3. 9PK$+$ Pancasila )du4ation // 2,2 n,4
!. 9PK$+7 -i3i4s )du4ation // 2,2 n,4
#. 9PK$+% Indonesian 2or S4ienti2i4 Purposes 2,2 n,4
$. *S8S$+1 Introdu4tion to Philosoph& o2 S4ien4e // 2,2 n,4
Tota. +redit! in Seme!ter I ""
SEMESTER II
1. @I@B$+2 Basi4 Listening(Literal Listening1 2+12) @I@B$+1 2,2 C
2. @I@B$+# Speaking 2or In2ormal Intera4tion @I@B$+1 2,2 C
3. @I@B$+% Basi4 7eading(Literal 7eading1 2+12) @I@B$+1 !,! C
!. @I@B$11 Paragraph Driting @I@B$+1 !,! C
#. @I@B$1! Basi4 )nglish @rammar @I@B$+1 !,! C
$. @I@B$17 )Etensi3e 7eading5 *olk and *air& 'ales @I@B$+1 2,2 C
7. @I@B$1% Introdu4tion to Linguisti4s @I@B$+1 2,2 C
%. @I@B$22 Introdu4tion to Literature @I@B$+1 2,2 C
Tota. +redit! in Seme!ter II ""
SEMESTER III
1. @I@B$+3
Intermediate Listening(Interpreti3e
Listening1 2+12)
@I@B$+2 2,2 C
2. @I@B$+$ Speaking 2or *ormal Intera4tion @I@B$+# 2,2 C
3. @I@B$+.
Intermediate 7eading(Interpreti3e and
822e4ti3e 7eading1 2+12)
@I@B$+% !,! C
!. @I@B$12 )ssa& Driting @I@B$11 !,! C
#. @I@B$1#
Intermediate )nglish @rammar(-ompleE
)nglish @rammar1 2+12)
@I@B$1! !,! C
$. @I@B$1. )nglish Phonolog& @I@B$1% 2,2 C
7. @I@B$2+ )nglish orpholog& @I@B$1% 2,2 C
%. @I@B$23 Basi4 8nal&sis o2 Poetr& @I@B$22 2,2 C
Tota. +redit! in Seme!ter III ""
SEMESTER I2
1. @I@B$+! 8d3an4ed Listening(-riti4al Listening1 2+12) @I@B$+3 2,2 C
2. @I@B$+7 Speaking 2or 84ademi4 Purposes @I@B$+$ 2,2 C
3. @I@B$1+ 8d3an4ed 7eading(-riti4al 7eading1 2+12) @I@B$+. !,! C
!. @I@B$13 8rgumentati3e Driting @I@B$12 !,! C
#. @I@B$1$ 8d3an4ed )nglish @rammar @I@B$1# 2,2 C
$. @I@B$21 )nglish S&ntaE
@I@B$1#1
@I@B$1%
2,2 C
7. @I@B$2# Basi4 8nal&sis o2 "rama @I@B$22 2,2 C
%. @I@B$27 Introdu4tion to 7esear4h ethods @I@B$+1 2,2 C
.. :I@:$+1 Introdu4tion to Philosoph& o2 Language @I@B$22 2,2 C
Tota. +redit! in Seme!ter I2 ""
SEMESTER 2
1. @I@B$2! Basi4 8nal&sis o2 Prose @I@B$22 2,2 C
2. @I@B$2$ -ross -ultural 9nderstanding @I@B$+. 2,2 C
3. :I@:$+% 'ranslation I @I@B$1# 2,2 C
!. :I@:$+2 Pragmati4s @I@B$1% 2,2 C
#. :I@:$+3 Semanti4s @I@B$1% 2,2 C
$.
:I@:$1+,
:I@:$11
7esear4h ethods in Linguisti4s ,
Literar& 'heories and -riti4ism(Literar&
'heories and Literar& -riti4ism1 2+12)
M)

@I@B$27 !,! C
P)78'978: ")K8: *S :((7 7 '8;9: 2+13
Jurusan Sastra Inggris !!

NO +ODE +OURSES PREREA. +REDITD*RS
7. )le4ti3e -ourses I%J
Tota. +redit! in Seme!ter 2 ""
SEMESTER 2I
1. :I@:$+! So4iolinguisti4s :I@:$+2 2,2 C
2. :I@:$12 'hesis Proposal Seminar in )LL
:I@:$1+ ,
:I@:$11
2,2 C
3. :I@:$+# 'rends and Issues in Linguisti4s :I@:$+2 !,! C
!. :I@:$+$
)nglish So4ial and Literar& ;istor&()nglish
So4ial ;istor& and ;istor& o2 )nglish
Literature1 2+12)
:I@B$22 !,! C
#. :I@:$+7 -ultural Studies :I@:$+$ 2,2 C
$. :I@:$+. 'ranslation II :I@:$+% 2,2 C
7. )le4ti3e -ourses I$J
Tota. +redit! in Seme!ter 2I ""
SEMESTER 2II
1. :I@:$.+ SarjanaAs 'hesis :I@:$12 $
2. :I@:$%+ Internship in )LL :I@:$+. ! n,4
3. )le4ti3e -ourses I!J
Tota. +redit! in Seme!ter 2II 1$
SEMESTER 2III
1. :I@:$.+ SarjanaAs 'hesis :I@:$12 $
2. )le4ti3e -ourses I!J
Tota. +redit! in Seme!ter 2III 18
M) 8t interest K students 4hoose 6hi4h su0je4t is more 4on4omitant 6ith their resear4h interest 2or their thesis.

#. MAGISTER (M.A.) IN EN%LIS* LAN%UA%E TEA+*IN%

Di!tri/ution o- +our!e! in te Magi!ter'! Program in ELT

No. +our!e!
+redit!D
*our!
Seme!ter
1 " # $ 5 >
A. Re!ear, +our!e! $D$
1 PK9%++ Ouantitati3e 7esear4h ethodolog& 2,2 B
2 PK9%+1 Oualitati3e 7esear4h ethodolog& 2,2 B
B. Edu,ation +our!e! 5D5
1 PK"K%+3 *oundations o2 )nglish )du4ation and Instru4tion 3,3 B
2 PK"K%+! Issues in )nglish Language Instru4tion 2,2 B
+. Eng.i! Language Tea,ing +our!e! "<D#1
i. Su/je,t S?e,ia.iGation +our!e! >D>
1 PI@K%+. Linguisti4s in )L' 2,2 B
2 PI@K%1+ -riti4al 7e3ie6 on Se4ond Language 84>uisition
7esear4h
2,2 B
3 PI@K%1! -riti4al 7e3ie6 on 8pplied Linguisti4s 2,2 B
ii. Tea,ing@.earning StrategC +our!e! 11D1#
1 PI@K%+# )nglish S&lla0us and -lassroom Instru4tional
Planning
2,2 B
2 PI@K%+$ 'ea4hing )nglish as a *oreign Language !,! B
3 PI@K%+% 8d3an4ed 8ssessment in )nglish Language 'ea4hing 3,3 B
! PPPL%%+ 'ea4hing Pra4ti4um 2,2 B
iii. E.e,ti=e +our!e! >D>
1 PI@K%13 So4iolinguisti4s and Language 'ea4hing 2,2 (B) (B) (B) (B)
2 PI@K%1$ "is4ourse 8nal&sis and Language 'ea4hing 2,2 (B) (B) (B) (B)
3 PI@K%17 Semanti4s and Language 'ea4hing 2,2 (B) (B) (B) (B)
! PI@K%1% 8d3an4ed 'ranslation 2,2 (B) (B) (B) (B)
P)78'978: ")K8: *S :((7 7 '8;9: 2+13
Jurusan Sastra Inggris !.

No. +our!e!
+redit!D
*our!
Seme!ter
1 " # $ 5 >
# PI@K%1. Literature in )L' 2,2 (B) (B) (B) (B)
$ PI@K%22 Pragmati4s and Language 'ea4hing 2,2 (B) (B) (B) (B)
7 PI@K%2! 8d3an4ed )nglish Language Skills 2,! (B)
% PI@K%2# Ps&4holinguisti4s and language 'ea4hing 2,2 (B) (B) (B) (B)
. PI@K%2$ )nglish 2or Spe4i2i4 Purposes5 -ourse "esign 2,2 (B) (B) (B) (B)
D. Te!i! 4 ,redit!
1 MP')S%.+ 'hesis Proposal Seminar 2,2 B
2 P')S%.1 asterAs 'hesis $ (B) (B) (B) (B)
'otal 4redits $8 1$ 1! 2 ($) ($) ($)
MPPL%%+ and P')S%.+5 small 4lasses o2 1+/12 students

$. DOKTOR (P.D.) IN EN%LIS* LAN%UA%E TEA+*IN%H)

Di!tri/ution O- +our!e! in Do,tora. Degree Program in ELT

No. +OURSES
+redit!
Dour!
Seme!ter
1 " # $ 5 >
A. Edu,ation +our!e! >D>
1 P"IP.+1 Perspe4ti3es in )du4ation 3,3 B
2 P"IP.+2 Philosoph& o2 S4ien4e 3,3 B
B. Major +our!e! 1"D1"
i. Re9uired +our!e! 18D18
1 PI@K.+3 7esear4h ethodolog& in )L' !,! B
2 PI@K.+! 'opi4s in )nglish Language 'ea4hing 3,3 B
3 PI@K.+# 8d3an4ed 8pplied Linguisti4s 3,3 B
ii. E.e,ti=e +our!e! min. "D"
1 PI@K.+$ 7e3ie6 in 7eading H Listening Skills 2,2 (B) (B)
2 PI@K.+7 7e3ie6 in Driting H Speaking Skills 2,2 (B) (B)
3 PI@K.+% 8ssessment Instrument "e3elopment 2,2 (B) (B)
+. Re!ear, +our!e! -or Di!!ertation "4 ,redit!
1 P"IS.+. 7esear4h 7e3ie6 in )L' 3,3 B
3 P"IS.1+ "issertation Proposal Seminar !,! B
! P"IS.11 Driting 2or 7esear4h Pu0li4ation 3,3 B
# P"IS.12 "o4toral "issertation 1% (B) (B) (B) (B)

'('8L -7)"I'S $4 1#,1# 13,13 (1%) (1%) (1%) (1%)
2% -7)"I'S

5. +OURSE DES+RIPTION SARJANA (B.A.) IN ELT AND EN%LIS* LAN%UA%E I LITERATURE

'he des4riptions o2 the 4ourses in the Sarjana (B.8.) Program in )L' and )LL Programs are 4lassi2ied into
three 4ategories5 (1) Personal "e3elopment -ourses1 (2) Kno6ledge and Skill -ourses1 (3) 7e>uired -ourses 2or
)L' and )LL Programs1 (!) 7e>uired -ourses 2or )L' Program (nl&1 (#) 7e>uired -ourses 2or )LL Program (nl&1
and ($) )le4ti3e -ourses 2or Both )L' and )LL Programs.

P)78'978: ")K8: *S :((7 7 '8;9: 2+13
Jurusan Sastra Inggris !'

PERSONAL DE2ELOPMENT +OURSES (Kelompo Ma!a"l#a$ Pen%em&an%an Kepr#&a'#an)

UMPK>81 I!.am Edu,ation1 2 4redits1 2 hours (re>uired)
Prere>uisite5 ///
'his 4ourse aims at pro3iding students 6ith understanding a0out ho6 Islam 3ie6s topi4s su4h as
6orldl& li3es and li3ing (as opposed to the 4on4ept o2 here/a2ter)1 8llah as Being the ost Supreme thus the
di3ine traits and po6er as 4onse>uen4es1 OurAan as the ;ol& Book1 great eEamples o2 uhammad as the
Prophet1 prin4iples o2 Islami4 religion1 no0le 4hara4ter (akhla"ul khari#ah)1 Islami4 la6 (s$ariah)1 6orships1
Islami4 4hara4ter 0uilding1 prin4iples o2 li3ing in so4iet& (#u%a#alah)1 managing Islami4 s4ienti2i4 dis4iplines
and those o2 general s4ien4es1 and Islami4 4i3il so4iet&.
UMPK>8" Prote!tant Edu,ation1 2 4redits1 2 hours (re>uired)
Prere>uisite5 ///
'his 4ourse aims at pro3iding students 6ith understanding a0out ho6 Protestanism 3ie6s topi4s su4h
as 2aith and religions in Indonesia1 prin4iples o2 Protestanism1 0i0li4al testaments on di3ine 4reations and @od
as "i3ine -reator1 4on4epts o2 li3es and li3ing 0oth in a44ordan4e to non/ and Bi0li4al tea4hings1 4on4epts o2
human 0eing as the 0earer o2 responsi0ilit& in managing so4iet& and preser3ing nature1 4on4epts o2 sins and
4onse>uen4es1 thus the di3ine re6ards and punishments in -hristianit&1 the 4onsummation o2 Gesus -hrist as
the Sa3ior1 the di3ine roles and 2un4tions o2 the ;ol& Spirit1 4on4eptual relation 0et6een 2aith and s4ien4e1 and
sele4tions as 6ell as 4ategoriPation o2 s4ienti2i4 dis4iplines on the 0asis o2 2aith and religious o0ser3an4e.
UMPK>8# +ato.i, Edu,ation1 2 4redits1 2 hours (re>uired)
Prere>uisite5 ///
'his 4ourse aims at pro3iding students 6ith understanding a0out ho6 -atholi4ism 3ie6s topi4s su4h as
4atholi4 liturg& and de3otion to -hur4h1 sa4rament o2 sal3ation1 missionaries1 4on4epts representing 4hur4h is
e3er&one and e3er&one is1 there2ore1 4hur4h1 ser3i4es and 4ommunions1 the 4lergies and 4leri4al traditions
(&ishopric and papac$)1 general insights a0out Indonesian so4iet&1 4hur4hAs do4trines on so4ietal relationship1
nationAs 6el2are and 4hur4hAs 4ontri0utions1 -hristian as person and sel2/empo6ering -hristian1 some
determinants o2 4hara4ter 0uilding1 sel2/integrit& as 2irst 4ontrol o2 personalit&1 sel2 harmon& and 4ompletion1
and the nurturing o2 sel2/ideal 6hi4h is 0ased on -hur4h and 2ull& responsi0le 4ommunion ser3i4es.
UMPK>8$ *indu Edu,ation1 2 4redits1 2 hours (re>uired)
Prere>uisite5 ///
'he o0je4ti3e o2 this 4ourse is pro3iding the students 6ith the understanding o2 the histor& o2 ;induism1
the sour4es o2 ;indu tea4hings1 the s4ope o2 ;induism1 the o0je4ti3es o2 the ;indu religion1 'a(a Darsana)
Tantra *ana) Panca Sradha Tatt(a) Catur Marga *oga) Pranata Sosial) !ulu Dhar#a) dhar#adana) dhar#a
nagara) raja dhar#a) sapta angga) dada niti) $adn$a and sa#skara1 and the ;indu arts and 4ulture.
UMPK>85 Buddi!t Edu,ation1 2 4redits1 2 hours (re>uired)
Prere>uisite5 ///
'he o0je4ti3e o2 this 4ourse is pro3iding students 6ith the understanding o2 the histor& o2 Budha
@otama1 the prin4iples o2 the Buddhist tea4hings1 de3eloping no0le 4hara4ters1 o3er4oming greed1 sins1 and
moha1 2ollo6ing in the 2ootsteps o2 the @reat 'ea4her Budha @otama so as to 0e4ome responsi0le Buddhist
4itiPens.
UMPK>8> Pan(as#la Edu,ation1 2 4redits1 2 hours (re>uired)
Prere>uisite5 ///
'his 4ourse aims at de3eloping 3alues1 attitudes1 and 0eha3iors 6hi4h emanate 2rom the 3alues o2 the
*i3e Pillars (Pancasila)1 the nature o2 Pancasila1 the philosoph& o2 Pancasila) Pancasila 3alues1 in/depth stud&
o2 P!1 pra4ti4e in anal&Ping so4ial pro0lems 0ased on Pancasila 3alues1 pra4ti4e in appl&ing the Pancasila
3alues in real/li2e 4ases1 the ;istor& o2 the Indonesian struggle1 the 1.!# -onstitution1 and the +B,'.
UMPK>87 +i=i,! Edu,ation1 2 4redits1 2 hours (re>uired)
Prere>uisite5 ///
'his 4ourse pro3ides students 6ith the understanding o2 the 4on4epts o2 4itiPenship1 o2 the nature o2
ar4hipelago1 the 4on4epts o2 strength1 the horiPon o2 ar4hipelago 4ountr&1 national enduran4e1 6ith pra4ti4e in
using 4omprehensi3e1 integrated approa4h in sol3ing national pro0lems1 in using the 2rame o2 mind and
strategies o2 poltranas) polstrahanka#nas1 the 4on4epts o2 national de2ense and dual roles, 2un4tions o2 the
8rmed *or4es1 and the ,anka#rata s&stem.
UMPK>84 Indone!ian -or S,ienti-i, Pur?o!e!1 2 4redits1 2 hours (re>uired)
Prere>uisite5 ///
'his 4ourse pro3ides students 6ith the understanding and skills o2 6riting s4ienti2i4 papers1 6ith topi4s
o2 0asi4 4on4epts o2 s4ienti2i4 papers1 s4ienti2i4 Indonesian1 the 4on3entions 2or 6riting s4ienti2i4 papers1 and
the planning1 6riting1 and editing o2 s4ienti2i4 papers.

