• The Research Design course acquaints students with basic and common concepts of research, including different types of research, terms like research problem and/or research issue, research question, sampling, research methodology, methods for data collection, etc. After being introduced to these concepts, students will be expected to produce a research proposal that is relevant to issues in ELT. Every instructor in this course has one or some specific research interests. Therefore, students will be guided to write up their research proposals as much as possible in accordance with their instructors’ research interests. Academic Writing is the prerequisite of this course.
  • Public
    Speaking course focuses on transmitting information before an audience in
    various speaking situations, particularly formal speaking situation. The course
    involves in-class language practices that will guide students in the process of
    public speaking as well as class discussions to develop students
    critical thinking abilities. 


  • This course is the continuation of Guided Writing and the prerequisite of Expository & Argumentative Writing. In this course, students will learn to write descriptive and narrative paragraphs.



  • This course is the continuation of Guided Writing and the prerequisite of Expository & Argumentative Writing. In this course, students will learn to write descriptive and narrative paragraphs.
  • This course will expect students to use the writing skills they acquired in Guided Writing & Narrative & Descriptive Writing (paragraph & main idea development) and apply them to more advanced types of writing: analytical (a type of expository-writing) and argumentative. This class will require students to engage in a more critical, thesis-driven, textually supported method of writing, preparing them for Academic Writing and later, thesis-writing.
  • This course builds on the skills developed in the Critical Reading course. In Reading Across Genre we will look at the technique and forms of various types of newspaper articles.  You will practice reading various types of newspaper articles (news stories, features, opinion, reader's letters, editorials). You will learn to recognize and evaluate newspaper articles through an understanding of vocabulary, jargon, and the components of well-constructed newspaper articles. As part of the coursework you will have an opportunity to respond to a variety of real newspaper articles through both individual and group work and journals.

  • This course will expect students to use the writing skills they acquired in Guided Writing & Narrative & Descriptive Writing (paragraph & main idea development) and apply them to more advanced types of writing: analytical (a type of expository-writing) and argumentative. This class will require students to engage in a more critical, thesis-driven, textually supported method of writing, preparing them for Academic Writing and later, thesis-writing.
  • The overall aim of the course is to provide students with knowledge and research skills that facilitate the actual use of research methods in the context of students’ evolving development as beginning teacher-scholars. The course offers students with an overview of quantitative and qualitative research methodology commonly used in second language education. It particularly aims to equip students with practical knowledge, research paradigms and theoretical framework to design a simple research as well as provide opportunities to apply specific research methods related to these paradigms.
  • This four-credit course will provide students with some basic understanding of quantitative and qualitative research methodsfor data collection and analysis procedures in applied linguistics (particularly TESOL). The former methods attempt to address research questions that seek to find correlational and causal relationships between variables. The latter methods are appropriate to analyze texts and to inquire into cases or phenomena as experienced, perceived, or negotiated by research participants. Being familiarized with these methods, students will be better equipped with the skills to conduct a mini-research group project as the final product of this course. 


  • This four-credit course will provide students with some basic understanding of qualitative and quantitative research methods for data collection and analysis procedures in applied linguistics (particularly TESOL). The former methods are appropriate to analyze texts and to inquire into cases or phenomena as experienced, perceived, or negotiated by research participants. The later methods attempt to address research questions that seek to find correlational relationships between variables or differences between groups. By the end of the course, the students will be equipped with the knowledge and skills to conduct a mini-research group project as the final product of this course.
  • This course provides students with theoretical as well as practical knowledge of teaching English for specific purposes. The theoretical aspect of the course provides students with discussions of ESP, while the practical aspect of the course provides students with the necessary skills for planning needs analysis, developing teaching materials, classroom activities, and evaluation.
  • This course provides students with theoretical as well as practical knowledge of teaching English for specific purposes. The theoretical aspect of the course provides students with discussions of ESP, while the practical aspect of the course provides students with the necessary skills for planning needs analysis, developing teaching materials, classroom activities, and evaluation.
  • This course provides students with theoretical as well as practical knowledge of teaching English for specific purposes. The theoretical aspect of the course provides students with discussions of ESP, while the practical aspect of the course provides students with the necessary skills for planning needs analysis, developing teaching materials, classroom activities, and evaluation.
  • This course provides students with theoretical as well as practical knowledge of teaching English
    for specific purposes. The theoretical aspect of the course provides students with discussions of
    ESP, while the practical aspect of the course provides students with the necessary skills for
    planning needs analysis, developing teaching materials, classroom activities, and evaluation.
    The students will meet each week to work on different types of competencies which are
    necessary for the implementation of ESP through class discussion or group work. In addition, the
    students will also have the opportunity to work on the assignments outside classroom hours.


