S3 Pendidikan Bahasa Inggris Universitas Negeri Malang

DISTRIBUTION OF COURSES FOR DOCTORATE PROGRAM IN ELT

Credits/ Semester
. COURSES
hours 1 2 3 4 5 6
A. Education Courses 8/8
1 MKPS901 Philosophy of Science 2/2 X
2 MKPS903 Perspective of Education 2/2 X
3 MKPS805 Research Design and Data Analysis 4/4 X
B. Major Courses 18/18
I. Required Courses 16/16
1 DING951 Topics in English Language Teaching 3/3 X
2 DING952 Advanced Applied Linguistics 3/3 X
DING953 Research Review in English Language
3 3/3 X
Teaching
4 DING954 Writing for Research Publication 3/3 X
5 DING955 Dissertation Proposal Development 4/4 X
II. Elective Courses 2/2
1 DING956 Research on Second Language Writing 2/2 (X)
2 DING957 Research on Second Language Reading 2/2 (X)
3 DING958 Assessment Instrument Development 2/2 (X)
III. Research Courses for Dissertation (30 credits)
1 MDIS990 Doctorate Dissertation 28 (X) (X) (X)
2 MDIS991 Dissertation Proposal Seminar 2 (X)
Total Credits 56 11 11 4 30
DESCRIPTION OF COURSES FOR DOCTORATE PROGRAM IN ELT

MKPS901 Philosophy of Science (2/2)

The course aims at providing students with how basic ideas in philosophy of science, more particularly
language, leading to the emergence of linguistic theories: structuralism to the Saussurean paradigm,
empiricism to the Bloomfieldian school, and rationalism to the generative enterprise. More specifically, the
course is designed to map out the relationship between well-known linguistic theories in the 20th century
and further development of both sub-disciplines in micro-linguistics (phonetics, phonology, morphology,
syntax, and semantics) and macro-linguistics (pragmatics, discourse analysis, sociolinguistics and
ethnolinguistics) as well as their implications on TEFL and SLA.

MKPS903 Perspectives of Education (2/2)

This course examines broad issues in what constitutes the components of Education, especially English
Language Teaching, and reviews the practices of ELT from various perspectives: theoretical, historical,
philosophical, political, cultural, technological, empirical, and professional. The theoretical perspective
provides the basis for outlining the nature of Education from the principles and methodology. The
historical perspective views the practice and development of Education in the international and Indonesian
contexts. The philosophical perspective focuses on the examination of Education by looking at the relation
among language, teaching, and learning. The political perspective centers on the discussion of policies
behind the goal and practice of Education. The cultural perspective emphasizes the different cultural
background (local and target cultures) and issues of cultural identity and interculturality. The technological
perspective promotes the importance of information and communication technology (ICT) and the use of
ICT in Education. The empirical perspective sets out the results of current research and how the results can
provide insights into the policy and practice of Education. The professional perspective highlights the role
of teachers and their professional development in Education. This course also raises issues of Education
across different perspectives: local, national, and international perspectives as well as individual and
institutional.

MKPS905 Research Design and Data Analysis (4/4)

This course provides basic principles of empirical educational research. It focuses on the data analysis
based on various designs of both quantitative and qualitative research studies. It provides students with
knowledge and skills to develop proposals for their dissertations.

DING951 Topics in English Language Teaching (3/3)

This course is aimed at discussing trends and issues in ELT which have emerged in our field in the last 30
years and familiarizing the students with current issues on ELT both global and national in scope. The
course emphasizes self-initiatives and self activities in discussing and exploring issues in ELT which are
relevant to the students’ areas of interest.
DING952 Advanced Applied Linguistics (3/3)

This course is a continuation of Critical Review on Applied Linguistics (designed for the S2 degree
program), and hence it begins with how micro- and macro-linguistic theories shape and influence the fields
of TEFL and SLA. At the same time, reorientation is directed toward the shifting paradigm of Applied
Linguistics itself—from a theory-affiliated discipline to a problem-driven discipline. In the latter sense,
Applied Linguistics has become more autonomous while maintaining its primary goal; it serves to bridge
the gap between Theoretical Linguistics and the fields of TEFL and SLA. Accordingly, suitable
instructional materials will be selected and assignments will be designed to keep the balance between
“theoretical orientation” and “problem-solving orientation”.