P)78'978: ")K8: *S :((7 7 '8;9: 2+13
Jurusan Sastra Inggris !"

KNO6LED%E AND SKILL +OURSES (Kelompo Ma!a K"l#a$ Ke#lm"an 'an Ke!eramp#lan)

0SAS>81 Introdu,tion to Pi.o!o?C o- S,ien,e1 2 4redits1 2 hours(re>uired)
Prere>uisite5 ///
In this stud& the students are trained to understand the aspe4ts o2 ontolog&1 epistemolog& and aEiolog&
o2 s4ien4e1 logi41 ethi4s1 and aestheti4 in the so4ial s4ien4e and humanities.
UMKK>81 Introdu,tion to Edu,ation1 3 4redits1 3 hours (re>uired 2or )L' Program onl&)
Prere>uisite5 ///
'his 4ourse pro3ides students 6ith edu4ation horiPon 6hi4h 4o3ers topi4s o2 the understanding o2
human nature1 the nature o2 edu4ation1 the histor& o2 national edu4ation1 edu4ational en3ironment1
edu4ational s4hools1 and the national s&stem o2 edu4ation.
UMKK>8" Learner De=e.o?ment1 34redits1 3hours (re>uired 2or )L' Program onl&)
Prere>uisite5 ///
'his 4ourse studies and understands the 4hara4teristi4s1 de3elopmental duties1 and possi0le pro0lems in
the 4ourse o2 2ul2illing the de3elopmental duties 6ithin the stages o2 de3elopment1 2rom earl& 4hildhood to
adoles4en4e1 and their impli4ations 2or the edu4ational pro4ess.
UMKK>8# Learning and Tea,ing1 ! 4redits1 ! hours (re>uired 2or )L' Program onl&)
Prere>uisite5 ///
'his 4ourse pro3ides the stud& o2 the nature o2 learning and tea4hing1 the theories and prin4iples and o2
learning and tea4hing1 4urri4ulum and tea4hing/learning program de3elopment1 the prin4iples o2 the
de3elopment o2 models o2 tea4hing1 the prin4iples o2 the implementation o2 the tea4hing/learning approa4hes1
tea4hing/learning media and resour4es1 the e3aluation o2 tea4hing/learning pro4ess1 the anal&sis and 0asi4
prin4iples o2 e3aluation instruments.

REAUIRED +OURSES 0OR BOT* ELT AND ELL PRO%RAMS

%I%B>81 Inten!i=e +our!e1 12 4redits1 1% hours (re>uired)
Prere>uisite5 ///
'his 4ourse pro3ides students 6ith re4epti3e and produ4ti3e skills in using )nglish in 4ommuni4ation.
'he emphasis is on the 4orre4t use o2 0asi4 )nglish stru4ture1 3o4a0ular&1 pronun4iation1 stress1 and
intonation patterns in oral 4ommuni4ation through intensi3e and integrated 4lassroom pra4ti4e. In addition1
la0orator& assignments and indi3idual tutorials ma& 0e gi3en on the 0asis o2 indi3idual student needs.
%I%B>8" Ba!i, Li!tening (Litera. Li!tening3 "81")3 2 4redits1 2 hours (re>uired)
Prere>uisite5 @I@B$+1
'his 4ourse is designed to ena0le students to understand spoken )nglish o2 3arious teEt t&pes1 2o4using
more on de3eloping the studentsA literal 4omprehension skills1 that is1 understanding eEpli4it in2ormation in
the teEts. 'he listening skills to 0e de3eloped and pra4ti4ed in4lude1 in parti4ular1 making predi4tions a0out a
teEt1 re4ogniPing 4onteEt1 dedu4ing meanings o2 un2amiliar 6ords 0ased on the 4onteEt1 identi2&ing main
ideas1 and identi2&ing spe4i2i4 in2ormation and details.
%I%B>8# Intermediate Li!tening (Inter?reti=e Li!tening3 "81")3 2 4redits1 2 hours (re>uired)
Building on the listening skills de3eloped in the Literal Listening 4ourse1 this 4ourse 4on4entrates more
on ena0ling the students to 4omprehend impli4it in2ormation in 3arious t&pes o2 spoken )nglish teEts. In
addition to the listening skills learned in the pre3ious 4ourse1 the students are pro3ided 6ith the learning
opportunities to de3elop and pra4ti4e 2urther skills o2 listening1 i.e. re4ogniPing 4ohesi3e de3i4es1
understanding a44ents1 in2erring meanings and relationship 0et6een ideas1 and understanding stress and
intonation.
%I%B>8$ Ad=an,ed Li!tening (+riti,a. Li!tening3 "81")3 2 4redits1 2 hours (re>uired)
'his 4ourse strengthens the listening skills that the students ha3e de3eloped in the pre3ious listening
4ourses and aims to 0ring their 4omprehension skills to the neEt le3el1 that is1 4riti4al le3el o2 4omprehension
o2 3arious spoken )nglish teEts. 'his 4ourse1 there2ore1 4ontains pra4ti4e materials to de3elop the 2ollo6ing
skills5 retaining rele3ant in2ormation (e.g. note/taking1 outlining1 and summariPing)< in2erring speakerAs
attitude and intentions< distinguishing 0et6een 2a4ts and opinions< e3aluating in2ormation and opinion< and
re4ogniPing 0iases.
%I%B>85 S?eaking -or In-orma. Intera,tion!3 2 4redits1 2 hours (re>uired)
'he 4ourse is designed to de3elop studentsA a0ilit& to speak )nglish at post/intermediate le3el1 su4h as1
eEpressing likes,dislikes1 agreements,disagreements1 pre2eren4es in 3arious in2ormal settings.

P)78'978: ")K8: *S :((7 7 '8;9: 2+13
Jurusan Sastra Inggris !5

%I%B>8> S?eaking -or 0orma. Intera,tion!3 2 4redits1 2 hours (re>uired)
Prere>uisite5 @I@B$+#
'he 4ourse is designed to de3elop studentsA a0ilit& to speak )nglish at pre/ad3an4ed le3el1 su4h as1
eEpressing opinions1 appro3als1 disappro3als in group dis4ussions. It is also designed to enhan4e studentsA
a0ilit& in doing monologues su4h as gi3ing spee4hes1 stor& telling1 des4ri0ing pla4es and ne6s reporting.
%I%B>87 S?eaking -or A,ademi, Pur?o!e!3 2 4redits1 2 hours (re>uired)
Prere>uisite5 @I@B$+$
'he 4ourse is designed to de3elop studentsA a0ilit& in ad3an4ed le3el1 su4h as1 emplo&ing important
language 2un4tions in presenting 4urrent issues1 panel dis4ussions and de0ates. It is also designed to enhan4e
studentsA a0ilit& in gi3ing presentation su4h as retelling arti4les.
%I%B>84 Ba!i, Reading (Litera. Reading3"81")3 ! 4redit1 ! hours (re>uired)
Prere>uisite5@I@B$+1
'his 4ourse is designed to de3elop the studentsA 4ompeten4e in literal reading (i.e. kno6ing and
4omprehending) o2 non/2i4tional teEts o2 post/intermediate le3el1 emphasiPing the use o2 appropriate reading
strategies to identi2& the meaning and use o2 un2amiliar leEi4al items1 the topi4 and the main idea 2rom
supporting details o2 the teEts< understand eEpli4it in2ormation< skim and s4an spe4i2i4 in2ormation<
understand the 4ommuni4ati3e 3alue o2 senten4es< and re4ognise t&pes o2 6riting.
%I%B>8< Intermediate Reading (Inter?reti=e and A--e,ti=e Reading3 "81")3 ! 4redits1 ! hours (re>uired)
Prere>uisite5 @I@B$+%
'his 4oursede3elops studentsA 4ompeten4e in identi2&ing ke& 6ords1 understanding impli4it in2ormation1
2igures o2 spee4h1 di4tion1 juEtaposition1 4ulture/0ound 4ontent and di4tion1 identi2&ing teEt &pes1 identi2&ing
organiPation and de3elopment o2 a teEt1 and appre4iationg short stories.
%I%B>18 Ad=an,ed Reading(+riti,a. Reading3 "81")3 ! 4redits1 ! hours (re>uired)
Prere>uisite5 @I@B$+.
'his 4ourse de3elops studentsA 4ompeten4e in di22erentiating 0et6een 2a4ts and opinions1 making
in2eren4es 0ased on 4lues1 di22erentiating 0et6een hast& and a44epta0le generaliPations1 identi2&ing an
authorAs tone1 purpose1 and 0ias.
%I%B>11 Paragra? 6riting3 ! 4redits1 ! hours (re>uired)
'he 4ourse is designed to pro3ide students 6ith the a0ilit& to 6rite 3arious t&pes o2 paragraphs1
4omprising narrati3e1 des4ripti3e1 4ause/e22e4t1 pro4ess and 4omparison/4ontrast paragraphs. 'he 4ourse also
4o3ers theories o2 paragraph 6riting1 6hi4h in4lude topi4 senten4e identi2i4ation1 paragraph stru4ture1 unit&
and 4oheren4e1 and t&pes o2 supports. 8s the 2irst 6riting 4ourse the students ha3e to take1 the 4ontent o2 the
4ourse also 4o3ers some 0asi4 6riting kno6ledge1 in4luding t&pes o2 senten4es and senten4e pro0lems.
%I%B>1" E!!aC 6riting3 ! 4redits1 ! hours (re>uired)
Prere>uisite5 @I@B$11
'he 4ourse de3elops studentsA a0ilit& to 6rite eEpositor& essa&s using di22erent methods o2 de3elopment5
logi4al di3ision o2 ideas1 4hronologi4al order1 4omparison and 4ontrast1 4ause and e22e4t1 and 4lassi2i4ation.

%I%B>1# Argumentati=e 6riting3 ! 4redits1 ! hours (re>uired)
'he 4ourse de3elops studentsA a0ilit& to present logi4al reasoning1 strong and 4on3in4ing argument1 as
6ell as 4riti4al anal&sis and judgment in the 2orm o2 su0je4t/related argumentati3e essa&s.
%I%B>1$ Ba!i, Eng.i! %rammar3 ! 4redits1 ! hours (re>uired)
Prere>usite5 @I@B$+1
'his is the 2irst part o2 a three/part )nglish @rammar 4ourse 6hi4h pro3ides the students 6ith a sound
kno6ledge o2 essential )nglish grammar and a0ilit& to appl& this kno6ledge in 4omprehension and
produ4tion. Basi4 )nglish @rammar 2o4uses on 3er0 tenses1 modal auEiliaries and similar eEpressions1 nouns
and pronouns1 arti4les and the passi3e.
%I%B>15 Intermediate Eng.i! %rammar(+om?.eJ Eng.i! %rammar3 "81")3 ! 4redits1 ! hours (re>uired)
Prere>uisite5 @I@B$1!
'his is the se4ond part o2 a three/part )nglish @rammar 4ourse 6hi4h pro3ides the students 6ith a
sound kno6ledge o2 )nglish @rammar and a0ilit& to appl& this kno6ledge in 4omprehension and produ4tion.
Intermediate )nglish @rammar 2o4uses on gerund and in2initi3es1 noun 4lauses1 adje4ti3e 4lauses1 and
ad3er0ial 4lauses. In addition1 it pro3ides the students 6ith pra4ti4es 2or taking the Stru4ture and Dritten
)Epression part o2 the '()*L.
%I%B>1> Ad=an,ed Eng.i! %rammar1 ! 4redits1 ! hours (re>uired)
Prere>uisite5 @I@B$1#
'his 4ourse re>uires students to demonstrate their 4apa0ilit& o2 identi2&ing and 4orre4ting 6rong uses
o2 parti4ular grammati4al points1 or in4omplete,imper2e4t senten4es1 and to 6rite good senten4es1 as 6ell.
'his 4ourse is pra4ti4e/oriented and intended to la& some ground6ork 0e2ore students 6ill a4tuall& 6rite
3arious kinds o2 senten4es in their 4ontent 4ourse assignments and SarjanaAs theses later.
P)78'978: ")K8: *S :((7 7 '8;9: 2+13
Jurusan Sastra Inggris !