  • The Semantics course will provide knowledge about meanings of words, terminologies in Semantics and 
  • This course provides students with theoretical as well as practical knowledge of writing a research proposal that will be developed into a thesis. During the course the student will have the opportunity to plan and discuss the topic for their research, formulate research question, design the method of research and outline review of related literature. Much of the course time will be devoted to class discussion and individual consultation with the teacher
  • This course gives an introduction, basic theory and development of drama which is focused on three critical time periods: Ancient Greek, Renaissance, and Modern Theater. In addition, this course also requires students to experience the process of drama production in groups:to gather ideas, write it into a script, prepare it and perform it in class.

  • This course provides students with theoretical as well as practical knowledge of teaching English based on the theory and principle of task-based language teaching. The theoretical aspect of task provides students with discussions of justification of using task in teaching, while the practical aspect of the course provides students with the necessary skills for developing teaching materials, classroom activities, and assessment.
  • Women and Literature course is designed to introduce students with feminist literary theories to analyze literary texts. In the course, students are exposed to some literary texts in which they are expected to be able to recognize some issues relevant to women and how the women express their voice in the literary texts. At the end, students are expected to produce critical response toward the women’s issues and voice by the use of feminist literary theories. 

  • By the end of the course, it is expected that students will:

    1. Be familiar with some forms of technology which are potential for their teaching.

    2. Be able to create a lesson plan that incorporates those technology applications in the process of teaching-learning.

  • This course will provide the students with knowledge to develop a task syllabus which meets specific needs of students. The course will discuss the theoretical and practical aspects of task as well as its implications in the syllabus design. The students will have the experience to carry out task analysis and design a task syllabus appropriate to the target setting.
  • This course equips the learners with knowledge and practice of writing several kinds of poems about relationship (i.e. relationship to oneself, family, boy friend/girlfriend, and God); a  biography on their idols such as parents, teachers, or friends; and a short story about an unforgetable moment in life  in a creative way. The teaching and learning is mainly conducted through workshop, discussion, and individual and group writing.




  • This course aims at increasing students’ interests toward reading in English. To reach this aim, this course will implement the ten principles of Extensive Reading proposed by Day and Bamford (2002). The students will be required to read large amounts of longer, easy-to-understand material in and outside the classroom at their own pace and level. They will read for overall understanding rather than detailed analysis.

    Moreover, to prepare the students to become the future English teachers, this course provides opportunities for them to experience teachers as a reading model. The class meetings will be used to share and discuss what the students have read. The class activities are adapted from Extensive Reading Activities for Teaching Language (2004). It is expected that a community of readers can be developed.

    Homework will be given and students will be tested on their understanding and appreciation of the texts at the end of the semester.

  • This course aims at increasing students’ interests toward reading in English. To reach this aim, this course will implement the ten principles of Extensive Reading proposed by Day and Bamford (2002). The students will be required to read large amounts of longer, easy-to-understand material in and outside the classroom at their own pace and level. They will read for overall understanding rather than detailed analysis.

    Moreover, to prepare the students to become the future English teachers, this course provides opportunities for them to experience teachers as a reading model. The class meetings will be used to share and discuss what the students have read. The class activities are adapted from Extensive Reading Activities for Teaching Language (2004). It is expected that a community of readers can be developed.

    Homework will be given and students will be tested on their understanding and appreciation of the texts at the end of the semester.

  • Mata kuliah ini bertujuan untuk meningkatkan kecakapan membaca, kepercayaan diri dan pengetahuan kosa kata melalui aktifitas choral reading (pembacaan teks berima secara bersama-sama). Teks yang diperkenalkan dalam mata kuliah ini adalah Jazz Chants, Short Story dan Readers’ Theatre. Setelah mengikuti mata kuliah ini, mahasiswa diharapkan bisa menjadi pembaca yang fasih.


  • Choral Reading Semester I-2014/2015
    Teacher: Anne I. Timotius
  • Teacher: Anne I. Timotius
  • This course is intended to prepare the students to teach English at secondary level students. Achieving this aim, the course covers fundamental areas of teaching and learning such as Educational Psychology for Adult Learners, Psychology of Learning for Adult Learners, Curriculum, Syllabus, & Material Design for TEAL, Teaching Methods & Approaches for TEAL and Language Testing and Assessment for TEAL.
  • This course provides students with theoretical as well as practical knowledge of teaching English for specific purposes. The theoretical aspect of the course provides students with discussions of ESP, while the practical aspect of the course provides students with the necessary skills for planning needs analysis, developing teaching materials, classroom activities, and evaluation.
  • This course provides students with theoretical as well as practical knowledge of teaching English based on the theory and principle of task-based language teaching. The theoretical aspect of task provides students with discussions of justification of using task in teaching, while the practical aspect of the course provides students with the necessary skills for developing teaching materials, classroom activities, and assessment.