Tujuan mata kuliah ini adalah memberikan pemahaman tentang alam kehidupan dan
isinya, sifat dan kekuasaan Allah. Deskripsi mata kuliah ini rukun islam, rukum iman,
manfaat beriman, penyebab naik turunnya iman, kufur, taglid, wa’ad wa’id, renungan
kehidupan, korelasi islam dan ilmu pengetahuan, dan studi kasus islam dalam konteks
bidang studi.
Referensi:
1. Aminuddin, dkk Pendidikan Agama Islam untuk Perguruan Tinggi Umum, Bogor:
PT Ghalia Indonesia, 2005.
2. Bukhari Umar, Ilmu Pendidikan Agama Islam, Jakarta: Bumi Aksara, 2010.
3. Quraish Syihab, Membumikan Al-Qur’an, Bandung: Mizan, 1994.
Akhlaq dan Tasawuf sebagai sebuah mata kuliah yang menyajikan materi-materi mulai
dar pengertian akhlaq dan tasawuf, sejarah lahirnya ilmu tasawuf, latar belakang akhlaq
dan tasawuf menjadi satu disiplin ilmu, unsur-unsur manusia, aliran-aliran dalam
akhlaq, macam-macam akhlaq, metode peningkatan kualitas akhlaq sampai pada
tasawuf, Jalan menunju tasauf, Maqam-maqam tasauf, Islam dan masyarakat,
perspektif islam terhadap waktu.
Referensi:
1. Al-Ghazali, Ihya Ulumiddin (Menghidupkan Kembali Ilmu-Ilmu Agama), Jakarta:
Republika, 2011.
2. Aminuddin, dkk Pendidikan Agama Islam untuk Perguruan Tinggi Umum, Bogor:
PT Ghalia Indonesia, 2005.
3. Bukhari Umar, Ilmu Pendidikan Agama Islam, Jakarta: Bumi Aksara, 2010.
4. Quraish Syihab, Membumikan Al-Qur’an, Bandung: Mizan, 1994.
Tujuan matakuliah ini adalah memberikan pemahaman tentang sumber hukum (dalil),
hukum, kaidah dan ijtihad yang bersumber dari Al-qur’an dan Sunnah. Deskripsi mata
kuliah ini juga mencakup Sumber ajaran islam, assunnah sebagai sumber ajaran ijtihad,
al’adatul muhkamah, mashlahan mursalah, objek hukum, subjek hukum, tujuan hukum
syara’, syariah, ibadah dan mu’amalah,serta syariah fiqh.
Referensi:
1. Al-Ghazali, Ihya Ulumiddin (Menghidupkan Kembali Ilmu-Ilmu Agama), Jakarta:
Republika, 2011.
2. Aminuddin, dkk Pendidikan Agama Islam untuk Perguruan Tinggi Umum, Bogor:
PT Ghalia Indonesia, 2005.
3. Bukhari Umar, Ilmu Pendidikan Agama Islam, Jakarta: Bumi Aksara, 2010.
4. Quraish Syihab, Membumikan Al-Qur’an, Bandung: Mizan, 1994.
4). MPK1106 Bahasa Indonesia , 3 sks, 2 js, (wajib)
Prasyarat: –
Matakuliah ini memberikan pemahaman dan ketrampilan kepada mahasiswa dalam
menulis karya ilmiah, khususnya menulis makalah, dengan topik konsep dasar karya
ilmiah, Bahasa Indonesia karya ilmiah, tata tulis karya ilmiah, perencanaan penulisan
karya ilmiah, penulisan karya ilmiah, dan penyuntingan karya ilmiah.
Referensi:
1. Johanes,Herman,1980.membina Bahasa indonesia menjadi bahasa Indonesia yang
ilmiah, indah, dan lincah, dalam Analisis Kebudayaan.Tahun 12, Nomor. 4
2. Keraf, Gory S. 1994. Komposisi Ende-Flores, Nusa Indah.
3. M.Crimmon, Janes, 1967. Writing with Purpose. Boston : Hougton Mifflin Company.
4. Moelion, M.Anton(Ed). 1988. TB Baku Bahasa Indonesia. Jakarta: Balai Pustaka
5. Rafi’uddin, Ahmad. 1992. Penulisan Makalah. Malang: IKIP Malang.
6. Tompikns, gail. 1996. Teaching Writing : Balancing Process and Product. Oxford
Press.