%I%B>17 EJten!i=e ReadingB 0o.k and 0airC Ta.e!1 2 4redits1 2 hours (re>uired)
'he 4ourse pro3ides the students 6ith opportunities to 4hoose and read poems1 2a0les1 2air&tales1
2olktales1 and short stories 2or 4hildren at the pre/intermediate le3el. It aims at de3eloping good reading
ha0its1 0uilding up kno6ledge o2 3o4a0ular& and stru4ture1 and en4ouraging a liking o2 reading. It re>uires
the students to respond to 6hat the& ha3e read and to 4arr& out a 3ariet& o2 4lassroom a4ti3ities in order to
share 6ith one another 6hat the& learned 2rom their reading materials.
%I%B>14 Introdu,tion to Lingui!ti,!1 2 4redits1 2 hours (re>uired)
'his 4ourse is designed to pro3ide the students 6ith introdu4tor& kno6ledge o2 language and linguisti4s<
language as a re2le4tion o2 the stru4ture o2 the human mind and human 4ulture1 the 3arious le3els o2 linguisti4
stru4ture (phoneti4s1 phonolog&1 morpholog&1 s&ntaE1 and semanti4s)1 language use (pragmati4s1 dis4ourse
anal&sis1 so4iolinguisti4s)1 language as a so4ial phenomenon (diale4ts1 language 4hange1 ta0oos1 language and
seE roles) and language uni3ersals. 'he students are eEpe4ted to appl& linguisti4 kno6ledge in their
a4ademi4,pro2essional spheres and to do mini/resear4h using I-'.
%I%B>1< Eng.i! Pono.ogC1 2 4redits1 2 hours (re>uired)
Prere>uisite5 @I@B$1%
'his 4ourse is designed to pro3ide students 6ith 0asi4 kno6ledge o2 )nglish phoneti4s and phonolog&.
)nglish phoneti4s in4ludes des4ription o2 phoneti4 2eatures 2or segmental phonemes (i.e.1 4onsonants and
3o6els) and suprasegmental phonemes (i.e.1 stress1 intonation and jun4ture). Students taking phoneti4s also
learn the kno6ledge and pra4ti4al skill o2 reading and 6riting phoneti4 trans4ription1 0oth 0road and narro6
trans4ription. )nglish phonolog&1 0eginning 6ith a 0rie2 re3ie6 o2 )nglish phoneti4s1 introdu4es to students
phonologi4al prin4iples go3erning sound patterns in )nglish. )nglish phonolog& primaril& eEplains ho6
sur2a4e (phoneti4) representation is deri3ed 2rom underl&ing (phonemi4) representation 0& means o2
phonologi4al rules. 9sing their 0asi4 kno6ledge o2 )nglish phoneti4s and phonolog&1 the students ha3e to 0e
a0le to appl& their kno6ledge to 4ondu4t elementar& resear4h 4on4erning phonologi4al aspe4ts through
3arious means (i.e1 mo3ies1 songs1 oral dis4ourses1 et4).
%I%B>"8 Eng.i! Mor?o.ogC1 2 4redits1 2 hours (re>uired)
'he aim o2 the 4ourse is to pro3ide the students 6ith some kno6ledge o2 )nglish orpholog&5 the
4on4ept o2 morphemes and their allomorphs1 prin4iples o2 des4ripti3e anal&sis in )nglish orpholog&1
prin4iples o2 identi2&ing and isolating morphemes1 and t&pes o2 morphemes1 su4h as 0ound 3ersus 2ree
morphemes1 roots 3ersus stems1 and roots 3ersus non/roots. 9nderstanding the 4on4epts o2 )nglish
morpholog& 6ill help the students to appl& the kno6ledge in language 2iguration in a4ademi4,pro2essional
spheres. oreo3er1 the students are a0le to 4ondu4t elementar& resear4h through the use o2 I-' as a means to
2a4ilitate their 4riti4al,anal&ti4al thinking.
%I%B>"1 Eng.i! SCntaJ1 2 4redits1 2 hours (re>uired)
Prere>uisite5 @I@B$1#1 @I@B$1%
'his 4ourse is designed to assist the students in mastering the theor& o2 )nglish S&ntaE as an )nglish
language and literature 2oundation so that the& 4an appl& the theor& in a S&nta4ti4 anal&sis and in taking a
de4ision and gi3ing a solution 4riti4all&1 anal&ti4all&1 and responsi0l&. 'his 4ourse is also designed so that the
students are a0le to 4ondu4t a guided and >uali2ied resear4h in language and literature 0& means o2 s4ien4e
and te4hnolog&. 'he topi4s in this 4ourse in4ludes5 2our s&nta4ti4 stru4tures1 generati3e grammar1 s&nta4ti4
4ategories and 2un4tions1 phrase stru4ture rules1 and trans2ormational rules.'he tea4hing a4ti3ities in4ludes5
le4tures1 dis4ussions1 anal&sis1 and tasking.
%I%B>"" Introdu,tion to Literature1 2 4redits1 2 hours (re>uired)
'his 4ourse pro3ides students 6ith 0asi4 4on4eptualiPation o2 literar& and non/literar& teEts that 4o3er
distin4tions1 2ormats1 st&les1 patterns1 elements1 and 6orking me4hanisms o2 0oth teEts. 'he 4ourse pro4eeds
in the light o2 4on3entional and modern perspe4ti3es< the 2ormer 0eing the traditional 3ie6s on (non/)literar&
teEts1 the latter 0eing the 4ontemporar& insights 6hi4h see (non/)literar& teEts as parts o2 a4ti3e 4ultural
produ4ts (thus in4luding personal diaries1 tra3el 6ritings1 media journals1 memoirs1 and the likes). Students
6ill ha3e 0a4kground kno6ledge use2ul to support their ad3an4ed literar& studies later.
%I%B>"# Ba!i, Ana.C!i! o- PoetrC1 2 4redits1 2 hours (re>uired)
'his 4ourse 6orks 6ith the 2oregrounded s&stem o2 poeti4 language that 2ormall& and stru4turall& 0uild
all o2 its intrinsi4 elements and themes. Students 6ill ha3e to master the stru4tural poeti4 s&stems su4h as
poeti4 literar& de3i4es1 2orms1 and language 2iguration and emplo& their kno6ledge in their
a4ademi4,pro2essional spheres5 to do elementar& literar& resear4hes using I-'1 to adapt to a 6orkpla4e
situation using 4riti4al/anal&ti4al thinking1 and to o22er 4reati3e solutions 6hen 2a4ing a4ademi4 and
so4ial,4ultural 4hallenges.

P)78'978: ")K8: *S :((7 7 '8;9: 2+13
Jurusan Sastra Inggris !(

%I%B>"$ Ba!i, Ana.C!i! o- Pro!e1 2 4redits1 2 hours (re>uired)
'his 4ourse 6orks 6ith the 6orking s&stems o2 prosai4 literar& 6orks that 4enter and 0uild their
stru4tural relationships o2 the teEtsA intrinsi4 elements and themes. Students 6ill ha3e to master and emplo&
ea4h o2 the prose me4hanisms su4h as themati4 s&stem1 plot 4on2iguration1 setting management1
4hara4teriPation1 and language 2iguration in their a4ademi4,pro2essional spheres5 to do elementar& literar&
resear4hes using I-'1 to adapt to a 6orkpla4e situation using 4riti4al/anal&ti4al thinking1 and to o22er 4reati3e
solutions 6hen 2a4ing a4ademi4 and so4ial,4ultural 4hallenges.
%I%B>"5 Ba!i, Ana.C!i! o- Drama1 2 4redits1 2 hours (re>uired)
'his 4ourse 6orks 6ith the 6orking s&stems o2 dramati4 s4ripts that stru4turiPe the s4riptAs 2ormal and
intrinsi4 elements. Students 6ill ha3e to master and reprodu4e the dramati4 me4hanisms su4h as kinesi4s
arrangement1 setting management1 themati4 s&stemiPation1 4hara4teriPation1 propert& organiPation in 0oth
teEtual and stagial le3els in their a4ademi4,pro2essional spheres5 to do elementar& literar& resear4hes using
I-'1 to adapt to a 6orkpla4e situation using 4riti4al/anal&ti4al thinking1 and to o22er 4reati3e solutions 6hen
2a4ing a4ademi4 and so4ial,4ultural 4hallenges.
%I%B>"> +ro!! +u.tura. Under!tanding1 2 4redits1 2 hours (re>uired)
'his 4ourse aims at pra4ti4ing anal&ti4 skills that 6ill help students impro3e or de3elop greater
appre4iation and understanding 2or the di3ersit& and the 4ompleEit& o2 4ulture and 2or the 3ariet& o2
4hallenges inherent in 6orking in other 4ultural en3ironments and 6ith people o2 other 4ultures through
4ross 4ultural understanding. 'he 2o4us 6ill 0e on the 4ultures o2 )nglish speaking 4ountries and ho6 the&
4ompare to Indonesian 4ulture.
%I%B>"7Introdu,tion to Re!ear, Metod!1 2 4redits1 2 hours (re>uired)
'his 4ourse helps students to ha3e a positi3e attitude to6ards s4ienti2i4 resear4h and de3elop the
kno6ledge o2 resear4h methodolog& in the areas o2 )L'1 Linguisti4s1 and Literature. Students pra4ti4e to
resear4h and re3ie6 primar& and se4ondar& sour4es (re2eren4es)< are 2a4ilitated to ha3e 4lear ideas o2 ho6 to
link topi4(s) to possi0le and rele3ant methodologies1 and to de3ise a topi4 into a small/s4ale resear4h
proposal 0& de3eloping resear4h >uestions1 4olle4ting rele3ant data1 anal&Ping data1 and dra6ing resear4h
4on4lusion(s)

REAUIRED +OURSES 0OR ELT PRO%RAM ONLE

PI%K>81 EJten!i=e ReadingB Sort Storie! and A/ridged No=e.!3 2 4redits1 2 hours1 (re>uired 2or )L'
Program onl&)
Prere>uisite5@I@B$17
'his 4ourse pro3ides the students 6ith opportunities to 4hoose and read simple,simpli2ied short stories
and no3els at the pre/intermediate to intermediate le3els. It aims at de3eloping good reading ha0its1 0uilding
up kno6ledge o2 3o4a0ular& and stru4ture1 and en4ouraging a liking o2 reading. It re>uires the students to
respond to 6hat the& ha3e read and to 4arr& out a 3ariet& o2 4lassroom a4ti3ities in order to share 6ith one
another 6hat the& learned 2rom their reading materials.
PI%K>8"EJten!i=e ReadingB No=e.! and Periodi,a.!3 2 4redits1 2 hours1 (re>uired 2or )L' Program onl&)
Prere>uisite5 PI@K$+1
'his 4ourse pro3ides the students 6ith opportunities to 4hoose and read printed or online 4lassi4al
and,or 4ontemporar& no3els and periodi4als1 su4h as arti4les 2rom popular magaPines and 4redi0le )L'
journals1at the intermediate le3el or a0o3e. It aims at de3eloping good reading ha0its1 0uilding up kno6ledge
o2 3o4a0ular& and stru4ture1 and en4ouraging a liking o2 reading. It re>uires the students (1) to 6rite a 0rie2
4omment and a short summar& 2or ea4h o2 their reading materials and (2) to 4arr& out 3arious 4lassroom
a4ti3ities in order to share 6ith one another 6hat the& ha3e read.
PI%K>8#Eng.i! +urri,u.um1 ! 4redits1 ! hours (re>uired 2or )L' Program1 ele4ti3e 2or )LL Program)
'his 4ourse pro3ides the students 6ith theoreti4al kno6ledge o2 4urri4ulum ,s&lla0us in general and
)nglish 4urri4ulum in Indonesia in parti4ular 4o3ering the 4on4epts1 4omponents1 stages1 and trends in
4urri4ulum de3elopment. It also e>uips the students 6ith pra4ti4al kno6ledge through anal&Ping primar& and
lo6er/upper se4ondar& s&lla0us,4urri4ulum and de3eloping s&lla0us and lesson plans.
PI%K>8$Tea,ing Eng.i! a! a 0oreign Language (TE0L)3 ! 4redits1 ! hours (re>uired 2or )L' Program1
ele4ti3e 2or )LL Program)
'his 4ourse o0je4ti3e is to pro3ide the students 6ith kno6ledge and skills o2 the 0asi4 prin4iples o2
tea4hing and learning pro4esses o2 language skills and 4omponents through literature re3ie6 and dis4ussion1
s4hool o0ser3ation1 and peer tea4hing.
P)78'978: ")K8: *S :((7 7 '8;9: 2+13
Jurusan Sastra Inggris !/

PI%K>85 Language Learning A!!e!!ment1 2 4redits1 2 hours (re>uired 2or )L' Program1 ele4ti3e 2or )LL
Program)
Prere>uisite5 PI@K$+!
'his 4ourse pro3ides students 6ith an understanding o2 the 0a4kground theories and prin4iples o2
assessment in )nglish Language 'ea4hing1 in4luding the pro4edures o2 test 4onstru4tions. 'opi4s in4lude the
0asi4 4on4epts o2 assessment in )L'< the approa4hes1 the 2un4tions1 and the t&pes o2 language assessment
instruments< and elementar& statisti4s related to language assessment. ore emphasis is pla4ed on anal&sing
)nglish test as a measurement instrument 4o3ering the 4riteria o2 a good test1 s4oring1 and interpreting the
results o2 a test.
PI%K>8> Language A!!e!!ment De=e.o?ment1 2 4redits1 2 hours (re>uired 2or )L' Program onl&)
Prere>uisite5 PI@K$+#
'he 4ourse pro3ides students 6ith the opportunit& to appl& the prin4iples o2 language assessment
dis4ussed in )L'!+2 Language Learning 8ssessment in )nglish language tea4hing situations. 'he 4ourse
pro3ides students 6ith the pra4ti4al kno6ledge to 4onstru4t a 3ariet& o2 assessment de3i4es 0ased on the
prin4iples and approa4hes in language learning assessment and to e3aluate assessment pra4ti4es at s4hools.
PI%K>87 +our!e/ook E=a.uation1 2 4redits1 2 hours (re>uired 2or )L' Program onl&)
'his 4ourse pro3ides students 6ith theoreti4al insights o2 sele4ting1 adapting1 and de3eloping )nglish
instru4tional materials 2or lo6er and upper se4ondar& le3els o2 edu4ation. It also pro3ides the students 6ith
some pra4ti4al kno6ledge on ho6 to anal&Pe )nglish teEt0ooks used in the lo6er and upper se4ondar&
s4hools.
%I%B>84 Re!ear, Stati!ti,!32 4redits1 2 hours (re>uired 2or )L' Program onl&)
Prere>uisite5 PI@B$27
'his 4ourse helps students learn 0asi4 statisti4 4on4epts so that the& 4an understand 0asi4 statisti4al
anal&sis used in resear4h reports and 4an appl& 0asi4 statisti4s in anal&Ping their resear4h data. 'his 4ourse
dis4usses 0asi4 statisti4 4on4epts 4o3ering 2re>uen4& distri0ution1 4entral tenden4ies1 3aria0ilities1 normal
distri0ution1 h&pothesis testing1 4omparing t6o means1 and 4orrelation.
PI%K>8< Re!ear, Metod! in ELT3 2 4redits1 2 hours (re>uired 2or )L' Program onl&)
'his 4ourse 2amiliariPes students 6ith the pra4ti4es o2 )L' resear4h in edu4ational settings. It eEplores
t6o domains o2 )L' resear4h5 pra4ti4e/oriented1 su4h as -871 and theor&/oriented su4h as issues o2 )L'.
(ther issues in4lude the notions o2 relati3ist and pres4ripti3ism approa4hes in )L' and their impli4ations 2or
)L' resear4h5 the sele4tion o2 topi4 o2 resear4h and the sele4tion o2 rele3ant methodolog&.
PI%K>18 Te!i! Pro?o!a. Seminar in ELT1 2 4redits1 2 hours (re>uired 2or )L' Program onl&)
Prere>uisite5 PI@K$+% and PI@K $+.
'his 4ourse helps students de3elop1 4riti4all& anal&Pe1 and e3aluate thesis proposals. 'he 4ourse
dis4usses 4ommon pro0lems in de3eloping a proposal into a 4ompleted thesis and re>uires students to
present at least one (4lassroom/le3el) presentation o2 thesis proposal.
UKPL>81 Intern!i? in ELT(Kaj#an 'an Pra!e Lapan%an)(re>uired 2or)L' Program onl&)
Prere>uisite5 )L' 4ourses
'he 4ourse aims at de3eloping the studentsA 4ompeten4e in tea4hing and other pro2essional tasks 0&
pro3iding the students 6ith pra4ti4al eEperien4es in the 2ield through an internship program at s4hools. 'he
4ourse 4onsists o2 t6o main parts. *irstl&1 0e2ore going to the 2ield1 the students are re>uired to attend a t6o/
6eek PPL - that is held at 4ampus. In the PPL -1 the students 4ondu4t peer tea4hing and 2ollo6 some sessions
6ith le4turers and,or 4ooperating tea4hers 2rom s4hools 6here the& dis4uss materials1 su4h as1 s4hool
administration and management1 tea4hersA tasks1 4urri4ulum 4ontents1 0asi4 skills o2 tea4hing1 lesson stud&1
studentsA guidan4e1 and e3aluation o2 studentsA learning. 'he internship at s4hools (PPL --)1 6hi4h is 4arried
out a2ter6ards1 lasts 12 6eeks and in4ludes the 2ollo6ing a4ti3ities5 s4hool and 4lassroom o0ser3ations1
lesson planning1 pra4ti4e tea4hing1 and report 6riting. 'he reports 4on4ern three su0je4ts1 i.e. s4hool
management1 studentsA guidan4e and 4ounseling ser3i4e1 and lesson stud& implementation.
PI%K><8 Sarjanas Te!i! in ELT3 $ 4redits1 $ hours (re>uired 2or )L' Program onl&)
Prere>uisite5 PI@K$1+
'he 4ourse re>uires students to demonstrate their 4apa0ilit& o2 produ4ing a super3ised resear4h report
at the end o2 their undergraduate stud&. 'he proje4t ma& take the 2orm o2 a 2ield6ork resear4h report1 4riti4al
re3ie6 o2 the literature1 or (applied) linguisti4 anal&sis1 in its 0roadest sense1 o2 a parti4ular issue.
8dditionall&1 the students are en4ouraged to pu0lish the resear4h report in s4holarl& journals. SarjanaAs
thesis is normall& 6ritten in around 1+1+++ to 121+++ 6ords (eE4luding appendi4es).

