Kurikulum - Pascasarjana Undiksha

Profil
Capaian Pembelajaran Lulusan (CPL)
Kelompok Mata Kuliah
Mata Kuliah Per Semester
Deskripsi Mata Kuliah

No	Profil Lulusan	Jenis Pekerjaan	Penjelasan
1	Mengambil peran sebagai Pendidik / instruktur / guru / dosen di bidang Pendidikan Bahasa Inggris	Instruktur / guru / dosen di instansi / sekolah / perguruan tinggi baik negeri, swasta nasional maupun internasional	Pendidik professional yang memiliki tugas utama mentrasformasikan dan mengembangkan ilmu pengetahuan, teknologi, dan seni dalam konteks pendidikan Bahasa Inggris melalui pendidikan, penelitian, dan pengabdian kepada masyarakat
2	Mengambil peran sebagai Peneliti di bidang Ilmu dan Pendidikan Bahasa Inggris	Peneliti di instansi terkait (Pusat bahasa, Pemda), sekolah/perusahaan asing	Peneliti untuk melakukan pendalaman, perluasan IPTEKS dalam konteks Pendidikan dan pembelajaran Bahasa Inggris
3	Mengambil peran sebagai Peneliti di bidang Ilmu dan Pendidikan Bahasa Inggris	Konsultan ahli di sekolah swasta nasional maupun internasional, konsultan pengembang materi untuk lembaga pendidikan non formal maupun formal baik nasional maupun internasional	Tenaga Ahli yang menguasai pengetahuan dan ketrampilan di bidang Pendidikan Bahasa Inggris yang dapat digunakan untuk merencanakan, mengarahkan, memantau, mengendalikan, mengevaluasi , dan memberikan alternative pemecahan masalah IPTEKS dan riset multi-trans disiplin dalam rangka memperbaiki dan meningkatkan proses pembelajaran bahasa Inggris

CPL Sikap :
S1.	Bertaqwa kepada Tuhan Yang Maha Esa.
S2.	Memiliki moral, etika, dan kepribadian yang baik berdasarkan falsafah Tri Hita Karana dalam menyelesaikan tugasnya.
S3.	Berperan sebagai warga negara yang bangga dan cinta tanah air serta mendukung perdamaian dunia.
S4.	Mampu bekerja sama dan memiliki kepekaan sosial dan kepedulian yang tinggi terhadap masyarakat dan lingkungannya.
S5.	Menghargai keanekaragaman budaya, pandangan, kepercayaan, dan agama serta pendapat/temuan.
S6.	Menjunjung tinggi penegakan hukum serta memiliki semangat untuk mendahulukan kepentingan bangsa serta masyarakat luas.

CPL Pengetahuan :
P1.	Menguasai konsep teoretis dan memiliki kemampuan professional dalam bidang Ilmu Pendidikan Bahasa Inggris.
P2.	Menguasai konsep pengetahuan bidang studi Bahasa Inggris yang terkait dengan tugasnya sebagai pendidik Bahasa Inggris di perguruan tinggi.
P3.	Menguasai konsep dasar pedagogi yang terkait dengan tugasnya.
P4.	Menguasai konsep teoretis pedagogi dan konsep dasar teoritis pengatahuan bidang studi Bahasa Inggris yang sesuai dengan tugasnya.
P5.	Menguasai konsep, prinsip dan aplikasi berbagai metode pembelajaran inovatif khususnya beorientasi pada kecakapan hidup.
P6.	Menguasai prinsip, konsep, teknik perencanaan dan evaluasi pembelajaran.
P7.	Menguasai pengetahuan factual dan prosedural tentang fungsi dan manfaat teknologi khususnya teknologi informasi dan komunikasi yang relevan untuk pengembangan mutu pendidikan Bahasa Inggris.