Referensi:
1. S. Sunarsono dkk, Pendidikan Kewarganegaraan, Jakarta: PT Gramedia Pustaka
Utama, 2005.
7). MKK 2202 Landasan Pendidikan, 3 sks, 3 js, (wajib bagi Prodi Pendidikan)
Prasyarat: –
Matakuliah ini memberikan wawasan kependidikan yang meliputi pemahaman
mengenai hakikat manusia, hakikat pendidikan, sejarah pendidikan nasional,
lingkungan pendidikan, aliran-aliran pendidikan, dan sistem pendidikan nasional.
Referensi:
1. Hasan Langgulung, Asas-asas Pendidikan Islam, Jakarta: Pustaka Alhusna Baru,
2008.
2. Torrance, Rewarding Creative behavior, Eglewood Cliff, Nj: Prentice Hall, 1965.
9). MKK 2303 Perkembangan Peserta Didik, 2 sks, 2 js, (wajib bagi Prodi
Pendidikan)
Prasyarat: –
Referensi:
1. Nana Syaodih Sukmadinata, Landasan Psikologi Proses Pendidikan,Bandung:
Rosdakarya, 2009.
2. Wina sanjaya, Strategi Pembelajaran Berorientasi Standar Proses Pendidikan cet
ke 6 (Jakarta: Prenada Media Group, 2006).
10). MKK 2404 Ilmu Alamiah Dasar, 2 sks
Matakuliah ini mempelajari hakikat, ruang lingkup IPA ( IlmuPengetahuan Alam) dan
perkembangan tekhnologi serta hubungan antara IPA, teknologi dan kelangsungan
hidup manusia. Dalam matakuliah ini diharapkan mahasiswa dapat berpikir kritis,
kreatif, sistematis dan ilmiah, berwawasan luas, etis, estifetis serta memiliki kepedulian
terhadap pelestarian sumber daya alam dan lingkungan hidup serta mempunyai
wawasan tentang perkembangan ilmu pengetahuan dan teknologi serta dapat ikut
berperan mencari solusi pemecahan masalah lingkungan hidup secara arif. Isi mata
kuliah ini berkisar antara lain seputar kejadian alam semesta, perkembangan bilogis
manusia, penalaran tentang alam semesta, sistem bumi, perkembangan kehidupan di
muka bumi dan akhirnya mengenai hal teknologi bagian dari upaya manusia mengolah
alam demi kepentingan hidupnya.
Referensi:
1.Ibnu Mas’ud& Joko Paryono, Ilmu Alamiah Dasar, Bandung: pustaka setia, 2008.
2. Abu Ahmadi, Ilmu Alamiah Dasar, Bandung: Rineka Cipta, 1998.
Referensi:
1. Anas Sudijono, Pengantar Evaluasi Pendidikan, Jakarta: PT RajaGrafindo Persada,
2008.
2. Nana Sudjana, Penilaian Hasil Proses Belajar Mengajar, Bandung: Remaja
Rosdakarya, 1992.
12) MKK 2506 Language Learning Assessment, 2 credits, 2 hours, (required)
Prerequisite: –
This course provides students with an understanding of the background theories and
principles of assessment in English Language Teaching, including the procedures of test
constructions. Topics include the basic concepts of assessment in ELT; the approaches,
the functions, and the types of language assessment instruments; and elementary
statistics
Reference:
1. J. Michael O’Melley dkk, Authentic Assessment for English Language Learner,
Addison, Wesley Publishing Company, 1996.
2. James Caangelosi, Measurement & Evaluation: An Inductive Approach for Teacher.
USA: WM.C.Brown Company Publisher
The course provides students with the opportunity to apply the principles of language
assessment discussed in MKK 2508 Language Learning Assessment in English language
teaching situations. This course is practice-oriented. It provides students with activities
to construct a variety of assessment devices based on the principles and different
approaches to language and assessment, to construct assessment devices for English
learning based on language course outline of elementary, junior, and senior high
schools, and to evaluate assessment practice at school.