P)78'978: ")K8: *S :((7 7 '8;9: 2+13
Jurusan Sastra Inggris !0

REAUIRED +OURSES 0OR ELL PRO%RAM ONLE

NI%N>81Introdu,tion to Pi.o!o?C o- Language1 2 4redits1 2 hours (re>uired 2or )LL Program1 ele4ti3e 2or
)L' Program)
'his 4ourse ser3es as an introdu4tor& su0je4t that gi3es students supplementar& notes on some major
4urrents on the philosoph& o2 language su4h as Saussurian methodolog&1 -homskian perspe4ti3e1 Sapirian
language1 -artesian dis4ourse1 and,or other (post/) modernist traditions in 3ie6ing language as an o0je4t o2
s4ienti2i4 stud&. 'he 4ourse aims at helping students 0uild 4riti4al ha0it and 4ontemporar& kno6ledge o2
language as the 0asi4 2or their later ad3an4ed 4ourses.
NI%N>8" Pragmati,!1 2 4redits1 2 hours (re>uired 2or )LL Program1 ele4ti3e 2or )L' Program)
'his 4ourse 6ill pro3ide in2ormation on issues on pragmati4s that is d&nami4all& related to and is
appli4a0le in real li2e situations. It deals 6ith (un)intentional manipulation o2 so4ial norms in real time
spoken and 6ritten dis4ourse. @eneral topi4s in4lude de3elopment in spee4h a4t theor&1 4on3ersational
maEims1 rele3ant impli4ature1 4ommuni4ati3e e3ents1 and a4ti3it& t&pes5 4ogniti3e theor&1 s4ripts1 s4hemata1
2rames1 presupposition and mutual kno6ledge1 the pragmati4s o2 politeness1 po6er1 ideolog& and 4riti4al
dis4ourse anal&sis1 4ontrasti3e pragmati4s1 the de3elopment o2 pragmati4 4ompeten4e in normal disordered
4onteEt. 'he 4ourse allo6s the students to eEplore the a2orementioned topi4s and 6ork on mini resear4h
proje4ts 0oth indi3iduall& and groups1 emplo&ing I-' and all resour4es a3aila0le under the super3ision o2 the
4ourse instru4tor.
NI%N>8# Semanti,!3 2 4redits1 2 hours (re>uired 2or )LL Program1 ele4ti3e 2or )L' Program)
'his 4ourse is designed to assist the students in mastering the theor& o2 )nglish Semanti4s as an )nglish
language and literature 2oundation so that the& 4an appl& the theor& in a Semanti4 anal&sis and in taking a
de4ision and gi3ing a solution 4riti4all&1 anal&ti4all&1 and responsi0l&. 'his 4ourse is also designed so that the
students are a0le to 4ondu4t a guided and >uali2ied resear4h in language and literature 0& means o2 s4ien4e
and te4hnolog&. 'he topi4s in this 4ourse in4ludes5 theoreti4al and applied semanti4s1 4omponential anal&sis1
stru4tural semanti4s and leEi4olog&1 the interdependen4e o2 s&ntaE and semanti4s1 meaning and language use1
meaning and language 2orms1 meaning and truth1 senten4es meaning am0iguit& and 3agueness in the )nglish
language. 'he tea4hing a4ti3ities in4ludes5 le4tures1 dis4ussions1 anal&sis1 and tasking.
NI%N>8$ So,io.ingui!ti,!1 2 4redits1 2 hours (re>uired 2or )LL Program1 ele4ti3e 2or )L' Program)
Prere>uisite5 :I@:$+2
'he 4ourse is designed to 2amiliariPe students 6ith some kno6ledge o2 the relationship 0et6een
language and so4iet&1 0oth at the mi4ro le3el (the 2un4tion o2 language in indi3idual) and at the ma4ro le3el.
'he emphasis is on the so4iolog& o2 language and aspe4ts o2 0eha3ior 6ith 6hi4h it is 4on4erned5 te4hni>ues
used to in3estigate 0eha3ior1 st&les o2 spee4h1 dis4ourse routines1 3er0al skills1 diale4ts1 mapping the
distri0ution o2 diale4t 2eatures o2 di22erent regions1 and the relationship 0et6een 3o4a0ular& and attitude o2
the so4iet& that produ4es it. 'he 4ourse allo6s the students to eEplore the a2orementioned topi4s and 6ork
on mini resear4h proje4ts 0oth indi3iduall& and groups1 emplo&ing I-' and all resour4es a3aila0le under the
super3ision o2 the 4ourse instru4tor.
NI%N>85 Trend! and I!!ue! in Lingui!ti,!1 ! 4redits1 ! hours (re>uired 2or )LL Program1 ele4ti3e 2or )L'
Program)
'he 4ourse is designed to introdu4e students to a 0road sur3e& o2 theoreti4al trends and 4urrent issues
in linguisti4s as 6ell as the pra4ti4al appli4ation o2 linguisti4 theories. "igital te4hnolog& helps eEpose
students to linguisti4 theories 6hi4h in4lude 0rie2 outlining o2 (a) the Bloom2ieldian s4hool1 (0) the
-homsk&an s4hool1 and (4) the stud& o2 language in 4onteEtQthe last 4on4entrating on (1) so4iolingusti4s1
and also pointing out the (2) relationship 0et6een language and 4ulture and (3) language and gender. 'he
appli4ation o2 these theories is made 4lear 0& dis4ussing su4h topi4s as (a) -ontrasti3e 8nal&sis and -8
h&potheses1 (0) the Bloom2ieldian s4hool and 8udio Lingual ethod1 and (4) Linguisti4s and 'ranslation.
NI%N>8> Eng.i! So,ia. and LiterarC *i!torC (Eng.i! So,ia. *i!torC and Eng.i! LiterarC *i!torC3 "81")1 !
4redits1 ! hours (re>uired 2or )LL Program onl&)
'his 4ourse ena0les students to anal&Pe the so4ial so4ial1 histori4al and politi4al 4onteEt de3elopment
that ent6ine1 a22e4ts and,or underlies the de3elopment o2 literature 1 stressing on the re4ipro4al relation
0et6een its d&nami4 periodiPation1 6hi4h 4o3ers the 2eature or 4hara4teristi4s o2 literar& 6orks o2 di22erent
periods interteEtual1 the relationship o2 literar& 6orks a4ross period1 major themes1 @enre1 and,or dominant
personaes and ho6 all those elements shape up toda&As literature 6ithin the domain o2 )nglish
Literature.'he 4ourse e>uips students 0a4kground kno6ledge 6hi4h 6ill pro3ide a use2ul tools to support
literar& stud&. Students are eEpe4ted to 0e a0le to appl& their kno6ledge and skill in literar& histor& in
P)78'978: ")K8: *S :((7 7 '8;9: 2+13
Jurusan Sastra Inggris .&

4ondu4ting literature/ 0ased so4io/histori4al resear4h and pro3ide alternati3e solutions related to sosio/
histori4al issues in a4ademi4,pro2essional sphere.
NI%N>87 +u.tura. Studie!1 2 4redits1 2 hours (re>uired 2or )LL Program onl&)
Prere>uisite5 :I@:$+$
'his su0je4t eEplores Literature in its 4urrent/most de2inition i.e meaning2ul teEt as it 0e4omes the
(re)produ4t o2 a 4ertain 4ulture. 'his in4ludes the traditionall& per4ei3ed literar& genres (poetr&1 prose1
drama1 et4.) as 6ell as their modern 4ounterparts (arti4les1 spee4hes1 tra3el 6ritings1 0ill0oards1 games1
media1 et4.) 'he studies in 4ultural studies 6ill 4on4entrate upon the a4ti3ation o2 po6er as it disperses into
3arious 2orms o2 the =0ri4k and 0ra4k? o2 4ulture?. 6ith he 4riti4al thinking skill a4>uired through the studies1
it is eEpe4ted that students are a0le to o22er alternati3e solution to the pro0lem related to so4io/4ultural
issues and politi4al e4onom& o2 an era or o2 a nation and 4ondu4ting resear4h on so4io/4ultural phenomena.
NI%N>84 Tran!.ation I1 2 4redits1 2 hours (re>uired 2or )LL Program1 ele4ti3e 2or )L' Program)
'he 4ourse is designed to pro3ide the students 6ith 4ompeten4e in translating di22erent t&pes o2 6ritten
teEts o2 up to pre/intermediate le3el o2 di22i4ult& 2rom )nglish into Indonesian. It de3elops studentsR
kno6ledge o2 the 0asi4 theor&1 4on4ept1 and te4hni>ue o2 translation. 'he translation pra4ti4e materials 6ill
emphasiPe grammati4al1 leEi4al1 and teEtual adjustments. In addition1 the 4ourse pro3ides the students 6ith
kno6ledge o2 optimiPing the use o2 ele4troni4 di4tionaries1translation so2t6ares1 and internet resour4es to
produ4e the most reada0le1 smooth1 and a44urate translation 2or their a4ademi4 as 6ell as their pro2essional
li3es.
NI%N>8< Tran!.ation II1 2 4redits1 2 hours (re>uired 2or )LL Program1 ele4ti3e 2or )L' Program)
Prere>uisite5 :I@:$+%
'he 4ourse is designed to in4rease the studentsR 4ompeten4e in translating 3arious t&pes o2 6ritten
materials in 0usiness1 in4luding legal 0usiness do4uments. 'he training 6ill in3ol3e translation 2rom )nglish
into Indonesian and 2rom Indonesian into )nglish o2 3arious 6ritten teEts5 0lending and 4lipping1 a4ron&ms1
idioms o2 general )nglish and o2 0usiness )nglish1 and 3arious 0usiness )nglish (memos1 minutes1 0usiness
teEts1 letters). 'he 4ourse1 6hi4h ne4essitates the use o2 I-' in most a4ti3ities1 de3elops studentsA pro6ess in
emplo&ing 4onteEt/spe4i2i4 3o4a0ularies su4h as legal and te4hni4al )nglish. 'he use o2 I-' tremendousl&
helps students in 2inding rele3ant in2ormation to 4omplete their translation proje4ts.
NI%N>18 Re!ear, Metod! in Lingui!ti,!1 ! 4redits1 ! hours (re>uired 2or )LL Program1 Ling. onl&)
'his 4ourse ena0les students to identi2& linguisti4 issues 6orth resear4hing. It allo6s the students to see
the 0road di3ide o2 linguisti4 approa4hesQ4onteEt/2ree and 4onteEt/0oundQand the impli4ations o2 the t6o
approa4hes 2or linguisti4 resear4h methodolog&5 the sele4tion o2 resear4h design1 data 4olle4tion1 and data
anal&sis H interpretation. It also instigates the students to 4reati3el& think o2 possi0le appli4ations o2
te4hni>ues1 in4luding 0ut not limited to digital te4hnolog&1 2or linguisti4 anal&sis (ma4ro/ and mi4ro/
linguisti4s).
NI%N>11 LiterarC Teorie! and +riti,i!m (LiterarC Teorie! and LiterarC +riti,i!m3 "81")1 ! 4redits1 !
hours (re>uired 2or )LL Program1 Lit. onl&)
'his 4ourse studies 3arious literar& approa4hes that stem 2rom the 0asi4 4onteEts o2 4riti4ism 5 8uthor/1
'eEt/1 7eader/1 (ther 'eEt/1 So4iet&/1 and "is4ourse S0ased 4riti4ism. 'he 4ourse re>uires students to appl&
the theories ( perspe4ti3es1 prin4iples and pro4edures) in 4ondu4ting 4riti4al anal&sis on di22erent literar&
6orks in di22erent 4onteEts.
NI%N>1" Te!i! Pro?o!a. Seminar in ELL1 2 4redits1 2 hours (re>uired 2ro )LL Program onl&)
Prere>uisite5 :I@:$1+,:I@:$11
'his 4ourse helps students de3elop1 4riti4all& anal&Pe1 and e3aluate thesis proposals. 'he 4ourse
dis4usses 4ommon pro0lems in de3eloping a proposal into a 4ompleted thesis and re>uires students to
present at least one (4lassroom/le3el) presentation o2 thesis proposal.
NI%N>48 Intern!i? in ELL (K"l#a$ Kerja) (re>uired2or )LL Program onl&)
Prere>uisite5 :I@:$+.
'he 4ourse aims at de3eloping the studentsA 4ompeten4e in 3arious pro2essional or a4ademi4 tasks
related to )nglish literature and or linguisti4s at 2irst/hand eEperien4e. 'here are t6o t&pes o2 internship
en4ouraged 0& this 4ourse and o2 6hi4h the students 4an 4hoose at 2ree 6ill1 the 6ork/eEperien4e and
resear4h internship5 the 2ormer ena0les students to ha3e dire4t pra4ti4e on 3arious jo0/related situations1 the
latter ena0les students to do Nresear4h on demandA at an& 4ertain institution o2 6hi4h resear4hAs topi4 ma&
either 0e pre/determined 0& the said 4ompan& or o22ered 0& students themsel3es. 8t 6hi4he3er program1
students taking this 4ourse must attend a total o2 %/6eek internship program at the said rele3ant 4ompan&1 0e
the& pri3ate or state/o6ned institutions. Be2ore the 4ommen4ement o2 the internship1 students need su0mit a
proposal su0je4t to the "epartmentAs appro3al and 4ompl& 6ith other re>uirements (i2 an&) ne4essitate 0&
the said institution. B& the end o2 the program1 students must su0mit 2ull report detailing their dail& a4ti3ities
on that said institution. 'he "epartment 6ill also send e3aluation sheet to respe4ti3e 4ompanies or
P)78'978: ")K8: *S :((7 7 '8;9: 2+13
Jurusan Sastra Inggris .!

institutions o2 6hi4h sole purpose is to assess studentsA o3erall per2orman4e1 in a44ordan4e 6ith their o6n
su0mitted report.
NI%N><8 Sarjanas Te!i! in ELL3 $ 4redits1 $ hours (re>uired 2or )LL Program onl&)
Prere>uisite5 :I@:$12
'he 4ourse re>uires students to demonstrate their 4apa0ilit& o2 produ4ing a super3ised resear4h report
at the end o2 their undergraduate stud&. 'he proje4t ma& take the 2orm o2 a 2ield6ork resear4h report1 4riti4al
re3ie6 o2 the literature1 or (applied) linguisti4 anal&sis1 in its 0roadest sense1 o2 a parti4ular issue.
8dditionall&1 the students are en4ouraged to pu0lish the resear4h report in s4holarl& journals. SarjanaAs
thesis is normall& 6ritten in around 1+1+++ to 121+++ 6ords (eE4luding appendi4es).

