Profile of the Graduate Program in English Language Studies

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TABLE OF CONTENTS

Table of Contents ...... ii About the Graduate Program in English Language Studies (ELS) ...... 1 Vision and Mission Statement ...... 2 Graduates’ Competence ...... 5 Curriculum ...... 6 Relationship between Graduate Profile, Curriculum, and Instruction...... 11 Course Description ...... 15 Staff Directory ...... 24

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ABOUT THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES (GP-ELS)

Sanata Dharma University has long been recognised for its excellent teaching and research in English Language Studies. The university’s undergraduate programs, the English Sudy Program and the English Letters Study Program have both been accredited A by the National Accreditation Body for Higher Learning for two consecutive periods. Given the established reputation and the recurring demand for the English program at the graduate level, started the Graduate Program in English Language Studies in 2001 (SK Dirjen Dikti no 2348/D/T/2001) and it was accredited B with Accreditation Letter No. 022/BAN-PT/Ak-VI/S2/II/2009. The GP-ELS, also known as S2 KBI (Kajian Bahasa Inggris) offers unique programs that allow students to specialise in English Linguistics, English Literature, English Language Education, or Technology of English Language Education.

3 VISION AND MISSION STATEMENTS

The vision, mission, and goals of the GP-ELS are formulated as follows:

Vision The Graduate Program in English Language Studies becomes a discoverer of truth and meaning by way of English language studies to promote human dignity, personal and social alike.

Mission The mission of the Graduate Program in English Language Studies is to administer a holistic education of English language studies to facilitate stakeholders to integrate academic excellence and humanistic values for the promotion of human dignity, personal and social alike. In so doing, the Graduate Program in English Language Studies is to strive for helping a human person, personally and socially, to become self-actualizing, i.e. excellent in one’s own right by engaging in education, research and community outreach through English Language studies. The mission may also be specified as follows: 1. To administer excellent and humanistic studies in English linguistics, literature, and education, 2. To administer excellent and humanistic education in in English linguistics, literature, and education at the graduate level, 3. To significantly contribute to community empowerment in English linguistics, literature, and education in excellent humanistic manners to promote human dignity.

Goals The Graduate Program in English Language Studies aims: 1. to produce scholarly and applied works in English as a form of personal as well as social self-actualization to contribute in improving human dignity, 2. to develop core and supporting competence in the field of English language studies, 3. to develop and apply ICT in teaching, research, and community outreach in English Language Studies, 4. to manage community empowerment by way of education and studies in English language,

4 5. to enhance communication competence in English for a variety of purposes.

Outcomes

Based on the derived goals, the GP-ELS set the following targets:

1. the availability of theoretical and applied works in ELS like monographs, scientific articles, research reports, and books, 2. the provision of classes making use of the lecturers’ academic works, 3. the availability of students’ works such as thesis, research proposals, mini-research reports, academic writings, models of instructional materials, and LMS-based (LMS is learning management system) learning models, 4. the provision of community services or outreach in English langage education and studies, 5. the publication of popular cultural works for the public and English textbooks and or instructional materials for pre-schools, primary schools, and secondary schools, 6. the enhancement of alumni’s social and intellectual capital, 7. the attainment of the ELS graduates’ English proficiency standard, which is equivalent to at least the score of 570 ITP TOEFL test, and 8. the behaviour that promote human dignity.

Strategies

In order to achieve the targets above, the GP-ELS implements the following strategies: 1. socialization of vision, mission, goals, targets and strategies to achieve them, 2. curriculum streamlining to anticipate advancement in ELS and to address the society’s needs and or government regulation, 3. proper administration of the tri dharma of institute of higher learning. 4. Setting up and being actively engaged in a variety of networks in line with the vision and mission of the GP-ELS, 5. provision of better learning resources, 6. implementation of good university governance, 7. implementation of cure personalise in the provision of services.