DING953 Research Review in English Language Teaching (3/3)

The course provides the students with a forum which allows them to discuss their critical reading and
critical written presentation of the literature related to English Language Teaching focusing on their
research (dissertation). By the end of the course, each student will have been able to demonstrate
familiarity with the background of his or her research interest, to explain the areas of the research within a
clear conceptual framework, and to present the literature review of his or her topic of research interest.

DING954 Writing for Research Publication (3/3)

This course is designed to cater for the need to publish research results prior to and subsequent to the
completion of a dissertation. It assembles the results of the critical review stipulated as the main product of
the course in Research Review in English Language Teaching and empirical data based on preliminary
research for dissertation. The materials include, inter alia, (1) claim-making, evidentiality, and rhetorical
consideration, (2) angling in data interpretation, (3) selectivity in data presentation, (4) issues around
authorial voice, (5) ethical issues, (6) journal publication gate-keeping, and (7) issues around
communication with journal editors. Activities in the course take the form of seminars, peer-editing, and
writing clinics. The products of the course are working papers that are ready for submission to
international journals.

DING955 Dissertation Proposal Development (4/4)

This course is designed to facilitate the students to be well prepared to embark on doctorate dissertation
writing. Upon concluding the course, each student is expected to have devised a dissertation proposal
showing that he or she is ready to proceed, with an unflagging high degree of independence, with data
collection and analysis as well as research project report (dissertation). By the end of this course, students
should be able to: (1) explain the background of the topic of their disertation research; (2) demonstrate
familiarity with theories on the topic of their dissertation research; (3) explain the methodological aspects
of the topic of their dissertation research; (4) present the result of the pilot study of aspects of the
dissertation research; and (5) produce a firm proposal of their dissertation supported by the results of the
pilot study.
DING956 Research on Second Language Writing (2/2)

This course aims at providing students with basic knowledge of the nature of second language writing. It
particularly aims at helping the students gain deeper insights on the areas of pedagogy and research in
second language writing. At the end of the course, the students are expected to produce a publishable
research-based article on the teaching or learning of second language writing (conducted through a series
of stages from planning to reporting). The topics discussed in the course include models of writing (writing
as a process, writing as a product, and writing as a social activity); current research on second language
writing, (i.e process-based, product-based, and genre-based research studies); the teaching and learning of
second language writing; and the use of ICT in second language writing.

DING957 Research on Second Langage Reading (2/2)

This course is intended to provide the students with understanding of the nature of reading and the nature
of second language reading. In particular, the course aims at helping the students to get critical insights on
the areas of pedagogy and research in second language reading. At the end of the course, students are
expected to produce a research-based article on the teaching and learning of second language reading
conducted through series of stages from planning to reporting. Topics to be discussed include reading
processes, reading strategies, reading and communication, reading-writing interface, theme-based and
genre-based teaching of second language reading, and research in second language reading.

DING958 Assessment Instrument Development (2/2)

This course provides students with knowledge about the principles of assessment and skills to develop
assessment instruments in English language teaching. It focuses on the developments of assessment
instruments to collect data in conducting their research studies for their dissertations, and/or to measure
English skills for educational purposes.

MDIS991 Dissertation Proposal Seminar (2 credits)

This course is administered in the form of seminar attended by the three dissertation supervisors, an
examiner who has expertise in the topic of the dissertation, and students of the doctorate program. This
course is also called as oral qualification and has to be carried out soon after the written comprehension
examination is undertaken. Students who are taking this course should prepare their complete dissertation
proposal as specified in the outcome of the DING955 Dissertation Proposal Development course.

MDIS990 Doctorate Dissertation (28 credits)

Doctorate dissertation writing refers to students’ independent research projects focused on a topic relevant
to ELT (or as indicated by the variety of, but not necessarily limited to, the offered courses) approved as a
doctorate dissertation by a board of examiners, the proposal of which must be presented in a seminar as
part of a qualifying examination for doctoral candidacy normally scheduled in the third semester
subsequent to the completion of Dissertation Proposal Seminar (MDIS991). The completion of the
dissertation should be carried out in view of the publishability of the material. A doctorate dissertation is
supposed to be written in not more than 40,000 words or 150 pages (A4, double-spaced, excluding
appendices)