Reference:
1. Norman Grondlund, Measurement and Evaluation in Teaching, New York:
Macmillan Publishing Company, 1985.
2. Robert Ebel, Essentials of Educational Measurement. Third Edition, New Jersey:
Prentice Hall Inc.
This course provides students with some practical knowledge of syllabus design as a part
of curriculum development, components of syllabus, and curriculum in general, and
specifically primary, secondary and high school EFL syllabus/curriculum. It also gears
the students to the practical activities of analyzing, relating and developing the syllabus
content related to the instructional materials and classroom teaching. The course also
equips students with some practical knowledge of materials development and with the
ability to develop teaching and learning materials: producing a map which lists themes,
topics, language functions and structures; selecting texts; selecting language skills;
producing students worksheet, tasks; selecting communicative activities including the
one on literature appreciation for high school students of language department.
Reference:
1. W Dick & Carey, The Systematic Design of Instruction. Second Edition, Glecview,
Illionis:Scot, Foresman and Company.
2. Donald P Ely, Instructional Design & Development, New York: Syracuse University
Publisher, 1978.
Referensi:
1. Anas Sudjana, Metode Statistik, edisi ke-6, (Bandung : Trinita, 2006)
2. Suharsimi Arikuntodan Cepi Saffruddin Abdul Jabar, Evaluasi Program
Pendidikan, cet ke-II(Jakarta: PT Bumi Aksara, 2007)
Referensi:
1. Udin Syaefuddin Saud, Pengembangan Profesi Guru.
2. Ann Raimes, Technique in Teaching.
The course is a practical analysis on how a certain idea of a particular culture, being
completely different from the onlooker’s cultural background, can be manifested into a
certain form of cultural product in a certain society. It is the hurly-burly of the said
cultural mechanism that is further hoped to generate positive understanding on the
onlooker s side after it is being crossed, i.e. checked, identified, and balanced, with his
own similar cultural system.
Reference:
1. Dennis R Preston & roger W. Shu, Varieties of American English, Washington DC:
English teaching Division, Education, and Cultural Affairs, International
Communication Agency.
2. W.P Robinson, Language and Social Behaviour, Harmondworth: Penguin Book,
1972.
18) MKK 3512 English for Specific Purposes (ESP), 3 credits, 2 hours, (elective)
Prerequisite: –
This course provides the students with knowledge of the use of English for
communication in science and technology with the skill to teach this type of English in
high school: types of scientific writing, grammatical features, vocabulary building, basic
concepts in language for science and technology. It provides the students with
competence of using English in specific fields of knowledge, science, and technology at
the advanced level; design curriculum, use approaches, methods and techniques in
advanced ESP and develop materials for syllabus: types of authentic scientific writing,
grammatical features, vocabulary building and principles in teaching and learning of
ESP.
Reference:
1. Tom Hutchinson and Alan Waters, English for Spesific Purposes, New York:
Cambridge University Press 1987.
2. J.C. Alderson and Hughes, ELT Document III: Issues in Language Testing, British
Council, 1981.
The course is designed to develop the students’ knowledge of the concepts and
principles of how learners learn a second language. It covers the key concepts in SLA,
language environments, the theoretical models of SLA, the role of input, factors
affecting SLA, inter language, and implications of SLA theories to L2 learning and
teaching.
Reference:
1. R. Ellis, Understanding second Language Acquisition, New York: Oxford University,
1986.
Reference:
1. Hancock, Mark, English Pronunciation in Use, England: Cambridge University Press,
2003.
This course is designed to enable students to obtain the details of spoken English
discourses at post-intermediate level: comprehension of main ideas and details; literal
comprehension of dialogues as well as narrative and descriptive English in the most
efficient way in order to understand relatively simple connected discourses spoken
natively at normal speed in ordinary communicative situations.
Reference:
1. Publications Department of INSEARCH UTS, Prepare for IELTS-Skill and Strategies
Book One Listening and Speaking, Australia: University of Technology Sidney, 2007.
2. Anne Juwita, English Express to Complete Solution to Get Better of English, Jakarta:
Generasi Cerdas Jakarta, 2009.