ELE+TI2E +OURSES 0OR BOT* ELT AND ELL PRO%RAMS

%I%B>"4 Eng.i! -or S?e,i-i, Pur?o!e! (ESP)3 2 4redits1 2 hours (ele4ti3e)
'his 4ourse pro3ides the students 6ith kno6ledge o2 the use o2 )nglish 2or -ommuni4aton in s4ien4e
and te4hnolog& 6ith the skill to tea4h this t&pe o2 )nglish in high s4hool5 t&pes o2 s4ienti2i4 6riting1
grammati4al 2eatures1 3o4a0ulr& 0uilding1 0asi4 4on4epts in language 2or s4ien4e and te4hnolog&.
%I%B>"< Eng.i! -or Eoung Learner! (EEL)1 ! 4redits1 ! hours (ele4ti3e)
'his 4ourse pro3ides students 6ith 6orking kno6ledge o2 the 4hara4teristi4s o2 &oung learners1
4urri4ulums o2 pre/s4hool and primar& s4hool1 tea4hing language skills and 4omponents to &oung learners1
instru4tional media 2or &oung learners1 assessment 2or language skills and 4omponents1 and lesson plans.
%I%B>#8 In!tru,tiona. Media and A,ti=itie! in Language Tea,ing (IMALT)1 2 4redits1 2 hours (ele4ti3e)
'his 4ourse pro3ides students 6ith theoreti4al and pra4ti4al kno6ledge o2 instru4tional media 4o3ering
3arious kinds o2 media1 skills in sele4ting1 de3eloping1 operating ineEpensi3e media 2or )*L 4lasses1 and using
printed materials in4luding songs and games related to se4ondar& instru4tion o2 )nglish.
%I%B>#1 Introdu,tion to +om?uter A!!i!ted Language Learning (I+ALL)3 2 4redits1 2 hours (ele4ti3e)
Prere>uisite5 @I@B$3+
'his is an introdu4tor& 4ourse that pro3ides students 6ith the opportunities to eEplore rele3ant
theories1 prin4iples and models o2 -omputer/8ssisted Language Learning (-8LL) through readings1
dis4ussions and demonstrations o2 -8LL a4ti3ities and learning en3ironments. 'he 4ourse en4ompasses the
3arious kinds o2 media1 skills o2 sele4ting1 de3eloping1 operating1 and e3aluating -8LL materials and learning
en3ironment in 3arious )*L tea4hing and learning 4onteEts. 8t the end o2 the 4ourse1 students should ha3e
de3eloped an appre4iation o2 the issues in3ol3ed in designing and 4reating their o6n -8LL a4ti3ities1
e3aluating these t&pes o2 materials1 e22e4ti3el& integrating them into language tea4hing and learning1 and
de3eloping personal data0ase o2 -8LL materials 2or language tea4hing and learning.
%I%B>#" In!tru,tiona. Materia.! De=e.o?ment (IMD)1 ! 4redits1 ! hours (ele4ti3e)
'he 4ourse e>uips students 6ith some pra4ti4al kno6ledge o2 material de3elopment and the a0ilit& to
de3elop tea4hing and learning materials5 produ4ing a map 6hi4h lists themes1 topi4s1 language 2un4tions and
stru4tures< sele4ting teEts< sele4ting language skills< produ4ing studentsA 6orksheet1 and taks< sele4ting
4ommuni4ati3e a4ti3iities in4luding the ones on on literature appre4iation 2or high s4hool students o2
language department.
%I%B>## +.a!!room Management1 2 4redits1 2 hours (ele4ti3e)
'his 4ourse pro3ides students 6ith some 0asi4 kno6ledge o2 4lassroom management 6hi4h 4o3ers
s4hool philosoph&1 4lassroom pro4edures and rules1 0eha3ior modi2i4ation1 ph&si4al 2eatures o2 a 4lassroom1
tea4hing aids1 s4hool 2a4ilities1 tea4herAs roles and st&les1 tea4hersA talk1 tea4hersA >uestions1 and sele4ted
pro0lems asso4iated 6ith 4lassroom management.
%I%B>#$ %ender and ELT1 2 4redits1 2 hours (ele4ti3e)
'he 4ourse parti4ularl& de3elops studentsA theoreti4al kno6ledge and pra4ti4al skills on gender/
sensiti3e issues in )L' pra4ti4es to help them 0uild de4ision 4on4erning the 4hoi4e o2 materials and,or
4lassroom pra4ti4es that are gender/0ased oriented. Students demonstrate their understanding 0& sho6ing
a0ilities to identi2& gender stereot&ping1 male domination,dis4rimination that inertl& eEist in )L' materials1
then (re)suggest or (re)4onstru4t 0etter gender/parit& proposals.
%I%B>#5 Di!,our!e Ana.C!i!1 2 4redits1 2 hours (ele4ti3e)
'he 4ourse1 6hi4h 4onstitutes one o2 the resear4h 4ourses1 is designed to de3elop studentsA
understanding o2 the 0asi4 prin4iples in dis4ourse anal&sis. 'he 4ourse allo6s the students to identi2&
3arieties o2 0oth 6ritten and spoken dis4ourses and the possi0le di22i4ulties in ha3ing 4lear/4ut di3ide o2 the
P)78'978: ")K8: *S :((7 7 '8;9: 2+13
Jurusan Sastra Inggris ..

t6o. -apitaliPing on linguisti4 4on4epts (mi4ro and ma4ro)1 the anal&sis o2 dis4ourse1 6hi4h is 2o4used on
language in use1 is oriented to6ards the studentsA a6areness o2 the 3arious 2a4tors attri0uta0le to the
understanding o2 intentionalit& in and potential impli4ations o2 dis4ourse< the 4ourse leads the students to the
understanding o2 0oth teEtuall&/oriented and so4iall&/oriented 3ie6s o2 dis4ourse anal&sis. In the light o2 the
lu4rati3e 0ene2its o2 te4hnologi4al de3elopment1 4orpus approa4hes (emplo&ing digital tools) to dis4ourse
anal&sis is attended to in 3ie6 o2 3alidit& in dis4ourse anal&sis.
%I%B>#> A??.ied Lingui!ti,!1 2 4redits1 2 hours (ele4ti3e)
Prere>uisite5 PI@K$+!,@I@B$21
'his 4ourse pro3ides the students 6ith ade>uate kno6ledge o2 the relationships 0et6een linguisti4s1
espe4iall& its resear4h 2indings1 and se4ond,2oreign language tea4hing and learning1 espe4iall& )nglish
Language 'ea4hing ()L'). ore parti4ularl&1 the students are re>uired to understand the 0asi4 kno6ledge o2
ho6 the& 4an sol3e pro0lems related to language in general and pro0lems in )L'. B& the end o2 this 4ourse1
students should 0e a0le to appl& kno6ledge o2 linguisti4s to pro0lems related to language in li2e and those in
)L'< propose solutions to pro0lems related to language in li2e and those in )L'< and anal&Pe theoreti4al
issues in applied linguisti4s as a 0asis to deal 6ith pro0lems related to language in li2e and those in )L'.
%I%B>#7 StC.i!ti,!1 2 4redits1 2 hours (ele4ti3e)
Prere>uisite5 @I@B$23,@I@B$2!,@I@B$2#
'his 4ourse is a pra4ti4al anal&sis designed to enhan4e studentsA 4riti4al a6areness o2 the usages1
2un4tions1 impli4ations1 and 4onse>uen4es o2 st&listi4 de3i4es1 0oth in the leEi4al and s&nta4ti4al le3els1 6hi4h
are em0edded into an& (non/)literar& teEts. (integrating I-')
%I%B>#4 Semioti,!1 2 4redits1 2 hours (ele4ti3e)
'his 4ourse ena0les students to anal&Pe and 6ith the kno6ledge o2 semioti4s and its appli4ation in
literar& stud&. 'he 4ourse 4o3ers the general histor& o2 semioti4s and its prin4iple thoughts along 6ith their
re4ent de3elopment1 0oth in 4on4ept and in pra4ti4e1 in the modern era.
%I%B>#< Etno.ingui!ti,!1 2 4redits1 2 hours (ele4ti3e)
Prere>uisite5 :I@:$+!
'his 4ourse is designed to introdu4e students to a 4riti4al o3er3ie6 o2 ho6 4ultural 3alues are
intert6ined 6ith linguisti4 prin4iples and language 4omponents. 'he 4ourse 0egins 6ith outlining the 6ell/
kno6n Sapir/Dhor2 h&pothesis and the relationship 0et6een language1 thought pattern1 and 4ulture. In
outlining the major 2eatures o2 in3idualisti4 3s 4olle4ti3isti4 4ultures and their respe4ti3e linguisti4
mani2estation1 it re3eals resear4h results on ho6 lo4al 3alues (e.g.1 in Ga3anese1 ala&1 and Burundi) are
in4orporated in language as teEts and 4ommuni4ati3e pra4ti4es (as do4umented manuall& and digitall&).
%I%B>$8 P!C,o.ingui!ti,!1 2 4redits1 2 hours (ele4ti3e)
'his 4ourse introdu4es the students to the kno6ledge o2 the mental pro4esses 6hi4h underlie a human
0eingAs a0ilit& to speak and understand language. 'his in4ludes the elementar& stud& o2 language a4>uisition1
0ilingualism1 leEi4al storage and a44ess1 and memor& that aim at initialiPing studentsA 4riti4al thinking to6ard
stages and pro4esses o2 language de3elopment. 'he 4ourse also 4o3ers the relationship 0et6een language1
mind1 and 0rain 2or students to o22er possi0le alternati3e solutions to language pro0lems
%I%B>$1 To?i,! in Lingui!ti,!1 2 4redits1 2 hours (ele4ti3e)
Prere>uisite5 :I@:$+#
'he 4ourse1 4losel& related to 7esear4h ethods in Linguisti4s1 is designed to pro3ide students 6ith
theoreti4al kno6ledge and pra4ti4al skills o2 doing a 0road sur3e& in linguisti4s1 6ith the purpose o2 sele4ting
rele3ant topi4s 2or their resear4h,thesis proje4ts. 'he rele3ant topi4s 4an 0e 6ithin the area o2 i4ro/
linguisti4s (phonolog&1 morpholog&1 s&ntaE1 and semanti4s) or the area o2 a4ro/linguisti4s (pragmati4s1
dis4ourse anal&sis1 so4iolinguisti4s1 and ethnolinguisti4s). 'he 0road 4o3erage o2 the su0je4ts is meant to gi3e
the students 2reedom to sele4t parti4ular topi4s o2 their interest. Sele4ted reading materials are taken 2rom
pu0lished resear4h or 4on4eptual arti4les in the latest linguisti4s journals.
%I%B>$" *i!torC o- Eng.i! Language1 2 4redits1 2 hours (ele4ti3e)
'his 4ourse aims to e>uip the students 6ith the 0asi4 kno6ledge o2 the histori4al de3elopment o2
)nglish in order to ha3e a proper 0alan4e 0et6een 6hat ma& 0e 4alled internal histor&Qsounds and
in2le4tionsQand eEternal histor&Qthe politi4al1 so4ial and intelle4tual 2or4es that ha3e determined the 4ourse
o2 that de3elopment at di22erent periods.
%I%B>$# %ender and Language1 2 4redits1 2 hours (ele4ti3e)
'he 4ourse introdu4es students to 4lear and insight2ul understanding o2 the topi4s o2 language and
gender. It presents interesting 4ontemporar& eEamples and pro3ides the histori4al o3er3ie6 and a4ademi4
kno6ledge needed to anal&Pe and understand the 4onstru4tion o2 gender in meaning2ul language 4onteEts.
Students are 4hallenged to de4onstru4t and re4onstru4t gender in language 4onteEts 0& 6orking on mini
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Jurusan Sastra Inggris .'

