FOU 512 Foundation of English Literature (3 credits)
This course offers an introductory survey of critical theory. In particular, this course will examine the ways in which critical theory relates to the disciplines of literary studies, education, and linguistics. This course will pay attention to major concepts of critical theory and basic critical skills to access texts from different registers, literary and non-literary.
FOU 511 Foundation of English Linguistics (3 credits)
This course provides the ELS students with the fundamentals and substantial knowledge of the English language: phonetic-phonological, morphological, syntactic, semantic, discoursal, pragmatic, and sociological; outline and fundamentals of various subfields of applied linguistics to deal with contemporary language-related issues and concerns in relation to humanity and human dignity.
FOU 513 Foundation of English Education (3 credits)
This course aims to provide a sound foundation of English education and a level playing field for students with various social and academic capital in English education. It helps students become competent in developing a liberating system of English education at various levels: universal, national, and local. It also helps students contribute to the science and technology of English education by conducting mini-research and submitting a research report on a current issue of English education.
FOU 510 Critical Discourse Analysis (3 credits)
Critical Discourse Analysis (CDA) aims at helping the students develop their presence of power dominance and/or abuse which is present in a society as reflected in the language use of the society members or in discourse. The course discusses the concepts of power, the reflection of power in language, the approaches in the study of CDA, and the linguistic devices to support the study. Throughout the course, the student is given texts to clarify the concepts and practice their skill for text analysis and choose their text to show their sensitivity in the presence of power dominance and/or abuse and conduct a critical discourse analysis.
FOU 515 Cultural Studies (3 credits)
This Cultural Studies course offers academic depth to students in exploring their concentration of study in the fields of language, education, and literature through dialogues with leading academic figures who explore cultural studies in topics related to language, education, and literature.
LIT 521 Critical Theory (3 credits)
This course focuses on a number of current approaches to literature and culture. It examines diverse literary theories under major twentieth-century theories. In particular, it will examine major critical theories such as Structuralism, Post-structuralism, Psychoanalytic criticism, Marxist criticism, New Historicism, Gender studies, Postcolonial criticism, Narratology, and Ecocritical theory.
LIT 525 Comparative Literature (3 credits)
This course surveys the theory and practice of comparative literature. The discipline of comparative literature emerged in the 19th century following the rise of nation-states and has now evolved into a discipline informed by cultural studies, postcolonial theory, and critical theory in its analytical procedure. Since theoretically this discipline is not separable from current literary theory, this course focuses on ways of comparing literature across languages and cultures to make literary studies less Eurocentric and American-centric.
LIT 523 American Literature (3 credits)
This course examines the aspects, spirit of the age, and context of American literature from the colonial to the present time. Formerly growing out of British literature, American literature gradually developed in its own way in the process of responding critically to natural, social, and cultural challenges. Conclusively, all national literary pieces are both reflections and refractions of the given social and cultural environment of the day. Familiarity with diverse literary works helps cultivate communal care, psychological maturity, spiritual depth, social solidarity, and global-local awareness.
LIT 524 Research in English Literature (3 credits)
This course introduces students to the structure and vocabulary of research in English Literature. It examines topics, urgencies, and significant issues with which literary research in English Studies can cover and recover. Hence, it attempts to respond to the sometimes-vexing question of what literature scholarship can do for the betterment of one’s society.
LIT 631 Asian Literature in English (3 credits)
This course maps out Asian literature within the development of English as a lingua franca, believing as it does that reading and evaluating works from our own region may help promote humanistic goals in literary studies, i.e., continuous efforts to understand other people, the world, and ourselves better. Demographic changes in users and providers of English as well as growing interest in Asian literature written in and/or translated into English have all compelled us to rethink literary studies in Indonesia. With regard to our postcolonial experiences within the cultural and political contexts of today, the use of more literary pieces from Asia (primarily Southeast Asia) in English literature studies is increasingly more important. The characteristic of the postmodern age is the recognition of people as human persons; and, in this case, Asian people as multilingual and multicultural subjects.
LIN 501 Phonetics and Morphophonology (3 credits)
This course deals with both practical and theoretical aspects of English sounds and their combination into meaningful linguistic units (morphemes, words, phrases, and sentences). The description of sounds is presented through phonetic symbols and the physical nature of their production. As sounds interact with one another in their lexical realization, discussion on the interaction covers the realization in the form of morphemes, words, phrases, and sentences. The features under discussion include both segmental and suprasegmental aspects.