This course is designed to enable students to acquire the overall meaning of spoken
English at pre-advanced level: comprehension of main ideas and details; literal and
inferential comprehension of dialogues, narrative, descriptive and expository types of
texts in the most efficient way in order to understand connected discourses spoken in
ordinary communicative situations.
Reference:
1. Publications Department of INSEARCH UTS, Prepare for IELTS-Skill and Strategies
Book One Listening and Speaking, Australia: University of Technology Sidney, 2007.
2. Anne Juwita, English Express to Complete Solution to Get Better of English, Jakarta:
Generasi Cerdas Jakarta, 2009.
This course is designed to enable students to employ systematic and accurate listening
to take notes, outline, and evaluate original, spoken English at advanced level:
comprehending main ideas and details of literal, inferential, critical, and evaluative
dialogues as well as narrative, descriptive, expository, academic and argumentative
discourses, and more advanced speech of various types, styles, and functions, in order to
Reference:
1. Publications Department of INSEARCH UTS, Prepare for IELTS-Skill and Strategies
Book One Listening and Speaking, Australia: University of Technology Sidney, 2007.
2. Anne Juwita, English Express to Complete Solution to Get Better of English, Jakarta:
Generasi Cerdas Jakarta, 2009.
The main objective of the course is to develop students’ ability to speak English at post-
intermediate level: expressing (dis)approvals, (dis)likes, emotive thoughts, and opinions
in individual reports or group discussions.
Reference:
1. Ti Lit, Naturally Speaking, New York: Cambridge University Press
2. Coulsa, Person to Person, New York: Oxford University Press, 1985.
25). MKB 3206 Speaking for Group Activities, 3 credits, 2 hours, (required)
Prerequisite: MKB 3105
The course primarily aims at enhancing students’ ability to speak English at pre-
advanced level: rebutting, convincing, persuading, and negotiating in group
presentations and debates.
Reference:
1. Richard, Break Through, New York: Oxford University Press, 1984.
2. Jones, Function of American English Fiction Story of Talking Class, New York:
Cambridge University.
26). MKB 3307 Speaking for Formal Settings, 3 credits, 2 hours, (required)
Prerequisite: MKB 3206
This course is designed to develop students’ ability to speak English at advanced level:
employing language functions in seminars, panel discussions, public occasions,
interviews, academic reports, and/or parliamentary debates.
Reference:
1. Publications Department of INSEARCH UTS, Prepare for IELTS-Skill and Strategies
Book One Listening and Speaking, Australia: University of Technology Sidney, 2007.
2. Gillian Brown and George Yule, Teaching the Spoken Language, Cambridge
University Press. 1983.
Reference:
1. Alderson, J. Charles (2000) Assessing Reading, Cambridge; Cambridge University
Press.
2. Nuttall, Christine (1996) Teaching Reading Skill in a Foreign Language. Second
Edition, Oxford: Heinemann.
28). MKB 3209 Interpretive and Affective Reading, 3 credits, 2 hours, (required)
Prerequisite: MKB 3108
Reference:
1. Alexander, L.G (1975) Practice & Progress, An Integrated Course for Pre-
Intermediate Students. Kanisius, Yogyakarta.
2. Alexander, L.G (1975) developing skills, An Integrated Course for Pre- Intermediate
Students. Kanisius, Yogyakarta.
Reference:
1. Dra. Sukirah kustaryo (1988) Reading Techniques for College Students, Departemen
Pendidikan dan Kebudayaan, Jakarta.
2. Beatrice s. Mikulecky & Linda Jeffries, More Reading Power, America: Longman,
1996.
This course aims at developing students’ ability to write topic sentences, supporting
sentences, and concluding sentences. The students are also expected to be able to write
short paragraphs in different text types, including narrative, descriptive, and expository
types of texts.
Reference:
1. Alice Oshima & Ann Hogue, Writing Academic English, Third Edition, New York:
Longman, 1998.
2. Andrew Littlejohn, Writing Students Book, Cambridge University Press, 1991.
The course develops students’ ability to write English expository essays using different
methods of development: examples, details, chronological order, comparison and
contrast, cause and effect relations, as well as division of ideas and classification.
Reference:
1. Alice Oshima & Ann Hogue, Writing Academic English, Third Edition, New York:
Longman, 1998.