CPL Keterampilan Umum :
KU1.	Mampu mengembangkan pemikiran logis, kritis, sistematis, dan kreatif dalam penerapan teknologi atau seni sesuai bidang keahliannya dengan menghasilkan prototipe, karya desain, produk seni, atau inovasi teknologi bernilai tambah, menyusun konsepsi ilmiah karyanya berdasarkan kaidah, tata cara, dan etika ilmiah dalam bentuk tesis dan mempublikasikan tulisan dalam jurnal keilmuan atau keahlian terakreditasi.
KU2.	Mampu melakukan validasi akademik atau kajian sesuai bidang keahliannya dalam menyelesaikan masalah di masyarakat atau industri yang relevan melalui pengembangan pengetahuan dan keahliannya.
KU3.	Mampu menyusun ide, pemikiran dan argumen teknis secara bertanggung jawab dan berdasarkan pada etika akademik, serta mengkomunikasikan melalui media kepada masyarakat akademik dan masyarakat luas.
KU4.	Mampu mengidentifikasi bidang keilmuan yang menjadi obyek penelitiannya dan memosisikan ke dalam suatu skema penyelesaian masalah yang lebih menyeluruh dan bersifat interdisplin atau multi disiplin.
KU5.	Mampu mengambil keputusan dalam konteks menyelesaikan masalah penerapan teknologi yang memperhatikan dan menerapkan nilai humaniora berdasarkan kajian ekperimental terhadap informasi dan data.
KU6.	Mampu mengelola, mengembangkan dan meningkatkan mutu kerja sama baik di lembaganya maupun lembaga lain, dengan mengutamakan mutu hasil dan ketepatan waktu menyelesaikan pekerjaan.
KU7.	Mampu meningkatkan kapasitas pembelajaran secara mandiri.
KU8.	Mampu mendokumentasikan, menyimpan, mengamankan, dan menemukan kembali data prototype, karya desain atau produk seni dalam rangka menjamin kesahihan dan mencegah plagiasi.

CPL Keterampilan Khusus :
KK1.	Memiliki pengetahuan pedagogik terkait dengan lingkup pembelajaran dan pendidikan Bahasa Inggris.
KK2.	Mampu merancang, melaksanakan dan menilai proses pembelajaran yang saintifik, inspiratif, inovatif, menantang, menyenangkan dan memotivasi dengan memanfaatkan berbagai sumber belajar, media pembelajaran berbasis ipteks dan potensi lingkungan setempat sesuai standar proses dan mutu pendidikan tinggi.
KK3.	Mampu merencanakan dan mengelola sumber daya dalam penyelenggaraan kelas, dan lembaga pendidikan yang menjadi tanggung jawabnya, dan mengevaluasi aktivitasnya secara komprehensif.
KK4.	Mampu melakukan riset tingkat madya dengan menggunakan menggunakan logika berpikir ilmiah untuk memberikan alternative pemecahan masalah Bahasa Inggris dan kependidikan Bahasa Inggris.
KK5.	Mampu mengambil keputusan strategis berdasarkan analisis informasi dan data dalam penyelenggaraan kelas dan lembaga pendidikan tinggi yang menjadi tanggung jawabnya.
KK6.	Mampu melakukan kajian terhadap masalah mutu, relevansi, dan akses di bidang pendidikan, dan menyajikan pilihan terbaik dari solusi yang telah ada untuk dapat digunakan sebagai dasar pengambilan keputusan.
KK7.	Mampu mengkaji dan mengembangkan berbagai metode pembelajaran yang telah tersedia secara inovatif dan teruji.
KK8.	Mampu menjalin hubungan professional dan interpersonal secara konstruktif dan bertanggung jawab untuk membantu menyelesaikan persoalan pendidikan dan pembelajaran baik secara individu maupun kelompok.
KK9.	Mampu berkomunikasi secara lisan dan tertulis, serta membangun hubungan interpersonal dan intrapersonal yang produktif.
KK10.	Mampu merencanakan karirnya sendiri.

MATA KULIAH INTI KEILMUAN
NO	NAMA MATA KULIAH	SKS	SEMESTER
1.	Tri Hita Karana	2	I
2.	Literasi Digital	2	I
Jumlah SKS		4
MATA KULIAH INTI KEILMUAN
NO	NAMA MATA KULIAH	SKS	SEMESTER
1.	Language Education Philosophy	3	I
2.	Sociolinguistics and Discourse Analysis	3	I
3.	Language Assessment	3	II
4.	Language, Literacy, and Literature in ELT	3	II
5.	Thesis Proposal Seminar	4	II
6.	Thesis Research Finding Seminar	4	III
7.	Thesis Qualification Exam	6	III
8.	Thesis Defense	6	IV
Jumlah SKS		32
MATA KULIAH IPTEK PENDUKUNG
NO	NAMA MATA KULIAH	SKS	SEMESTER
1.	Qualitative Research	3	II
2.	Quantitative Research and Statistics	3	II
Jumlah SKS		6
MATA KULIAH PENCIRI PROGAM STUDI
NO	NAMA MATA KULIAH	SKS	SEMESTER
1.	ELT Materials and Curriculum Development	3	I
2.	Bilingualism & Bilingual Education	3	I
3.	New Direction in ELT	3	I
Jumlah SKS		9
MATA KULIAH PILIHAN
NO	NAMA MATA KULIAH	SKS	SEMESTER
1.	Pragmatics and Language Teaching	3*	II
2.	Field Study	3*	II
3.	Reflective Teaching	3*	II
Jumlah SKS		9*
TOTAL SKS		54

