1. THE GRADUATE PROFILE AND PROGRAMME EXIT OBJECTIVES (PEO)

A. Graduate Profile

Five years after graduation, graduates of Master’s Program in English Language Education are able to contribute to:

1. the improvement of character education

2. the development of English instruction

3. the advancement of theories and practices of English language teaching and learning

4. the curriculum and materials development that supports the use of English as a means of global communication

5. the advancement of instructional technology to meet the stakeholder needs to support the improvement of teaching and learning outcomes of English as a global language.

B. Program Exit Objectives (PEO)

Upon completing the program, graduates:

C. Programme Learning Outcomes

D. Learning Principles

To support the achievement of the learning outcomes at all level, six principles of learning have been determined to be applied in all courses. Below are the six principles.

1. Interest and explanation: The subject should be made as interesting as possible for the students by arousing their curiosity. Everything should be explained as clearly as possible. Above all is the necessity to clarify the reasons why a particular fact or skill is essential for understanding the whole.

2. Concern and respect for students and student learning: Students should be accepted as they and their efforts appreciated and opinions respected. They have to be challenged, but simultaneously are facilitated in their efforts to master the ideas and facts.

3. Appropriate assessment and feedback: The right assessments must be set and matched to the material to be learned. Questions posed to students should elicit evidence of understanding. Feedback should be provided while appreciating the students’ learning efforts and assuring them that what they have done still needs improving. It is important to make feel comfortable with whatever weaknesses they have or mistakes they have made. It is also important to make them realise that creating a text involves a recursive experience.

4. Clear goals and intellectual challenge: Students should be made aware of the high expectations of the programme and encouraged to set their goal as high as they can reach. Everyone involved in the teaching and learning processes should be convinced that consistently high academic expectations produce better student performance. Efforts have to be made to make the students enjoy hard work. Therefore, clear statements of learning outcomes should made known to students form the very beginning if the course and students should set their own goals through a learning contract.

5. Independence, control, and engagement. Engagement facilitates learning and it is therefore important to get students engaged with content in various ways to enable them to reach understanding. They need to be provided with adequate space to learn at their own pace and in their own sequence as far as possible. They should be encouraged to develop a sense of responsibility for their own learning, while being provided with appropriate guidance according to their needs.

6. Learning from students. Effective teaching is desired by everyone in any university. Teaching will be effective when efforts are continuously made to solve problems identified when seeing the relation between teaching, learning and content as problematic, uncertain and relative. Seeing this way encourages everyone to make efforts to make improvement through revision and adaptation of which the process involves students’ feedback, either in the form of quantitative data gathered through a survey or qualitative data in the form of critical comments. The efforts include constantly trying to find out how teaching affects learning, and adapting it in the light of the evidence already gathered. In short, learning from students benefits teachers in their effort to make teaching more effective.

2. PROGRAM STRUCTURE

The Structure of the Curriculum of Master’s English Language Education

(Click on the course name to see the module handbook)

*) A student takes 2 credits of elective courses

3. LEARNING PROCESS

The national standards recommend that the instruction can be carried out in the form of: (1) theoretical lecture, discussion and tutorials; (2) seminar, and (3) practicum or field work. In this study program, all competencies are achieved through theoretical learning and skill learning. They are integrated into combination of lecturing seminar or lecturing and workshops. In this case, the lecturing sessions (approximately 6 weeks) is aimed at providing theoretical input. The seminar is a forum in which the students in turns present their papers to propose a solution to a problem of ELLT. The seminar is organized by the students who in turns also moderate the sesions. During the seminar the students are encouraged to contribute to the process in various ways: asking a question, making a crictical comment, supporting other's ideas, expressing agreement and disagreement and defending their ideas. They are involved in assessing the papers, the presentation and participants' involvement.

To see the guide to learning process click here

4. ASSESSMENT

The assessment is developed in reference to the national standards of higher education assessment. All assessment activities are aimed at providing evidence of the achievement of the outcomes of each course. The assessment instruments are of two types: test and non-test. The test is of an essay type to find out the mastery of the desired knowledge. The non-test instruments include the rating scale with rubric to assess the students’ class performance, their product, and their project. Besides, their other works are also assessed, e.g. the assigned tasks. In reference to the standards, the assessment take into consideration of the following aspects: validity, reliability, comprehensiveness,, character values, and continuity.

To see the instruments of assessment click the link below.

Instruments of Assessment

The complete curriculum document of UNY Master of English Language Education Program can be viewed from the link below

UNY MELEP Curriculum Document 2020