2. Andrew Littlejohn, Writing Students Book, Cambridge University Press, 1991.
3. J.B. Heaton, Writing English Language Test,New Edition, New York: longman,
1988.
The course focuses on students’ ability to present logical reasoning, strong and
convincing argument, as well as critical analysis and judgment in the form of
argumentative essays and mini research paper.
Reference:
1. Alice Oshima & Ann Hogue, Writing Academic English, Third Edition, New York:
Longman, 1998.
2. Andrew Littlejohn, Writing Students Book, Cambridge University Press, 1991.
This is the first part of a two-part English Grammar course which provides the students
with a sound knowledge of essential English grammar and ability to apply this
knowledge in comprehension and production. Basic English Grammar focuses on nouns
and pronouns basic sentence patterns, question words, adjectives, and adverbs.
Reference:
1. Martin Parrot, Grammar for English Language Teachers, New York: Cambridge
University, 2000.
2. John Eastwood, Oxford Practice Grammar, New Edition, New York: Oxford
University Press, 1999.
This is the first part of a two-part English Grammar course which provides the students
with a sound knowledge of essential English grammar and ability to apply this
knowledge in comprehension and production. Basic English Grammar focuses on verb
tenses, modal auxiliaries and similar expressions, articles and the passive, articles and
the passive voice and phrases
Reference:
1. Martin Parrot, Grammar for English Language Teachers, New York: Cambridge
University, 2000.
2. John Eastwood, Oxford Practice Grammar, New Edition, New York: Oxford
University Press, 1999.
This is the second part of a two-part English Grammar course which provides the
students with a sound knowledge of essential English grammar and ability to apply this
knowledge in comprehension and production. Complex English Grammar focuses on
gerund and infinitives, adjective clauses, noun clauses, and adverbial clauses. In
addition, it provides the students with practice for taking the Structure and Written
Expression part of the TOEFL.
Reference:
1. Martin Parrot, Grammar for English Language Teachers, New York: Cambridge
University, 2000.
2. John Eastwood, Oxford Practice Grammar, New Edition, New York: Oxford
University Press, 1999.
This course is designed to provide the students with introductory knowledge of language
and linguistics; language as a reflection of the structure of the human mind and human
culture, the various levels of linguistic structure (phonetics, phonology, morphology,
syntax and semantics), language use (pragmatics, discourse analysis, sociolinguistics),
language as a social phenomenon (dialects, language change, taboos, language and sex
roles, language and deception), and language universals.
Reference:
1. L.K, Boey, An introduction to Linguistics for the Language Teacher, Singapore:
Singapore University Press.
2. M. Pateda, Linguistik Terapan, Flores: Nusa Indah.
This course is designed to provide students with basic knowledge of English phonetics
and phonology. English phonetics includes description of phonetic features for
segmental phonemes (i.e., consonants and vowels) and supra-segmental phonemes (i.e.,
stress, intonation, and juncture). Students taking phonetics also learn the knowledge
and practical skill of reading and writing phonetic transcription, both broad and narrow
transcription. English phonology, beginning with a brief review of English phonetics,
introduces to students phonological principles governing sound patterns in English.
English phonology primarily explains how surface (phonetic) representation is derived
from underlying (phonemic) representation by means of phonological rules, and
additionally discusses how phonemics interacts with syntax, primarily with the surface
structure which serves as input for phonology.
Reference:
1. Rodman Fromkin, An Introduction to Language, Sydney: Holt Rinehart, 1988.
2. Lass. R, An introduction to Basic Concept of Phonology, New York: Cambridge
University Press, 1984.
The aim of the course is to provide the students with some knowledge of English
Morphology: the concept of morphemes and their allophones, principles of descriptive
analysis in English morphology, principles of identifying and isolating morphemes,
types of morphemes based on segmental and supra-segmental phonemes and the
distribution of morphemes, such as, bound versus free morphemes, roots versus stems,
and roots versus non-roots.
Reference:
1. M. Aranoff, Word Formation in Generative Grammar, Cambridge: M.I.T Press, 1976.
This course is designed to provide the students with some knowledge of English
syntactic theories and skills in analyzing English sentences: principles, procedures, and
processes of constructing phrases, clauses, and sentences, structural and
transformational approaches, 5 syntactic signals for parts of speech, 4 syntactic
structures, deep structures, surface structures, generative grammar, transformations,
and semantic features.
