PRACTITIONERS IN LANGUAGE EDUCATION (teacher, lecturer, instructor, source person, trainers, material designers)

Practitioners in English education and researchers who demonstrate the ability to implement theory and instructional models professionally and independently based on knowledge and technology development for problem solution in the field of English language education.

Graduates who have successful professional careers in the local, regional and global organizations by successfully demonstrating the profession of major field or related discipline (professional accomplishment).

PO1:
Ability to demonstrate scientific, educational, and religious attitudes and actions that contribute to improving the quality of life in society, nation, and state based on academic norms and ethics based on THK's wisdom.

PO2:
Ability to integrate learning and innovation skills, technological and information mastery, career development, and life skills to become lifelong learners.

PO3:
Ability to develop and publish logical, critical, systematic, and creative thinking through scientific research, creation of designs or works of art with an interdisciplinary or multi-disciplinary approach, which pays attention to and applies humanities values according to their field of expertise.

PO4:
Ability to master linguistic concepts, micro and macro linguistics, having proficiency in English language, and current issues in technology for building career in related majors.

PO5:
Ability to master current issues in pedagogical knowledge including instructional planning, approaches and methods in language teaching and implementation, and assessment strategies effectively and innovatively, either in formal or non-formal education, or academic and non-academic workforce.

PO6:
Ability to create innovative plan of English language instructions in tertiary education, conduct effective teaching and learning and communication within and beyond classes.

PO7:
Ability to synthesize contextual knowledge, science, and technology needed to solve problems in the field of English language education through research and collaborative work.

PO8:
Ability develop innovative pedagogical practices, evaluate information and technology implementation, community needs, and career opportunities in the context of English language and English language education.

Graduates who demonstrate professional behaviour, promote social peace and harmony and demonstrate commitment towards sustainable development for the betterment of society (social accomplishment).

Graduates who pursue lifelong learning in the field, and generating innovative solutions using research, entrepreneurship, and complex problem-solving skills (academic accomplishment).

This course aims to facilitate students in developing pedagogical competencies based on an understanding of various concepts and theories that form the basis for educational science and combined with harmony values based on the Tri Hita Karana concept. Course topics include philosophy and philosophy of education, sociology and sociology of education, anthropology, social psychology, and educational psychology. The discussion also includes education as a science and object of education, the four pillars of supporting education at a macro level, lifelong education, 21st century education and skills, issues of national education.

This course introduces the students with the ontology of qualitative research. Such ontology covers generic method of conducting qualitative research and inducing from data to arrive to a research conclusion. Emphases are focused on how a research can be initiated either from observed phenomena or an existing research gap resulted from a review of a number of previous studies. Epistemologically, the findings of a research lead to the deep understanding of particular observed phenomena.

This course introduces the students with the ontology of quantitative research. Such ontology covers method of deducing a research hypothesis, testing such a hypothesis, interpreting statistical analysis, and verifying the hypothesis. Emphases are focused on how a research can be initiated either from observed phenomena or an existing research gap resulted from a review of a number of previous studies. Epistemologically, the findings of a research are a way to generalize the verified thesis.

This course aims at providing opportunities for the students to develop professional competencies and pedagogical skills in the area of English Language Teaching in general, and English language teaching that make use of digital medium to support learners to digital literacy. Learning materials are focused on critical relations of literacy in general and digital literacy in particular with language learning. The learning activities are also designed how digital technology can be designed to facilitate students meta learning.

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, and then continued with emphasis on discussing bilingual situations involving English and Bahasa Indonesia that lead to visible bilingual programs in school curricula in Indonesia.

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 skilful in deciding on appropriate strategies for teaching in different contexts and different target learners.

Applied linguistics aimed at providing students with current issues pertaining to practical and problem-based discipline that is generally seen as serving a mediating function between (theoretical) linguistics (i.e., the academic discipline concerned with the study of language in general) and professions or practices whose activities involve language as a crucial concern. As linguistic theory and description cannot be deployed directly to solve practical real-life problems, applied linguistics serves a function as a mediating processor whereby the linguistic products (theory, insights, views, description, etc.) are reshaped and polished in a fashion suitable and applicable to the professions and practices requiring them. The course explores current issues related to applied ling technology’ that generates pedagogical linguistic matters, particularly in view of understanding solution-oriented concepts within the scope of SL / EFL teaching and learning / acquisition.

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.

The major aim of this course is to introduce students with the ontology of assessing learning. More specifically, 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 methods 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.

This subject aims at providing students with skills in writing and developing various digital-based formal / business writing (including letter, prospectus, meeting minutes, product review, etc.) that are important to equip students who wish to start up for a business or self-employment, or working in the area of businesses.

This course involves an analysis of people social behaviour 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.

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.

This course aims at providing students with knowledge and experiences 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.

The course aims at providing students with knowledge and experiences in developing digital folklores for teaching English. The course contains concepts of folklore as local wisdom, values, culture integrated contents in thematic instructions within the scope of formal and non-formal education at various educational levels.

The course aims at equipping students areas of educational management for career as a teacher that has additional duties as Principal, Manager, Education Supervisor, Education Analyst, Institution Leader at the Elementary, Middle, and Higher levels of the formal and non-formal education. The course offers concepts, principles, methods, techniques and the scope of work in Education Management, namely (1) Views on Education Management, (2) Characteristics of Educational Management Concepts, (3) Conceptual Framework of Management Science, (4) Development of Management Science Theory, (5) Basic Functions of Management, (6) Field of Educational Management, (7) Strategic Issues and Problems of Education Management in macro, meso, and micro levels, (8) Innovation in Education Management, (9) Policy Analysis in Education Management, and (10) Comparative studies between countries both regional and international in education politics and Education Management System. All these are framed within the perspective of the Tri Hita Karana values.

This course aims to give understanding to students that management as a science and an art, the evolution of thought management, management analysis patterns, nature, goals, and objectives planning, policy strategy, decision making, nature, goals, organizing, basics of departmentalization, authority and delegation, streamlining the organization, the basics of staffing theory, the basics of theory leadership, the basics of motivation theory, communication theories, and the basics of organizational control theory in the field of education. All these are framed within the perspective of the Tri Hita Karana values.

This course aims to provide theoretical and practical understanding on the study of Business and Professional Ethics by using the ideology of Tri Hita Karana as a foundation. The ideology is expected to be able to develop an understanding of the business and professional practices aligned with the values to create harmony with God, human beings and nature.

This course aimed at providing students with a research experience that starts with developing the thesis proposal, presenting it in the thesis proposal seminar, getting approval from the supervisors, and going through all the research procedures such as developing research instruments, collecting and analysing the data and writing up the research report in the form of a thesis. During the process, the students get close supervision and direction from the supervisors. The thesis report includes five chapters comprising Introduction, Review of Related Literature, Methods, Findings and Discussion, and Conclusion and Suggestion. The format of the thesis must be in line with the thesis format decided by Postgraduate Program of Undiksha.