resear4h. In doing so1 the& are en4ouraged to emplo& I-' and all resour4es a3aila0le under the super3ision o2
the instru4tor.
%I%B>$$ Ad=an,ed Ana.C!i! o- PoetrC1 2 4redits1 2 hours (ele4ti3e)
'his 4ourse aims at de3eloping studentsN 4ompeten4e in 4riti4al studies to6ards the 4ompleE dis4ourses
o2 poeti4 elementsA net6ork 0& anal&Ping ho6 some o2 literatureAs most 4ontemporar& issues (ideolog&1
gender1 po6er1 4lass 4on2li4t) emerge and turn the poeti4 teEt into po6er/4ontestation and meaning
esta0lishment in so4iet&. 'he& 6ill ha3e to master the poeti4 4on4epts and theories1 0e 4ompetent to o22er
alternati3e solutions upon demands1 and 0e 4ommitted to a4hie3ing personal,organiPational,so4ial goals
6ith 4reati3e and responsi0le attitudes.
%I%B>$5 Ad=an,ed Ana.C!i! o- Pro!e1 2 4redits1 2 hours (ele4ti3e)
Prere>uisite5 @I@B$2!
'his 4ourse aims at de3eloping studentsA 4ompeten4e in 4riti4al studies to6ards the 4ompleE dis4ourses
o2 prose elementsA net6ork 0& anal&Ping ho6 some o2 literatureAs most 4ontemporar& issues (ideolog&1
gender1 po6er1 4lass 4on2li4t) emerge and turn the prose teEt into po6er/4ontestation and meaning
esta0lishment in so4iet&. 'he& 6ill ha3e to master the prosai4 4on4epts and theories1 0e 4ompetent to o22er
%I%B>$> Ad=an,ed Ana.C!i! o- Drama1 2 4redits1 2 hours (ele4ti3e)
'his 4ourse aims at de3eloping studentsN 4ompeten4e in 4riti4al studies to6ards the 4ompleE dis4ourses
o2 dramati4 elementsA net6ork 0& anal&Ping ho6 some o2 literatureAs most 4ontemporar& issues (ideolog&1
gender1 po6er1 4lass 4on2li4t) emerge and turn the dramati4 teEt into po6er/4ontestation and meaning
esta0lishment in so4iet&. 'he& 6ill ha3e to master the dramati4 4on4epts and theories1 0e 4ompetent to o22er
%I%B>$7 Briti!DAmeri,anDAu!tra.ianStudie!1 2 4redits1 2 hours (ele4ti3e)
a. Briti! Studie!
'his 4ourse aims at de3eloping studentsA 4riti4al perspe4ti3es and a6areness to6ard the 4lose relation
0et6een 4ontemporar& politi4al1 so4ial1 e4onomi4al and 4ultural de3elopment 6ith the produ4tion o2 the
6orks o2 British 4ulture. In order to a4hie3e the a0o3e o0je4ti3e1 the 4ontents o2 this 4ourse 6ill in4lude the
British identit&1 British geograph&,lands4ape1 0rie2 British histor&1 multi4ulturalism1 gender1 li2est&le1
edu4ation1 4itiPenship1 the relationship 0et6een British and 8sia1 )urope1 and the rest o2 the 6orld.
/. Ameri,an Studie!
6orks o2 8meri4an 4ulture. In order to a4hie3e the a0o3e o0je4ti3e1 the 4ontents o2 this 4ourse 6ill in4lude the
8meri4an identit&1 8meri4an geograph&,lands4ape1 0rie2 8meri4an histor&1 indigeneous 8meri4an1 6hite
8meri4ans and multi4ulturalism1 gender1 li2est&le1 edu4ation1 4itiPenship1 the relationship 0et6een 8meri4a
and 8sia1 )urope1 and the rest o2 the 6orld.
,. Au!tra.ian Studie!
6orks o2 8ustralian 4ulture. In order to a4hie3e the a0o3e o0je4ti3e1 the 4ontents o2 this 4ourse 6ill in4lude
the 8ustralian identit&1 8ustralian geograph&,lands4ape1 0rie2 8ustralian histor&1 indigeneous 8ustralian1
multi4ulturalism1 gender1 li2est&le1 edu4ation1 4itiPenship1 the relationship 0et6een 8ustralia and 8sia1
)urope1 and the rest o2 the 6orld.
%I%B>$4 A!ian Studie!1 2 4redits1 2 hours (ele4ti3e)
Students are moti3ated to 4riti4all& eEplore and understand issues that ha3e and are still going on in
8sia. 8lthough the 4ourse 6ill onl& tou4h on the some6hat super2i4ial la&ers o2 the some important issues in
8sia1 it is eEpe4ted that the students 0e4ome literate and a6are o2 their surroundings1 in terms o2 so4ial1
politi4al and 4ultural pro0lems and dis4ourses. 'his 4ourse is an initial pro4ess to identi2&1 a4kno6ledge1 and
4omprehend issues that shape a nation1 so4iet&1 and 4ommunit& that ha3e shaped this 6orld. In addition to
that1 it is eEpe4ted that a2ter joining this 4ourse1 the students 6ill demonstrate their a0ilities to relate one
issue to the other(s)1 and understand the 6orkings o2 the 6orldAs so4ieties 0etter so that the& 4an parti4ipate
more in 6hate3er 2ield the& are interested in. )3entuall&1 a2ter ha3ing dis4ussion on ea4h theme in this
4ourse1 it is not eEpe4ted that students 4ome 6ith one1 single1 and similar 4on4lusions1 0e4ause this 4ourse is
not a0out making moral judgments and,or agreement the issues presented. 'his 4ourse is a0out
understanding the 6orldAs 6here 6e li3e in a 4riti4al 6a& 6here rights or 6rongs are sometimes simpl& a
matter o2 4hoosing one side o2 a 4oin.
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Jurusan Sastra Inggris ."

%I%B>$< +om?arati=e LiterarC Studie!1 2 4redits1 2 hours (ele4ti3e)
Prere>uisite5 @I@B$!7, @I@B$!%
'his su0je4t in4orporates 4on4epts 2or understanding and 4omparing literar& 6orks a4ross 4ultures. It
pro3ides students 6ith theoreti4al 0a4kground o2 the studies as 6ell as se3eral sample anal&sis. 8t the
pra4ti4al le3el1 emphasis is pla4ed on anal&Ping the similarities and,or di22eren4es on the 6orking o2 ideolog&1
po6er me4hanism1 gender/related s&stem1 4ultural (re)4oding1 identities and other related 4ontemporar&
literar& issues inherent in the sele4ted literar& 6orks.Dith the kno6ledge and skill o2 4riti4al anal&sis on
literature a44ross 4ulture1 students are eEpe4ted to 0e a0le to appl& it in the a4ademi4 and pra4ti4al sphere5 to
do literar& resear4h and to ha3e 4ompeten4e in pro3iding solution related to 4ultural eE4hange.
%I%B>58 Po!t@,o.onia. Studie!1 2 4redits1 2 hours (ele4ti3e)
Prere>uisite5 @I@B$!.
'his 4ourse aims at pro3iding students 6ith pra4ti4al anal&ses on post/4olonial issues 6hi4h emerge on
0oth literar& and non/literar& teEtual a44ounts. 'he su0je4ts or topi4s 0eing 4o3ered in this 4ourse in4lude
po6er relation among the 4on>ueror and the 4on>uered1 hidden and eEposed ideologi4al me4hanisms1
mimi4r& and slippages1 the orient and the o44ident1 language and identit&1 et4. u4h o2 the dis4ussion 6ill 0e
4entered upon seeing ho6 po6er 4omes into pla& in post/4olonial dis4ourse 6hi4h later turn domination into
hegemon&< thus 6hat 6as on4e a 2or4ed 4olonialiPed o0je4t1 is no6 a sel2/6illing 4olonialiPed su0je4t. @i3en
the nature o2 IndonesiaAs histori4al 2a4ts1 students are also en4ouraged to sel2/re2le4t on man& o2 their o6n
4ultural (id)entities and pra4ti4es to 0etter 4omprehend the 6orking me4hanisms o2 (post/)4olonial
dis4ourses.
%I%B>51 0i.m Studie!1 2 4redits1 2 hours (ele4ti3e)
'his 4ourse aims at pro3iding students 6ith pra4ti4al a0ilit& to anal&Pe 2ilm as a 6ork o2 art. In doing so1
students 6ill ha3e to deal 6ith 0oth intrinsi4 and eEtrinsi4 elements o2 mo3ie< the 2irst 4o3ering the #is. en
scene su4h as lighting1 settings1 4ostumes1 0a4kground musi41 sounds1 4hara4teriPations1 image portions1 and
4amera mo3ement1 the latter addressing outer/ship1 histor& o2 4inema1 4inemati4 propaganda and or some
related issues on ideologies. 'he 4ourse also eEposes students 6ith as man& realisti4 and or animated mo3ie
genres as possi0le. (n the 4ompletion o2 the 4ourse1 students 6ill 0e re>uired to master an& 4apture/image
so2t6are to support their 2inal anal&sis on an& pre2erred topi4 o2 an& mo3ie o2 their o6n 4hoi4e.
%I%B>5" %reek MCto.ogie!1 2 4redits1 2 hours (ele4ti3e)
'his 4ourse aims at pro3iding students 6ith 4ontemporar& and 2un4tional reading o2 @ree4ian
m&thologies and narrati3es. Besides @ree4o/roman teEts1 students also ha3e to deal 6ith t6o di22erent
m&thologi4al lores as their learning materials5 other m&thologi4al narrati3es (pre2era0l& ones o2 their o6n
4ultures) and rele3ant 0i0li4al a44ounts. 'hese three an4ient 6ritings shall 0e dis4ussed in relation to se3eral
major themes su4h as 0irth o2 god,dess or uni3erse1 4reation o2 (6o)man1 heroes and the (hol&) 6ars. 'he
4ourse also aims at deepening the studentsA kno6ledge and understanding on ho6 these an4ient @ree4o/
roman teEts also pla& their important part as the 0lue/print o2 modern Destern 4i3iliPations. It is 2rom this
understanding that the students are 2urther re>uired to dra6 the anal&ti4al line sho6ing the relationship
0et6een an4ient and modern 4ultures< onl& no6 6ith the settings o2 their o6n 4ultural 0a4kground.
%I%B>5# De,on!tru,tion1 2 4redits1 2 hours (ele4ti3e)
'his 4ourse aims at pro3iding students 6ith theoreti4al and pra4ti4al le3els o2 de4onstru4ti3e reading.
'hough also aimed at introdu4tor& su0je4t and enri4hment1 se3eral important philosophi4al 0a4kground
alread& 0e4omes ne4essar& materials1 due to the nature o2 the 4ourse in >uestion. Some o2 those major
s4hools o2 philosophies in4lude "e4artes1 Kant1 ;ume1 :ietPs4he1 arE1 Saussure1 *ou4oult1 Baudrillard1
L&otard and1 needless to sa&1 "errida himsel2 as the ke&/2igure in this entire philosophi4al hurl&/0url&. Both
the thories and pra4ti4es gi3en in this 4ourse are intended to help the students spot and 4riti4all& negotiate
that 4ontinual dis4ontinuit&1 or the 4ra4k as it is 4ommonl& re2erred to1 6hi4h is also inherent in an& gi3en
sta0ilit& o2 teEtualAs meaning.
%I%B>5$ %ender and Literature1 2 4redits1 2 hours (ele4ti3e)
'his 4ourse eEplore ho6 gender 4onstru4tion and ideolog& and issues are represented and 4onstru4ted
and made 0ias 4ons4iousl& or un4ons4iousl& in literar& 6orks and,or 4ultural teEts (media and 'he
dis4ussion 4o3ers the origin o2 gender (as so4ial s&stem)1 pro0lem o2 seEual identities1 and the 4onstru4tion o2
gender stereot&pe. 'he 4riti4al skill a4>uired through the studies 6ill ena0le students to 4ondu4t resear4h
related to gender issues and o22er alternati3e solution related to the issues o2 gender in the so4iet& 6ithin
a4ademi4 and pro2essional sphere.
%I%B>55 Introdu,tion to Bu!ine!! Eng.i!1 2 4redits1 2 hours (ele4ti3e)
'he 4ourse is designed to gi3e the students a good grounding parti4ularl& in 6riting and spoken st&le 2or
0usiness 4ommuni4ation. Pro3iding ample eEamples o2 6ritten and spoken 4ommuni4ation in )nglish1 the
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Jurusan Sastra Inggris .5

4ourse is not home to one/2or/all set o2 model do4uments< rather1 it is designed to hone the studentsA
understanding in 0usiness 4ommuni4ation 2or them to 0e a0le to adapt in a 6orkpla4e situation.
%I%B>5> &ourna.i!m3 " ,redit!1 2 hours (ele4ti3e)
Prere>uisite5 @I@B$13 and @I@B$21
'his 4ourse is a pra4ti4al stud& to pro3ide students 6ith dire4t eEperien4es in the 2ield o2 journalism.
'opi4s in4lude the de3elopment and 4urrent attitudes o2 journalism< its tools and 2un4tions< understanding1
a3oiding and or taking ad3antages o2 N&ello6 journalismA< logi4al skills to de3elop ne6s< te4hni>ues o2
inter3ie6ing< the 4on4ept o2 in3erted p&ramid< e22e4ti3e ledes and interesting >uotations< and online
journalism. B& the end o2 the semester1 students are re>uired to produ4e either in3estigati3e report on an&
ne6s/6orth& issue o2 their o6n 4hoi4e or some ne6s/arti4les o2 6hi4h topi4s are sele4ted on the 0asis o2
4urrent1 rele3ant situations.
%I%B>57 Editing1 2 4redits1 2 hours (ele4ti3e)
Prere>uisite5 @I@B$13 and @I@B$21
'his 4ourse is a pra4ti4al stud& to pro3ide students 6ith dire4t eEperien4e in per2orming editorial task/
0ase. 'opi4s in4lude understanding editing and its pra4ti4al ne4essit&1 the meaning o2 a 4ertain editorial st&le1
la&/outing1 managing teEts1 and pra4ti4ing editing. 'he use o2 sophisti4ated editing programs su4h as
DhiteSmoke1 and i4roso2t DordAs editing tools is eEtensi3e throughout the 4ourse as students are eEpe4ted
to 0ene2it 2rom those programs either in their a4ademi4 li3es or in their 2uture 4areer.
%I%B>54 B.og 6riting1 2 4redits1 2 hours (ele4ti3e)
Prere>uisite5 @I@B$#$,@I@B$#7
'he 4ourse aims at pro3iding students 6ith the pra4ti4al a0ilit& to 6rite or produ4e the limitless
di3ersit& o2 massi3e 4ontents 2or internet 0logs and or sites. 'he pra4ti4e 4o3ers 0oth 4ommer4ial and non/
4ommer4ial sites1 in4luding site or produ4t re3ie6s1 4ampaigns1 promotions1 arti4les and others. 'he 4ourse
lies its importan4e in the real pra4ti4alit& and te4hni4alit& o2 6e0/6riting1 su4h as dealing 6ith pro3ided
ke&6ords1 s4attering ke&6ordsA pla4ement through out the teEts1 2ul2illing the eEa4t limits o2 6ord/4ounts in
ea4h arti4le1 emplo&ing terms o2 address to readers (pre2era0l& se4ond P(C than the more 4ommon 2irst and
or third P(Cs)1 and o0e&ing other 4onditions generall& pro3ided and or spe4i2i4all& supplied 0& the
ad3ertisers. 8s the students 6ork 6ith the 6e0/4ontents1 it is ne4essar& the& kno6 also a0out general
4on4epts o2 Sear4h )ngine (ptimiPation (S)() strategies.
%I%B>5< Tran!.ation and Inter?retation1 ! 4redits1 ! hours (ele4ti3e)
Prere>uisite5 :I@:$+%
'he 4ourse pro3ides the students 6ith pra4ti4e and eEer4ises in translating and interpreting spoken and
6ritten )nglish teEts5 dialogues o2 2ormal1 in2ormal1 4ollo>uial1 and standard 2orms1 3arious 6ritten teEts1
de0ates1 le4tures1 and other materials o2 up to intermediate le3el o2 di22i4ult&. It also pro3ides the students
6ith pra4ti4e and eEer4ises in oral and 6ritten translation 2rom )nglish into Indonesian and 2rom Indonesian
to )nglish5 d&nami4 translation1 di22erent t&pes o2 meanings1 4ompound 4ategories1 0lending1 4lipping1
a4ron&ms1 2igures o2 spee4h1 idioms1 and teEts o2 3arious t&pes o2 dis4ourse. 'he use o2 I-' is indispensa0le as
students need to sta& updated a0out the latest de3elopment in interpreting te4hni>ues1 methods1 and
pro2essional ethi4s< the& need to regularl& 0ro6se the 6e0s through the Internet to do6nload samples o2
interpreting situations su4h as those that take pla4e at international settings1 in 6hi4h 3arious people intera4t
using multi2arious a44ents and diale4ts.
%I%B>>8 LiterarC Tran!.ation1 2 4redits1 2 hours (ele4ti3e)
'he 4ourse aims at pro3iding students 6ith pra4ti4al a0ilit& to 2urther enhan4e their transliteration
skills 6hi4h deli0eratel& deal 6ith an& genre o2 literar& 6orks. 'he 4ourseAs gra3it& lies into suppl&ing
students 6ith 3arious literar& translation pra4ti4es 6hi4h 4o3er prosai41 dramati4 and poeti4 translations
2rom )nglish to Indonesian or3i4e 3ersa1 on 0oth 4hildren and adult literatures . 8s the 4ourse relies hea3il&
on studentsA 4reati3e minds and ideas1 their eEtensi3e kno6ledge on 4ultural 2eatures o2 0oth )nglish and
Indonesian teEts is simpl& re>uired to settle man& o2 those teEtual gaps1 dissimilarities and or im0alan4e as
the students 0ring o3er one 4ultural (id)entit& into another to 4ompose a44epta0le translated teEts.
%I%B>>1 +reati=e 6riting1 2 4redits1 2 hours (ele4ti3e)
'his 4ourse aims at pro3iding students 6ith prin4iples in 4reati3e 6riting and gi3ing models o2 6riting
6ork. ore parti4ularl&1 it en4ourages the students to 0e 4reati3e in produ4ing ne6 6riting 6ork in 3arious
2orms (poetr& and short stories) and genres 2or di22erent target readers. B& the end o2 this 4ourse1 students
should 0e a0le to5 anal&Pe other peopleAs 6riting 6ork to 0uild eEperien4es that 4an 0e used as a 0asis to
produ4e ne6 6riting 6orks in 3arious 2orms and genres< appl& prin4iples o2 4reati3e 6riting in the
produ4tion o2 3arious 2orms and genres o2 6riting 6ork< and produ4e a num0er o2 ne6 6riting 6ork in
3arious 2orms and genres.