Reference:
1. Bas Aarts, English Syntax and Argumentation, London: Macmillan Press, 1997.
2. D. Bolinger, Meaning and Form, London: Longman, 1977.
40). MKB 3621 English Semantics, 2 credits, 2 hours, (required)
Prerequisite:
Reference:
1. Leech, G.N, Principle of Pragmatics, London: longman, 1983.
2. Rodman Fromkin, An Introduction to Language, Sydney: Holt Rinehart, 1988.
The course is designed to familiarize the students with some knowledge of the
relationship between language and society, both at the micro level (the function of
language in individual) and at the macro level. The emphasis is on the sociology of
language and aspect of behavior with which it is concerned, Techniques used to
investigate behavior, style of speech, discourse routines, verbal skills, dialects, mapping
the distribution of dialect features of different regions, the relationship between the
vocabulary and attitudes of the society that produces it.
Reference:
1.Jack Richard dkk, Longman Dictionary of Applied Linguistics, England: Longman,
1985.
This course provides the students with the knowledge of some theories and principles of
psycholinguistics, mental processes which underlie a human beings’ ability to speak and
understand language. This includes new findings in the study of language acquisition,
the relationship between language and thought, the psychology of language,
comprehension and utilization of sentences, memory for prose, perception of speech,
plans what to say, execution of speech plans, first steps in the child’s language, and later
growth in the child’s language.
Reference:
1. Karena Yudibrarata, Psikologistik, Departemen Pendidikan dan Kebudayaan, 1997.
The course objective is to provide the students with knowledge, skills, and the basic
principles of teaching and learning processes relevant to their future job: current
methods in TEFL, communicative language teaching, procedures and techniques of
teaching language skills, kinds of learning strategies.
Reference:
1. Tricia Hedge, Teaching and learning in the Language Classroom, New York: Oxford
University Press, 2000.
2. Jeremy Harmer, The Practice of English Language Teaching, Fourth Edition, New
York: Longman
44). MKB 3630 Teaching English as a Foreign Language (TEFL 2), 2 credits,
2 hours, (required)
Prerequisite: 3529
The course objective is to provide the students with the ability to apply all the
techniques that have been introduced in TEFL 1. Furthermore the students are also
required to know more deeply how to teach language skills such as listening, speaking,
reading, writing and language components such as vocabulary and grammar. This
course also discusses about classroom management, teaching by principles and the
practice of language teaching.
Reference:
1. Tricia Hedge, Teaching and learning in the Language Classroom, New York: Oxford
University Press, 2000.
2. Jeremy Harmer, The Practice of English Language Teaching, Fourth Edition, New
York: Longman
This course provides students with working knowledge of basic principles of teaching
English to young learners, characteristics of young learners, and practical skills at
teaching elementary school students, selecting and using songs, games, stories, media
(audio and visual) and at developing lesson plans, materials including big books, flash-
cards, puppets, and other visuals.
Reference:
1. David W.Johson, Learning Together and Alone, London: university of Minnesota,
1999.
2. C. Wales, & Sager, The Guided Design Approach, Englewood Cliffs, NJ: Educational
Technology Publications, 1978.
46) MKB 2628 English Teaching Media, 2 sks
Prerequisite:
This course provides students with some theoretical and practical knowledge of
instructional media covering the various kinds of media, skills of selecting, developing,
operating interactive and inexpensive visuals for EFL classes, using printed materials
including songs and games related to primary and secondary instruction of English.
Reference:
1. Sharan, Small Group Teaching, Englewood Cliffs, NJ: Educational Technology
Publications, 1976
2. G. Simpson, The Meaning of Evolution, New Haven: Yale University Press, 1961.
This course provides students with the definition, identification, and basic pattern for
some key concepts of literary genres: features, characteristics, formats, basic styles, and
their working mechanisms, in the light of both conventional and modern perspectives.