SEMESTER I
NO	MATA KULIAH	SKS
1.	Tri Hita Karana	2
2.	Literasi Digital	2
3.	Language Education Philosophy	3
4.	Bilingualism & Bilingual Education	3
5.	New Direction in ELT	3
6.	ELT Materials and Curriculum Development	3
7.	Sociolinguistics and Discourse Analysis	3
Jumlah SKS		19

SEMESTER II
NO	MATA KULIAH	SKS
1.	Qualitative Research	3
2.	Quantitative Research and Statistics	3
3.	Language, Literacy, and Literature in ELT	3
4.	Language Assessment	3
5.	Elective Course (Mata kuliah pilihan)
	a. Pragmatics and Language Teaching	3
	b. Field Study
	c. Reflective Teaching
6.	Thesis Proposal	4
Jumlah SKS		19
*) Pilih salah satu

SEMESTER III
NO	MATA KULIAH	SKS
1.	Thesis Research Finding	4
2.	Thesis Qualification	6
Jumlah SKS		10

SEMESTER IV
NO	MATA KULIAH	SKS
1.	Thesis	6
Jumlah SKS		6

1.	LANGUAGE EDUCATION PHILOSOPHY
	This course aims to facilitate students to understand the philosophy of language and language education that will set the ground for the students to develop their knowledge and skills in relation to effective language education in general. Students are also directed toward understanding the future prospect and ability to develop leadership and management of edupreneurship in the area of English language education and training. The topics includes: Education philosophy, educational sociology, social psychology, and educational psychology. The course also covers the four pillars of education, the 21st centlong life education, and current issues in English education.
2.	SOCIOLINGUISTICS AND DISCOURSE ANALYSIS
	Sociolinguistics and Discourse Analysis is a combined course which is designed to equip prospective teachers with the knowledge about issues with regards to language and society as the speakers of languages and the types of discourse that are used by human beings for different purposes. This course covers knowledge about language and society, language and social class, language and ethnic group, language and sex/gender, language and context, language and social interaction, dialect, creole, language maintenance, language death, accommodation theory, language planning and language policy. From The Discourse Analysis perspectives, the course covers the notion and types of discourse in human interaction, theories of discourse analysis and how discourse analysis works for different purposes including teaching.
3.	LANGUAGE ASSESSMENTS
	The major aim of this course is to equip students with latest trends in assessments in general and language assessment in particular. Students go through the process of examining as well as discussing different approaches in assessing students’ language achievement and behaviour. Students are also taught on how to design appropriate assessment instruments in the context of English as a Foreign Language teaching and learning.
4.	LANGUAGE, LITERACY, AND LITERATURE IN ELT
	This course aims at providing opportunities for the students to develop professional competencies and pedagogical skills in the area of English Language Teaching with particular emphasis on the notions of Language, Literacy, and Literature and the interconnection of the three concepts in innovative English language teaching. The students go through a process of discovery learning, use and analyse different learning resources, designing and developing learning materials and learning tools. Students are put into groups and are requested to work on a material development project and present it in the format of class seminar. This is followed with discussion and reflections to train learners to be a thinker.
5.	QUALITATIVE RESEARCH
	This subject matter is intended to provide students with knowledge and competencies in terms of 1) the concepts of qualitative research, 2) characteristics of qualitative research, 3) Designs in qualitative research, 4) Data and instruments, 5) Subjects and Objects of the study, 6) techniques of data collections, 7) triangulation and 8) Data analysis, and how to write a research proposal.
6.	QUANTITATIVE RESEARCH AND STATISTICS
	This course aims at providing students with knowledge and skills in terms of concepts of quantitative research, variables, hypothesis, review of literature, designs, data, sample and sampling techniques, procedures of data collections, and data analysis, and how to write a research proposal. Knowledge of the principles of Quantitative research are combined with various statistical concept and ways for analyzing the data. By studying statistics simultaneously, students can go back and forth from research design and statistical analyses needed to answer the research questions. Statistic content includes quantitative data analysis like t-test, f-test, correlation, chi square, etc., and also describing and interpreting descriptive statistic data, presenting data in a graph, etc.
7.	ENGLISH MATERIAL AND CURRICULUM DEVELOPMENT
	Material and Curriculum Development aimed at providing students with current issues pertaining to curriculum and material development to promote the achievement of the 21st century learning skills. Students go through learning processes that involve trend in education in general and English language education in particular; model for research based curriculum and material development. Through experiential learning students learn from curricula of English education across levels and nations, analyze current / existing materials and curriculum, conduct need analysis and implement the procedures for research based material and curriculum development.
8.	BILINGUALISM AND BILINGUAL EDUCATION
	The aim of this course is to give an overview of the most important aspects of bilingualism as a societal and individual phenomenon from a variety of points of view: those of sociolinguistics, the sociology of language, language contact, language acquisition, and psycholinguistics. Class sessions will focus on types and aspects of bilingualism regardless of the languages in question, first, and then continued with emphasis on discussing bilingual situations involving English and Bahasa Indonesia that lead to visible bilingual programs in school curriculum in Indonesia.