LIN 522 English Syntax (3 credits)
English Syntax aims at helping the students develop their knowledge to understand and analyze a sentence and text. The course material consists of two parts, namely Systemic Functional Grammar (SFG) and Transformational Grammar. With the knowledge of SFG, the students are expected to be able to analyze a sentence using the ideational, interpersonal, and textual meta functions and analyze the meaning of a text. With the knowledge of Transformational Grammar, the students are expected to be able to explain the process of the production and understanding of a sentence and analyze a sentence to show its D-structure, S-structure, and the transformation from the D-structure to the S-structure.
LIN 525 English Semantics and Pragmatics (3 credits)
Semantics-Pragmatics encompasses two areas of the study of meaning: meaning within the realm of the linguistic system (of the English language) and meaning operating within the context of language use. The former covers topics concerning meaning; the meaning of ‘meaning’, dimensions of meaning and lexical relations; descriptive, social, and expressive meaning, references, referring, denoting, and expressing, semantic roles and sentences as an argument, semantic primitives/primes, Aspects, Factivity, Implication, and Modality, types and a variety of predicates, the semantics of morphological relations, meaning and cognition, and semantic changes or drifts. The latter includes pragmatic topics such as pragmatics as a linguistic concept; micro pragmatics and macro pragmatics, semiotic foundations of pragmatics and foundations of pragmatics in functional linguistics, Context Theory and the Foundation of Pragmatics, Deixis and indexicality, Reference and anaphora, Speech acts, Types of inference: entailment, presupposition, and implicature, Pragmatic Concept of Politeness and Face Work, introduction to internet pragmatics, presentation of self in everyday web use, Politeness on the Net, the social nature and network of the internet, virtual conversation, Self-praise online and offline, and internet pragmatics, and cyber rag-matic research and approaches to data of pragmatic research.
LIN 524 Research in English Linguistics (3 credits)
The course discusses the nature, types, topics, areas, and methods of language research in the areas of English language studies and aims at helping the ELS students concentrate on the stream of linguistics, and develop and implement their language research skills heading to thesis writing.
LIN 632 Linguistics and Intersectionality (3 credits)
Linguistics and Intersectionality is framed as a subject encompassing the studies of (the English) language in relation to [1) the critical model/approach of Intersectionality, and 2) the fluid nature of language studies in contact with other disciplines]. In relation to the former, the subject outlines the tenets, fundamentals, working principles, and instances of how the model/approach is exercised, notably by means of language. in critically addressing social phenomena (eg. issues of exclusion/inclusion and (in)equity and (in)equality) within the realm of human rights and dignity). To latter, this subject addresses five selected areas, namely: a) the existence, phenomena, and practice of Linguistic Hybridity, b) the nature and fundamental-instrumental roles of Language in Ideology and Social Construction, c) the roles and position of language when it comes to and deals with legal issues (Legal/Forensic Linguistics), d) the inherent and integral relations of language to human language faculty (Neuro-Psycholinguistics), and e) the fundamental roles, relations, positions, and contributions of language and linguistics in addressing nature-related issues and ecological problems (Ecolinguistics).
EDU 521 Second Language Acquisition (3 credits)
Second Language Acquisition (SLA) is a core course in the English Education stream of the graduate program of English Language Studies. The course examines both general and instructed second language acquisition. The general SLA covers both the description of learner language (what the learners come to know) and the explanation of learning (how the learner acquires the knowledge and why some learners are more successful than others) while the instructed SLA focuses more on the effects of instruction on SLA (the black box of the classroom and the intervention into the interlanguage development). The course exposes students to what has been done and how in various research areas and also provides a sound basis for students to situate their (current and) future research in the existing SLA research context.
EDU 525 ICT Based Learning Program Design (3 credits)
This course is designed to provide graduate students with an in-depth understanding of the principles and practices of using information and communication technologies (ICT) in language teaching and learning. The course covers various aspects of ICT-based language learning, including the use of digital tools and resources, the design of online language learning materials, and the integration of ICT in language teaching and learning contexts.