P)78'978: ")K8: *S :((7 7 '8;9: 2+13
Jurusan Sastra Inggris .

>. +OURSE DES+RIPTION MAGISTER (M.A.) IN EN%LIS* LAN%UA%E TEA+*IN%

PMKU488 Auantitati=e Re!ear, Metodo.ogC1 2 4redits1 2 hours
'his 4ourse is designed to help students de3elop the kno6ledge o2 >uantitati3e resear4h methods on
language learning1 identi2& the >ualit& o2 a resear4h report1 learn ho6 to plan a resear4h proje4t proposal and
more spe4i2i4all& to learn ho6 to 4ondu4t a resear4h proje4t 2or their thesis1 and ha3e a positi3e attitude
to6ards s4ienti2i4 a4ti3ities. 'he assignments 2or students are to read as man& re2eren4es on the assigned
topi4s1 to learn more 2rom reading re2eren4es rather than just 2rom listening to le4tures in 4lass1 to 4ome to
the 4lass prepared 6ith enough kno6ledge on the topi4s to 0e dis4ussed. 'he 4ontents 4o3er resear4h
pro0lems1 assumptions and h&pothesis1 eEperimental designs1 des4ripti3e designs1 instrument de3elopment1
sampling1 data 4olle4tion1 3alidit& and relia0ilit&1 data anal&sis.
PMKU481Aua.itati=e Re!ear, Metodo.ogC1 2 4redits1 2 hours
'his 4ourse is designed to help the students de3elop the kno6ledge o2 Oualitati3e 7esear4h
ethodolog&1 learn ho6 to plan a resear4h proposal using Oualitati3e method1 identi2& the >ualit& o2
(re3ie6ing) a >ualitati3e resear4h proje4t,report. ore spe4i2i4all&1 the students are eEpe4ted to learn ho6
to 4ondu4t a >ualitati3e resear4h proje4t 2or their thesis. 'he topi4s to 0e 4o3ered in4lude5 (1) -hara4teristi4s
o2 Oualitati3e 7esear4h etholog& (2) 7e3ie6ing theses (3) Proposing a resear4h proje4t Proposal.
PMKDK48#0oundation! o- Eng.i! Edu,ation and In!tru,tion1 3 4redits1 3 hours
'his 4ourse pro3ides the students 6ith some understanding that edu4ation is a 4ompleE s&stem 6hi4h
4onne4ts to other s&stems5 so4ial1 politi4al1 and 4ultural. 'o that end1 edu4ational issues are approa4hed 2rom
3arious perspe4ti3es5 philosoph&1 histor&1 so4iolog&1 and ps&4holog&. 'he 4ourse pro3ides dis4ussion o2
3ie6s1 approa4hes1 planning1 de3elopment1 and tea4hing/learning a4ti3ities against the 0a4kdrop o2 2ormal1
non/2ormal1 and in2ormal edu4ation. 'he dis4ussion tou4hes upon and into1 among others1 3ie6s on learning1
theories o2 learning1 taEonomies o2 learning o0je4ti3es1 4hara4teristi4s o2 learners1 methods and strategies 2or
tea4hing and learning1 organiPation o2 tea4hing and learning materials1 and e3aluation o2 tea4hing and
learning.
PMKDK48$I!!ue! in Eng.i! Language In!tru,tion1 2 4redits1 2 hours
'his 4ourse pro3ides the students 6ith some 6orking kno6ledge on language instru4tion 6ith spe4ial
emphasis on 4urri4ulum implementation1 tea4hing/learning pro4ess1 tea4hing te4hni>ues1 and 4ommuni4ati3e
language tea4hing. It also gears the students to ha3e some skills to identi2& and 4riti4all& re3ie6 3arious
sour4es o2 instru4tional pro0lems and issues and to 2ind out their solution using rele3ant theories1 re2eren4es1
and resear4h 2indings.
PI%K485 Eng.i! SC..a/u! and +.a!!room In!tru,tiona. P.anning1 2 4redits1 2 hours
'his 4ourse pro3ides the students 6ith some theories and pra4ti4al kno6lege o2 )nglish s&la0us1
4o3ering the t&pes and approa4hes o2 s&lla0us de3elopment1 models o2 )nglish s&lla0us1 and pro4edures o2
de3eloping an )nglish S&lla0us. It also gi3es students the opportunit& to de3elop their skills in 4lassroom
instru4tional planning 0ased on the )nglish s&lla0us 6hi4h ma& 0e designed 2or primar&1 se4ondar&1 and
uni3ersit& le3el. 'he 4lassroom instru4tional planning in4ludes instru4tional o0je4ti3es1 instru4tional
materials1 tea4hing methodolog& and 4lassroom/0ased assessment.
PI%K48> Tea,ing Eng.i! a! a 0oreign Language1 ! 4redits1 ! hours
'his 4ourse aims at gi3ing students the a0lit& to 4riti4all& re3ie6 theories o2 and issues on methods o2
'ea4hing )nglish as a *oreign Language (')*L) 4o3ering the tea4hing o2 )nglish skills and 4omponents (the
tea4hing o2 Listening1 Speaking1 7eading1 Driting1 @rammar1 Co4a0ular&1 and Pronun4iation). It also re>uires
students to digest re4ent de3elopments in I-'/ 0ased 4lassroom instru4tions 2o4using on the use o2
multimedia 2orms in ')*L1 and the& demonstrate their understanding 0& sele4ting1 2inding1 and simulating
eEamples o2 I-'/0ased )nglish tea4hing and learning.
PI%K484 Ad=an,ed A!!e!!ment in Eng.i! Language Tea,ing1 3 4redits1 3 hours
'he 4ourse is designed to ena0le students to ha3e a more thorough and 4omprehensi3e kno6ledge
a0out the 2ield o2 edu4ational assessment in general 6ith a spe4ial emphasis on language testing1 and its
re4ent and ad3an4ed de3elopments so that the& 4an make 0etter1 more responsi0le tests and pro2essionall&
de3elop language tests1 in4luding non test tools1 o2 their o6n1 administer1 anal&Pe and use their results
4ompetentl&.
PI%K48< Lingui!ti,! in ELT1 2 4redits1 2 hours
'his 4ourse pro3ides students 6ith linguisti4 kno6ledge ne4essar& 2or the 2ield o2 )nglish Language
'ea4hing ()L'). It 4o3ers1 2irst1 mi4ro/linguisti4s (espe4iall& phonolog& and s&ntaE)1 6hi4h ser3es as the 0asis
2or doing -ontrasti3e 8nal&sis (-8) and 2urther raising L2 linguisti4 a6areness< and1 se4ondl&1 ma4ro/
linguisti4s (parti4ularl& pragmati4s and so4iolinguisti4s)1 6hi4h ser3es as the 0asis 2or doing -ross/4ultural
9nderstanding (--9) and 2urther raising L2 so4io/4ultural a6areness. Suita0le instru4tional materials 6ill 0e
sele4ted and assignments 6ill 0e designed to keep the 0alan4e 0et6een =theoreti4al orientation? and
=pro0lem/sol3ing orientation?.

P)78'978: ")K8: *S :((7 7 '8;9: 2+13
Jurusan Sastra Inggris .(

PI%K418 +riti,a. Re=ieF on Se,ond Language A,9ui!ition Re!ear,1 2 4redits1 2 hours
'his 4ourse helps the students understand the impli4ation o2 human 0iolog& and ps&4holog& to language
a4>uisition< the methods1 goals1 and approa4hes 2or in3estigating SL8 as 6ell as the theories and
assumptions< learnersA learning and meta4ogniti3e strategies< the di22eren4es 0et6een natural se4ond
language a4>uisition and 4lassroom se4ond language de3elopment< the model o2 4lassroom language
de3elopment< and the metalinguisti4 a6areness in se4ond language a4>uisition. 8dditionall&1 the 4ourse
2a4ilitates the students to 0e a6are o2 the trends o2 re4ent SL8 resear4h and their impli4ations on language
tea4hing.
PI%K41# So,io.ingui!ti,! and Language Tea,ing1 2 4redits1 2 hours
'he 4ourse is designed to make students 2amiliar 6ith the relationship 0et6een language and nati3e
speakersA 4ulture in general1 in4luding their ha0its and paralinguisti4s that a44ompan& the language and its
appli4ation in )L'. 'he dis4ussion also in4ludes spee4h st&les1 language 3arieties1 registers1 diale4ts1 spee4h
a4ts1 dis4ourse routines1 3er0al skills1 menAs and 6omenAs talk1 politeness1 et4. In addition1 students should
also 0e 2amiliar 6ith the seminal 6orks on So4iolinguisti4s and its relationship 6ith language tea4hing.
PI%K41$ +riti,a. Re=ieF on A??.ied Lingui!ti,!1 2 4redits1 2 hours
'his 4ourse is designed as a 4riti4al o3er3ie6 o2 0asi4 prin4iples in 0oth mi4ro/ and ma4ro/ linguisti4s
and their appli4ation in the 2ield o2 se4ond,2oreign language (L2,*L) tea4hing and learning. 'he 4ontents o2
the 4ourse in4lude reorientation and rede2inition o2 applied linguisti4s1 the relationship 0et6een linguisti4s
and 4urrent issues in L2,*L tea4hing and learning1 language and usage1 linguisti4 pro0lem in translation1 and
attempts to 0ridge the gap 0et6een linguisti4s and literature. 'his 4ourse also pro3ides the students 6ith an
opportunit& to re3ie6 4riti4all& an arti4le related to applied linguisti4s 0& appl&ing small/s4ale or li0rar&
resear4h.
PI%K41> Di!,our!e Ana.C!i! and Language Tea,ing1 2 4redits1 2 hours
'his 4ourse pro3ides the students 6ith the kno6ledge o2 anal&sing language 0e&ond senten4e le3el to
make them a6are o2 the 4ompleEit& and 2un4tion o2 language as a means o2 4ommuni4ation 0oth 6ritten and
spoken. It also re>uires them to 2ind rele3ant pedagogi4al impli4ations o2 the dis4ourse theories 2or language
tea4hing. 'he dis4ussion in4ludes the role o2 4onteEt1 in2ormation stru4ture1 4ohesion and 4oheren4e and ho6
those theories 4an 0e use2ul in de3eloping studentsA 4ommuni4ati3e 4ompeten4e.
PI%K417 Semanti,! and Language Tea,ing1 2 4redits1 2 hours
'his 4ourse introdu4es and eEamines a 3ariet& o2 approa4hes to the issue o2 representing 6ord
meanings5 leEi4al semanti4s1 6hi4h in4lude re2eren4e theor&1 image theor&1 and 4omponential anal&sis<
sentential semanti4s1 6hi4h 4o3ers the truth 4ondition theor&1 deep stru4ture o2 generati3e trans2ormational
approa4h1 and predi4ate 4al4ulus< and 4ommuni4ati3e semanti4s1 6hi4h tou4h upon spee4h a4ts theor& and
@ri4eAs approa4h to logi4 o2 4ommuni4ation. 8ll these issues are linked to language tea4hing.
PI%K414 Ad=an,ed Tran!.ation1 2 4redits1 2 hours
'he 4ourse pro3ides students 6ith theoreti4al kno6ledge and pra4ti4al skill o2 translation. 'he theor&
4ompares 0et6een the old and ne6 paradigms o2 translation1 eEplains methods o2 translation1 des4ri0es
linguisti4 aspe4ts o2 translation1 and points out linguisti4 and 4ultural adjustments re>uired 2or good
translation. 'o a4>uire pra4ti4al skill in translating1 students are gi3en pra4ti4e eEer4ises in translating1
mostl& 2rom )nglish into Indonesian and partl& 2rom Indonesian into )nglish. 'he eEer4ises 4omprise teEts o2
di22erent linguisti4 le3els (phrases1 senten4es1 paragraphs1 and short essa&s) as 6ell as teEts o2 di22erent
genres (a4ademi4 essa&1 4ollo>uial dialogue1 legal language1 religious teEt1 literar& prose1 and poetr&).
PI%K41< Literature in ELT1 2 4redits1 2 hours
'his 4ourse is designed to strengthen and 0roaden the studentsA kno6ledge o2the literar& genres1
enhan4e their a0ilit& to appre4iate and enjo& reading literar& 6orks su4h as short stories1 no3elettes1 no3els1
poems1 songs1 pla&s and e>uip them 6ith the kno6ledge and a0ilit& o2 the tea4hing strategies o2 the genres.
PI%K4"" Pragmati,! and Language Tea,ing1 2 4redits1 2 hours
'he 4ourse 2amiliariPes the students 6ith the 2our areas that pragmati4s is 4on4erned 6ith5 1) the stud&
o2 speaker meaning< 2) the stud& o2 4onteEtual meaning< 3) the stud& o2 ho6 more gets 4ommuni4ated than is
said< and1 !) the stud& o2 eEpression o2 relati3e distan4e. *or this purpose the most pertinent 4on4epts o2
these areas are introdu4ed and dis4ussed5 "eiEis1 re2eren4e and in2eren4e1 presupposition1 4ooperation and
impli4ature1 spee4h a4ts and e3ents1 politeness1 4on3ersation1 and dis4ourse. 8ll these issues are linked to
language tea4hing.
PI%K4"$ Ad=an,ed Eng.i! Language Ski..!1 2 4redits1 ! hours
'his 4ourse aims at enhan4ing studentsR re4epti3e andmore importantl&1 produ4ti3e skills in using
)nglish in a4ademi4 settings. ore spe4i2i4all&1 it is aimed at e>uipping the students 6ith 3arious ora4& skills
4o3ering 3arious spee4h a4ts su4h as eEpressing opinions1 agreeing and disagreeing1 and >uestioning1 as 6ell
as litera4& skills 2or the purpose o2 reading to o0tain in2ormation su4h as 2inding main ideas1 paraphrasing1
summariPing1 s&nthesiPing1 re2eren4ing and the like. 'he 4ontents ma& 0e eEtended to the tea4hing o2
language skills5 listening1 reading1 speaking1 and,or 6riting.