Reference:
1. Marcus Cunlifee, American Literature Since 1900, England: Penguin Books, 1993.
2. Macmillan, Literature and Language, London: Macmillan Press, 1990.
This course is designed to analyze prose and poetry as a genre of literary works, and as a
product of culture that can be viewed as reflection of the real society. This course is
focused on English literature, American literature, and also local literature. The students
are required to create the new consciousness through world literature.
Reference:
1. Gary Lane, A Concordance to the Poems of Ezza Pound, 1972.
2. Hugh Witemeyer, The Poetry of Ezza Pound: Forms and Renewal, Los Angeles: 1969.
Prerequisite: –
This course is designed to build the new consciousness through literary studies included
drama as one of literary work and dramatic performance. The course concerning with
Elizabethan drama, American drama and also local drama.
Reference:
1. Michael Davitt Bell, The Development of American Romance: The Sacrifice of
Relation, London: University of Chicago Press, 1980.
2. Bracebridge Hall, Edited by Herbert F. Smith, Boston: Twayne, 1977.
The course is designed to provide the students with competence in translating different
types of written texts of up to pre-intermediate level of difficulty from English into
Indonesian. It develops students’ knowledge of the basic theory, concept, and technique
of translation. The translation practice materials will emphasize grammatical, lexical,
and textual adjustments. In addition, the course provides the students with knowledge
of using dictionaries and other sources. The course also provides the students with
practice and exercises in translating and interpreting spoken and written English texts:
dialogues of formal, informal, colloquial, and standard forms, various written texts,
debates, lectures, and other materials of up to intermediate level of difficulty. It also
provides the students with practice and exercises in oral and written translation from
English into Indonesian and from Indonesian into English: dynamic translation,
different types of meanings, compound categories, blending, clipping, acronyms, figures
of speech, idioms, and texts of various types of discourse.
Reference:
1. Choliluddin, The Technique of Making Idiomatic Translation, Bekasi: Visipro, 2006.
2. J.C.Catford Alinguistic Theory of Translation, London: Oxford University Press, 1965.
53). MKB 3434 Translation and Interpretation II, 2 credits, 2 hours (required)
Prerequisite: MKB 3333
The course is designed to increase the students’ competence in translating various types
of written materials in business, including legal business documents. The training will
involve translation from English into Indonesian and from Indonesian into English of
various written texts: blending and clipping, acronyms, idioms of general English and of
business English, and various business English (memos, minutes, business texts,
letters). The course provides the students with practice and training in advanced
translating and interpreting in real situations, current news, and other sources of up-to-
date information from printed and electronic media.
Reference:
1. R.W. Brislin, Translation: Application and Research, New York: Garden Press Inc.
1976.
2. J. Biguenet & Shculte, The Craft of Translation, London: The University of Chicago
Press, 1989
The course helps students develop, critically analyze, and evaluate thesis proposals. The
course discusses common problems in developing a proposal into a complete thesis and
requires students to conduct at least one (classroom-level) presentation of thesis
proposal.
Reference:
55). MPB 3602 Research in ELT and Literature, 3 credits, 3 hours (required)
Prerequisite: –
This course helps students to have a positive attitude towards scientific research and
develop the knowledge of research methodology in the areas of ELT, Linguistics, and
Literature. Students practice to (re)search and review primary and secondary sources
(references); are facilitated to have clear ideas of how to link topic(s) to possible and
relevant methodologies; and to devise a topic into a small-scale research proposal by
developing research questions, collecting relevant data, analyzing data, and drawing
research conclusion(s).This course familiarizes students with the practices of ELT
research against the broader backdrop of pedagogy. It explores two broad domains of
ELT research: practice-oriented, such as CAR, and theory-oriented such as issues of ELT
in (post-) colonial world, ELT as enslaving or (otherwise) liberating tool. Other issues
include the notions of relativist and prescriptive approaches in ELT and their
implications for ELT research: the selection of topic of research (ontological) and the
selection of relevant methodology (epistemological). This course also enables students
to practice to apply the skills of literary research that covers principles, procedures, and
(samples of) application to, and from, various approaches in literary studies.
Reference:
1. David Nunan, Language Teaching Methodology, Sydney: Macquarie university,
1991.
2. Donald Ary, Introduction to Research in Education, Sixth Edition. Northem Illinois
University, 2002.