EDU 524 Research in English Education (3 credits)
The degree program (in English Studies), and its graduates, is held responsible for its contribution to the development of science and technology (of English language studies), and research is one major way of doing so. Its ability to do research and the research work it produces ensure its academic autonomy, empowerment, and self-fulfillment.
This course equips students with knowledge of the nature of research and research problems. It discusses learning materials with various types of research methods, including their appropriate instruments for data gathering to help students for preparing their research activities for their thesis.
The deliverable of the course is a written and orally presented research proposal, inclusive of pilot processed data, individually prepared.
EDU 361 English Education Evaluation (3 credits)
Language learning literature suggests a growing interest in a holistic view of language pedagogy, which integrates planning, assessment, and materials/strategies. This course is set to equip graduate students with ample opportunities to develop substantive knowledge related to evaluation in English education and practical implications related to language learning assessments. In addition, students are also stimulated to engage in an introductory scientific investigation of a language evaluation, which describes the tensions, contradictions, contestations, ambiguities, and conflicts in the area.
SAU 505A Graduate Research Project (3 credits)
This course is to help you complete your thesis-writing project you have proposed before. It is not a lecture course, but a workshop course. It is understood that thus far you already have something relatively definite about what to do. You have to convince yourself that you already have adequate competency to make your own decision in selecting a topic, making a plan, doing the research, and writing its report in a thesis format. It is a fact, however, that the declarative and procedural knowledge of research is boundless, and naturally becoming too broad for our allotted time and anyone’s limited mind. Accordingly, maximum collaboration is a must, and every one of you is obliged to contribute to your own and the class's progress. Mine is to help make sure that your thesis is systematic, systemic, conventional, and grammatical.
LIT 521 TEYL-LCYA (3 credits)
This course focuses on recognizing literature for children and young adults and its use and application in teaching English to young learners. Recognition of good and diverse literature for children and young adults is necessary so students will be able to plan a course for diverse young learners using diverse books.
ELE 631 Sociolinguistics (3 credits)
This course in nature addresses and explores diverse topics or areas of sociolinguistic studies, such as the relations between language and society; regional and social dialectology of language variation; Language variation and change; Language attitudes and politeness; Language choices and code-switching; Language use, gender, and identity; Language in contact (Maintenance, shift, and death); Critical sociolinguistic approaches to language and power; Sociolinguistics and language education; and Language planning, policy, and ecology.
ELE 633 Postcolonial Literature (3 credits)
The emergence of English as a lingua franca has made British Literature (thus including works of literature from ex-colonized countries) irrelevant when examined without competing histories of race, ethnicity, gender, disability, post-coloniality, and sexuality nation, gender, and class within today’s multiplicity of socio-political, historical and ideological contexts. This course will examine afresh selected canonical works from Shakespeare to the more recent “British” literary texts. These texts will be explored in conjunction with authors and texts from non-western literary traditions to see their postcolonial trajectories.
ELE 6314 Film and Literature (3 credits)
This course explores critical education as a theory and practice of liberation. Students will start by reading a basic text on critical pedagogy, the main reference of which is Paulo Freire's work, Pedagogy of the Oppressed. The reading is intended to help students find out the basic motives that motivated Freire as well as the context of the oppression he faced at his time and the thoughts and activities he carried out. The next topic is the ideas and reasoning underlying the critical education movement: ideological criticism and dialectical reasoning. By understanding these basic ideas and reasoning, students are expected to begin to be able to read the world more critically. The third topic is various forms of critical education praxis. There are two praxis that will be introduced, namely the praxis of critical research and the praxis of pedagogy itself. This lecture will close with a brief review of the critical education movement and reflections on this movement.
EDU 636 Statistics for Research (3 credits)
Statistics for Research, an elective course, is an introductory graduate course in using quantitative methods for inquiry in the social and behavioral sciences. Students will be exposed to the fundamental concepts and procedures of descriptive and inferential statistics. Students will develop competence in reading and understanding statistics topics from sources such as texts, dissertations, journals, or technical reports. The course assumes no prior knowledge of statistics.
SAU 506A Thesis (6 credits)
A thesis is an academic writing on a topic selected according to one’s concentration. A student has to write a thesis to show his/her mastery of his/her field and the application of the theories for a certain language phenomenon, literary work, or language teaching problem.