P)78'978: ")K8: *S :((7 7 '8;9: 2+13
Jurusan Sastra Inggris ./

PI%K4"5 P!C,o.ingui!ti,! and Language Tea,ing1 2 4redits1 2 hours
'his 4ourse pro3ides the students 6ith the kno6ledge o2 ps&4holog& o2 language as it relates to learning1
mind and 0rain as 6ell as 3arious aspe4ts o2 so4iet& and 4ulture. 'his in4ludes 2irst language learning1 se4ond
language learning1 language1 mind and 0rain1 and mental grammar and language pro4essing.
PI%K4"> Eng.i! -or S?e,i-i, Pur?o!e!B +our!e De!ign1 2 4redits1 2 hours
'his 4ourse pro3ides the students 6ith theoreti4al and pra4ti4al kno6ledge o2 the use o2 )nglish in
spe4i2i4 2ields o2 s4ien4e and te4hnolog&< 4urri4ulum design< approa4hes1 methods and te4hni>ues< t&pes o2
authenti4 teEts o2 di22erent generi4 stru4tures and language 2eatures< material de3elopment< and prin4iples in
tea4hing and learning in )SP 4onteEts.
PPPL448 Tea,ing Pra,ti,um1 2 4redits1 2 hours
'his 4ourse helps students de3elop their kno6ledge o2 pra4ti4al tea4hing strategies in4luding the use o2
media through demonstration1 peer tea4hing1 and mi4rotea4hing and their skill in 4ondu4ting tea4hing and
learning intera4tions o2 di22erent patterns su4h as indi3idual,pair,group 6ork1 gi3ing drills1 >uestioning1 and
4lassroom management. Students o2 the regular 4lass (uni3ersit& le4turers,2uture le4turers) are assigned to
do ?eer tea,ing o2 one o2 the su0je4ts o22ered in the undergraduate program o2 the )nglish "epartment
State 9ni3ersit& o2 alang or other uni3ersities1 6hile 4ustomiPed students ()nglish tea4hers o2 elementar&1
se4ondar& junior1 or senior high s4hool) are assigned to do ?eer tea,ing o2 )nglish at their s4hool le3el.
PTES4<8 Te!i! Pro?o!a. Seminar1 2 4redits1 2 hours
'his 4ourse is designed to 2a4ilitate the students to 0e 6ell/prepared to em0ark on asterAs thesis
6riting. 9pon 4on4luding the 4ourse1 ea4h student is eEpe4ted to ha3e de3ised him,hersel2 6ith a asterAs
thesis proposal sho6ing that he,she is read& to pro4eed1 6ith a relati3el& high degree o2 independen4e1 6ith
data 4olle4tion and anal&sis as 6ell as resear4h proje4t report (thesis).
PTES4<1 Ma!ter'! Te!i!1 $ 4redits
asterAs thesis 6riting re>uires the studentsA independent resear4h proje4t 2o4used on a topi4 rele3ant
to )L' (or as indi4ated 0& the 3ariet& o21 0ut not ne4essaril& limited to1 the o22ered 4ourses) appro3ed as a
thesis 0& a 0oard o2 eEaminers1 the proposal o2 6hi4h should 0e presented in a thesis proposal seminar. In
addition1 the students are strongl& en4ouraged to pu0lish the resear4h report in s4holarl& journals. 8
asterAs thesis is supposed to 0e 6ritten in no more than 2#1+++ 6ords or 1++ pages (8!1 dou0le/spa4ed1
eE4luding appendi4es).M
/-n the e0ent that the student intends to pu&lish article(s) e1tracted 2ro# the thesis (&e it still in progress or alread$ co#plete))
s3he should #ake due arrange#ents (ith the thesis super0isor(s) 2or intensi0e consultation and decision on (hether or not to
include the thesis super0isor(s) (ith the institutional a22iliation) i.e.) English Depart#ent) 4acult$ o2 Letters) State 5ni0ersit$ o2
Malang as co6(riter(s) o2 the article(s). -n addition) the student should e1plicitl$ indicate that the article(s) is3are part(s) o2 the
thesis (&eing) co#pleted at the English Depart#ent) 4acult$ o2 Letters) State 5ni0ersit$ o2 Malang under the super0ision o2 the
corresponding super0isor(s).

7. +OURSE DES+RIPTION DOKTOR (P.D.) IN EN%LIS* LAN%UA%E TEA+*IN%

PDIP<81 Per!?e,ti=e! in Edu,ation1 3 4redits1 3 hours
'his 4ourse eEamines 0road issues in 6hat 4onstitutes the 4omponents o2 )nglish Language 'ea4hing
()L') and re3ie6 the pra4ti4es o2 )L' 2rom 3arious perspe4ti3es5 theoreti4al1 histori4al1 philosophi4al1
politi4al1 4ultural1 te4hnologi4al1 empiri4al1 and pro2essional. 'he theoreti4al perspe4ti3e pro3ides the 0asis
2or outlining the nature o2 )L' 2rom the prin4iples and methodolog&. 'he histori4al perspe4ti3e 3ie6s the
pra4ti4e and de3elopment o2 )L' in the international and Indonesian 4onteEts. 'he philosophi4al perspe4ti3e
2o4uses on the eEamination o2 )L' 0& looking at the relation among language1 tea4hing1 and learning. 'he
politi4al perspe4ti3e 4enters on the dis4ussion o2 poli4ies 0ehind the goal and pra4ti4e o2 )L'. 'he 4ultural
perspe4ti3e emphasiPes the di22erent 4ultural 0a4kground (lo4al and target 4ultures) and issues o2 4ultural
identit& and inter4ulturalit&. 'he te4hnologi4al perspe4ti3e promotes the importan4e o2 in2ormation and
4ommuni4ation te4hnolog& (I-') and the use o2 I-' in )L'. 'he empiri4al perspe4ti3e sets out the results o2
4urrent resear4h and ho6 the results 4an pro3ide insights into the poli4& and pra4ti4e o2 )L'. 'he
pro2essional perspe4ti3e highlights the role o2 tea4hers and their pro2essional de3elopment in )L'. 'his
4ourse also raises issues o2 )L' a4ross di22erent perspe4ti3es5 lo4al1 national1 and international perspe4ti3es
as 6ell as indi3idual and institutional.
PDIP<8" Pi.o!o?C o- S,ien,e1 3 4redits1 3 hours
'he 4ourse aims at pro3iding students 6ith ho6 0asi4 ideas in philosoph& lead to the emergen4e o2
linguisti4 theories5 stru4turalism to the Saussurean paradigm1 empiri4ism to the Bloom2ieldian s4hool1 and
rationalism to the generati3e enterprise. ore spe4i2i4all&1 the 4ourse is designed to map out the relationship
0et6een 6ell/kno6n linguisti4 theories in the 2+
th
4entur& and 2urther de3elopment o2 0oth su0/dis4iplines
in mi4ro/linguisti4s (phoneti4s1 phonolog&1 morpholog&1 s&ntaE1 and semanti4s) and ma4ro/linguisti4s
(pragmati4s1 dis4ourse anal&sis1 so4iolinguisti4s and ethno/linguisti4s) as 6ell as their impli4ations on ')*L
and SL8.
P)78'978: ")K8: *S :((7 7 '8;9: 2+13
Jurusan Sastra Inggris .0

PI%K<8# Re!ear, Metodo.ogC in ELT1 ! 4redits1 ! hours
'his 4ourse pro3ides 0asi4 prin4iples o2 empiri4al edu4ational resear4h. It 2o4uses on the data anal&sis
0ased on 3arious designs o2 0oth >uantitati3e and >ualitati3e resear4h studies. It pro3ides students 6ith
kno6ledge and skills to de3elop proposals 2or their dissertations.
PI%K<8$ To?i,! in Eng.i! LanguageTea,ing1 3 4redits1 3 hours
'his 4ourse is aimed at dis4ussing trends and issues in )L' 6hi4h ha3e emerged in our 2ield in the last
3+ &ears and 2amiliariPing the students 6ith 4urrent issues on )L' 0oth glo0al and national in s4ope. 'he
4ourse emphasiPes sel2/initiati3es and sel2 a4ti3ities in dis4ussing and eEploring issues in )L' 6hi4h are
rele3ant to the studentsA areas o2 interest.
PI%K<85 Ad=an,ed A??.ied Lingui!ti,!1 3 4redits1 3 hours
'his 4ourse is a 4ontinuation o2 -riti4al 7e3ie6 on 8pplied Linguisti4s (designed 2or the S2 degree
program)1 and hen4e it 0egins 6ith ho6 mi4ro/ and ma4ro/linguisti4 theories shape and in2luen4e the 2ields o2
')*L and SL8. 8t the same time1 reorientation is dire4ted to6ard the shi2ting paradigm o2 8pplied Linguisti4s
itsel2Q2rom a theor&/a22iliated dis4ipline to a pro0lem/dri3en dis4ipline. In the latter sense1 8pplied
Linguisti4s has 0e4ome more autonomous 6hile maintaining its primar& goal< it ser3es to 0ridge the gap
0et6een 'heoreti4al Linguisti4s and the 2ields o2 ')*L and SL8. 844ordingl&1 suita0le instru4tional materials
6ill 0e sele4ted and assignments 6ill 0e designed to keep the 0alan4e 0et6een =theoreti4al orientation? and
=pro0lem/sol3ing orientation?.
PI%K<8> Re=ieF in Reading I Li!tening Ski..!1 2 4redits1 2 hours
'his 4ourse is intended to pro3ide the students 6ith understanding o2 the nature o2 reading and
listening and the nature o2 se4ond language reading and listening. In parti4ular1 the 4ourse aims at helping the
students to get 4riti4al insights on the areas o2 pedagog& and resear4h in se4ond language reading and
listening. 8t the end o2 the 4ourse1 students are eEpe4ted to produ4e a resear4h/0ased arti4le on the tea4hing
and learning o2 se4ond language reading and listening 4ondu4ted through series o2 stages 2rom planning to
reporting. 'opi4s to 0e dis4ussed in4lude reading and listening pro4esses1 reading and listening strategies1
reading and 4ommuni4ation1 reading/6riting inter2a4e1 theme/0ased and genre/0ased tea4hing o2 se4ond
language reading and listening1 and resear4h in se4ond language reading and listening.
PI%K<87 Re=ieF in 6riting I S?eaking Language Ski..!1 2 4redits1 2 hours
'his 4ourse aims at pro3iding students 6ith 0asi4 kno6ledge o2 the nature o2 Produ4ti3e Language
Skills. It parti4ularl& aims at helping the students gain deeper insights on the areas o2 pedagog& and resear4h
in se4ond language Produ4ti3e skills. 8t the end o2 the 4ourse1 the students are eEpe4ted to produ4e a
pu0lisha0le resear4h/0ased arti4le on the tea4hing or learning o2 re4epti3e skills (4ondu4ted through a series
o2 stages 2rom planning to the reporting). 'he topi4s dis4ussed in the 4ourse in4lude models o2 6riting and
speaking (6riting as a pro4ess1 6riting as a produ4t1 and 6riting as a so4ial a4ti3it&)< 4urrent resear4h on
se4ond language 6riting and speaking1 (i.e. pro4ess/0ased1 produ4t/0ased1 and genre/0ased resear4h studies)<
the tea4hing and learning o2 se4ond language 6riting and speaking< and the use o2 I-' in se4ond language
6riting and speaking.
PI%K<84 A!!e!!ment In!trument De=e.o?ment1 2 4redits1 2 hours
'his 4ourse pro3ides students 6ith kno6ledge a0out the prin4iples o2 assessment and skills to de3elop
assessment instruments in )nglish language tea4hing. It 2o4uses on the de3elopments o2 assessment
instruments to 4olle4t data in 4ondu4ting their resear4h studies 2or their dissertations1 and,or to measure
)nglish skills 2or edu4ational purposes.
PDIS<8< Re!ear, Re=ieF in ELT1 3 4redits1 3 hours
'his 4ourse pro3ides the students the opportunit& to re3ie6 all rele3ant resear4h studies related to their
indi3idual resear4h topi4s 2or their dissertations. 'he emphasis 6ill 0e 2o4used on re3ie6ing the important
3aria0les and the resear4h methodolog&. 8t the end o2 the 4ourse1 it is eEpe4ted that the students 6ill 0e a0le
to 2inish 6riting su0stantial parts o2 the 7e3ie6 o2 7elated Literature and 7esear4h methodolog& o2 the
resear4h proposals 2or their dissertations.
PDIS<18 Di!!ertationPro?o!a. Seminar1 ! 4redits1 ! hours
'his 4ourse pro3ides the students 6ith a 2orum to present and dis4uss plans o2 their dissertation
proposals under the super3ision o2 a le4turer. 'he presentation and dis4ussions are organiPed in su4h a 6a&
that e3er& student 6ill 0e a0le to de3elop their 4hosen topi4s into dissertation proposals to 0e appro3ed 0&
their respe4ti3e dissertation ad3isors.
PDIS<11 6riting -or Re!ear, Pu/.i,ation1 3 4redits1 3 hours
'his 4ourse is designed to 4ater 2or the need to pu0lish resear4h results prior and su0se>uent to the
4ompletion o2 dissertation. It assem0les the results o2 the 4riti4al re3ie6 stipulated as the main produ4t o2 the
4ourse on 7esear4h 7e3ie6 in )L' and the empiri4al data as the main produ4t o2 the 4ourse on Preliminar&
7esear4h 2or "issertation. 'he materials in4lude1 inter alia1 (1) 4laim/making1 e3identialit&1 H rhetori4al
4onsideration1 (2) angling in data interpretation1 (3) sele4ti3it& in data presentation1 (!) issues around
authorial 3oi4e1 (#) ethi4al issues1 ($) journal pu0li4ation gate/keeping1 and (7) issues around 4ommuni4ation
6ith journal editors. 84ti3ities in the 4ourse take the 2orm o2 seminar1 peer/editing1 and 6riting 4lini4. 'he
produ4ts o2 the 4ourse are 6orking papers read& 2or su0mission to international journals.
P)78'978: ")K8: *S :((7 7 '8;9: 2+13
Jurusan Sastra Inggris '&

PDIS<1" Do,tora. Di!!ertation1 1% 4redits
"o4toral dissertation 6riting re2ers to studentsA independent resear4h proje4ts 2o4used on a topi4
rele3ant to )L' (or as indi4ated 0& the 3ariet& o21 0ut not ne4essaril& limited to1 the o22ered 4ourses)
appro3ed as a do4toral dissertation 0& a 0oard o2 eEaminers1 the proposal o2 6hi4h must 0e presented in a
seminar as part o2 a >uali2&ing eEamination 2or do4toral 4andida4&M normall& s4heduled in the third semester
su0se>uent to the 4ompletion o2 7esear4h Proposal Seminar (I@K$#+). 'he 4ompletion o2 the dissertation
should 0e 4arried out in 3ie6 o2 the pu0lisha0ilit& o2 the material. 8 do4toral dissertation is supposed to 0e
6ritten in not more than !+1+++ 6ords or 1#+ pages (8!1 dou0le/spa4ed1 eE4luding appendi4es)MM.

/7uali2$ing e1a#ination 2or doctoral candidac$ is contingent upon success2ul co#pletion o2 the re"uired courses (89 credits) and
appro0al 2ro# the co##ittee o2 doctoral super0isors on the doctoral dissertation prospectus3proposal.
//-n the e0ent that the student intends to pu&lish article(s) e1tracted 2ro# the dissertation (&e it still in progress or alread$
co#plete)) s3he should #ake due arrange#ents (ith the dissertation super0isor(s) 2or intensi0e consultation and decision on
(hether or not to include the dissertation super0isor(s) (ith the institutional a22iliation) i.e.) English Depart#ent) 4acult$ o2
Letters) State 5ni0ersit$ o2 Malang as co6(riter(s) o2 the article(s). -n addition) the student should e1plicitl$ indicate that the
article(s) is3are part(s) o2 the dissertation (&eing) co#pleted at the English Depart#ent) 4acult$ o2 Letters) State 5ni0ersit$ o2
Malang under the super0ision o2 the corresponding super0isor(s).

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PERATURAN DEKAN FAKULTAS SASTRA

UNIVERSITAS NEGERI MALANG

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