9.	PRAGMATICS AND LANGUAGE TEACHING
	This course involves an analysis of people social behavior as well as how people produce and understand speech acts in many different types of conversation and monologues occur in various kinds of situations. The course is designed to cover five major topics: (1) the fundamentals of pragmatics, (2) contextualized language and the role of context, (3) the speech act theory, (4) the Gricean cooperative principle, and (5) politeness. These topics are discussed in the context of language teaching and learning.
10.	REFLECTIVE TEACHING
	This course aims at providing students with knowledge and experiences about best practices of English Language Teaching. Students learn through various activities including classroom obervation, instructional analaysis and evaluation, designing instructions, implementing, lesson study, and best practice reports. This course has the outcomes in the abilities in developing different ELT Programs that may lead to a professional ELT course designer. The course contains the theories of Program Design and Evaluation, with the context of English as a Foreign language and within the scope of formal and non- formal education and different models of Reflective Teaching.
11.	NEW DIRECTION IN ELT
	The aim of this course is to provide an overview of the history and development of English Language Teaching as well as an experience of reviewing existing methods and strategies in English as a Foreign Language teaching and learning nowadays. The course also covers factors affecting success and failure in English Language Teaching in general and in the context of Indonesia in particular. Students are engaged in reviewing the most popular methods and strategies from theoretical and practical point of views. The concept of innovative teaching strategies is discussed along with simulation of innovative teaching strategies in different school levels. The students are not only expected to be knowledgeable in terms of methods and strategies but also critical as well as skillful in deciding on appropriate strategies for teaching in different contexts and different target learners.
12.	FIELD STUDY
	The course involves the activities of observing and collecting information about the process of teaching or other related academic experiences in a variety of ways. The activities can be in the forms of scientific excursion where students can visit places of academic interests as an attempt to develop something new that the students never experience before. At the end of the course, the students must submit a report about the activities conducted.
13.	THESIS PROPOSAL
	This course is one chuck of Thesis which overall, has the weight of 20 credit hours. The Proposal is a 4 credit-hour Course, in which the students are facilitated to work on their area of interest. They are motivated and supervised in their reading, the constructions of ideas to write research rationale, research questions, research objectives, literature review and methods of conducting research. Students work on their own and are provided with opportunities for supervision, sharing, and discussion. The outcome is for the students to be ready for their research proposal for thesis project at the end of their program. The major achievement is assessed through a seminar presentation of the Thesis Proposal.
14.	THESIS RESEACH FINDINGS
	This course is also one chuck of Thesis that worth 4 credit hour. As students are required to publish their work to be eligible for the Thesis Oral Defense, they need to make sure that the data they collected are appropriate and adequate and are properly analyzed and interpreted. In this course students get supervision and guidance so that at the end of the semester they have the degree of efficacy about their research findings. Their research questions are properly answered and they use these as the bases for journal article writing. They are also guided toward structured presentation of data, description of the findings, and writing the discussion.
15.	THESIS QUALIFICATION
	This is another chuck of Thesis that also worth 6 credit hour. In this stage students have to write and finalize their thesis draft. They have to follow the thesis template, do proofreading, do similarity check, fulfil all the requirements that have been established by the study program with regards to thesis writing. Students have to follow the checklist provided and submit the thesis and all the requirement to be scheduled for the Thesis Qualification Exams. The students present their thesis draft to the board of examiners and the examiners give feedback for improving the quality of their thesis.
16.	THESIS
	Thesis is a 6 hour credit weight course in which the students get supervision in finalyzing their draft after the students pass the Thesis Qualification Exams. In the Thesis stage, they mostly work independently and see their thesis supervisors for consultations and discussion. They are required to closely follow the thesis writing guideline and standard template in writing the five (Introduction, Review of related Literature, Methods, Findings and Discussion, and Cmonclusion and Suggesttion. The thesis report should be competed with the correctly writting Reference List, Appendices, Table of content, and other standarsd pages and requirement. The final step is the thesis oral defences in which every students will present their thesis in front of the board of 5 examiners. The standard Operational Procedures for theis oral defense is readily available for the students.