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GRADUATES’ COMPETENCE

The Graduate Program in English Language Studies aims to generate graduates who have the following core and supporting competence. Core competences The GP-ELS graduates have the following core competences: 1. To conduct research studies in English literature, English linguistics, and English education respectively, 2. To administer an educational program in English literature, English linguistics, and English education respectively, 3. To manage community service programs or outreach in English literature, English linguistics, and English education respectively, 4. To anticipate and properly respond to current issues in English literature, English linguistics, and English education respectively.

Supporting competences The graduates of the GP-ELS have the following supporting competences: 1. To eloquently communicate in English, spoken and written, for various purposes such as academic and daily communication, translation and interpreting, 2. To design learning materials and or programs for English literature, English linguistics, and English education respectively, 3. To develop ICT-enhanced or ICT-based learning media and research in English literature, English linguistics, and English education respectively, 4. To teach English at different levels of education and different educational contexts,

Other competence 1. To act appropriately (professionally, personally, academically and socially) to promote human dignity.

6 CURRICULUM

The curriculum of the GP-ELS consists of foundation courses, core courses (including thesis) and elective courses. To graduate, a student has to complete between 41 to 50 credits, which include foundation, core, and elective courses. It is worth knowing that all the core courses in one stream or concentration are elective in nature to the students of the other streams or concentrations. The distribution of the courses and credits is as follows:

Stream Courses (in number of credits) Foundation Core Elective Thesis English Literature 14 15 6 - 15 6 English Linguistics 14 15 6 - 15 6 English Language Education 14 15 6 - 15 6 Technology of English Language 6 24 6 - 14 6 Education

All courses are conducted in English and the thesis is also written in English.

Course Distribution Based on Types of Courses The following table is the list of the courses offered at the GP-ELS based on the types of courses.

FOUNDATION COURSES No Code Names of Courses Credits 1 SAU 500A English Literacy 2 2 SAU 501 Cultural Theories 3 3 SAU 502A Foundation of English Linguistics 3 4 SAU 503A Foundation of English Literature 3 5 SAU 504A Foundation of English Education 3

CORE COURSES A. English Linguistics 1 SLI 501A Phonetics and Morpho-phonology 3 2 SLI 502 English Syntax 3 3 SLI 503 English Semantics 3 4 SLI 504 English Pragmatics 3 5 SLI 505A Research in English Linguistics 3 B. English Literature

7 1 SSI 501A Critical Theory 3 2 SSI 502A Literary Criticism 3 3 SSI 503A British and American Literature 3 4 SSI 504A Research in English Literature 3 5 SSI 505A World English literature 3 C. English Language Education 1 SPI 501 Second Language Acquisition 3 2 SPI 502A English Education Technology 3 3 SPI 503 Program and Material Design 3 4 SPI 504A Evaluation in English Education 3 5 SPI 505A Research in English Education 3 D. Technology of English Language Education 1 STI 503 Story Board 2 2 STI 502 Learning Management System 2 3 STI 503A Wirecast 3 4 STI 504 MJENI (Mobile Java Education Network 3 ) 5 STI 505 Engine for Online Games 4 6 STI 506 Product Dissemination 2 7 STI 507 International Publication 2 8 SPI 504A Evaluation in English Education 3 9 SPI 505A Research in English Education 3

For All Concentrations or Streams 1 SAU 505A Graduate Research Project 2 2 SAU 506A Thesis 4

ELECTIVE COURSES 1 SMI 501 Theory and Practice of Translation 3 2 SMI 502 Teaching English to Young Learners 3 3 SMI 503A Statistics for Research 3 4 SMI 504A Introduction to Corpus Linguistics 3 5 SMI 505 Comparative Literature 3 6 SMI 506 Stylistics 3 7 SMI 507A Socio-Linguistics 3 8 SMI 508A History of English 3 9 SMI 509A English for Specific Purpose 3 10 SMI 510 Critical Discourse Analysis 3 11 SMI 511 Asian Literatures in English 3

8 Course Distribution Based on Semesters The courses to be completed at the GP-ELS are distributed into four (4) semesters as follows:

Sem No Code Courses Credit I 1 SAU 500A English Literacy 2 I 2 SAU 501 Cultural Theories 3 I 3 SAU 502A Foundation of English Linguistics 3 I 4 SAU 503A Foundation of English Literature 3 I 5 SAU 504A Foundation of English Education 3 I 6 STI 503 Story Board 2 I 7 STI 502 Learning Management System 2 I 8 STI 503A Wirecast 3 II 1 SLI 501A Phonetics and Morpho-phonology 3 II 2 SLI 502 English Syntax 3 II 3 SLI 503 English Semantics 3 II 4 SLI 505A Research in English Linguistics 3 II 5 SSI 501A Critical Theory 3 II 6 SSI 502A Literary Criticism 3 II 7 SSI 503A British and American Literature 3 II 8 SSI 504A Research in English Literature 3 II 9 SPI 501 Second Language Acquisition 3 II 10 SPI 502A English Education Technology 3 II 11 SPI 503 Program and Material Design 3 II 12 SPI 505A Research in English Education 3 II 13 STI 504 Mobile Java Education Network Indonesia 3 II 14 STI 505 Engine for Online Games 4 II 15 SMI 501 Theory and Practice of Translation 3 II 16 SMI 503A Statistics for Research 3 II 17 SMI 505 Comparative Literature 3 II 18 SMI 507A Socio-linguistics 3 III 1 SLI 504 English Pragmatics 3 III 2 SSI 505A World English Literature 3 III 3 SPI 504A Evaluation in English Education 3 III 4 STI 506 Product Dissemination 2 III 5 STI 507 International Publication 2 III 6 SAU 505A Graduate Research Project 2 III 7 SMI 502 Teaching English to Young Learners 3 III 8 SMI 504A Introduction to Corpus Linguistics 3 III 9 SMI 506A Stylistics 3

9 Sem No Code Courses Credit III 10 SMI 508A History of English 3 III 11 SMI 509A English for Specific Purpose 3 III 12 SMI 510 Critical Discourse Analysis 3 IV 1 SAU 506A Thesis 4

10 RELATIONSHIP BETWEEN THE GRADUATE PROFILE AND THE CURRICULUM

The following are the core and supporting competence of the graduates of the Graduate Program in English Language Study.

Core Competence Courses to Attain Core Competence 1 The ability to conduct Foundation courses. The foundation courses that research studies in support the attainment of this core competence are English literature, English Literacy and the relevant foundation English linguistics, and course (linguistics, literature, or language English language education). In English Literacy students are education respectively introduced to research articles and research reports from various journals. Meanwhile, in the foundation courses, students acquire essences of a respective study for more in-depth pursuance should conditions require. Core courses. The core courses provide students the theoretical and practical knowledge background in various fields students can choose from and the skills required in doing research. The skills in doing research are nurtured particularly through the respective Research class (in linguistics, literature, or English education), Graduate Research Project (how to make a research proposal), International Publication and Thesis. Elective courses. The main elective course that supports the achievement of this particular competence is Statistics for Research. Other subjects may provide knowledge background in various research areas. 2 The ability to administer Administering an educational program requires an educational program good mastery of (1) the content area of the in English literature, respective field or concentration and (2) program English linguistics, and design. In the English Education stream, three English education particularly related courses are designed to attain respectively this competence, namely Program and Material Design, Technology in English Education, and Evaluation in English Education. In the English EducationTechnology stream, all these three courses and the technology courses are designed to acheve this competence. In the English Linguistics and Literature streams no particular

11 Core Competence Courses to Attain Core Competence courses are designed to attain this competence but students may acquire this competence indirectly by experiencing the learning teaching processes in class, particularly through such tasks as giving presentations, group discussion, and quizzes. 3 The ability to manage A number of courses are relevant to help students community service acquire the ability to manage community service programs or outreach in programs or outreach. Most of the core courses in English literature, English Education streams like Program and English linguistics, and Material Design, English Education Technology, English education Research in English Education, Learning respectively Management System, Product Dissemination help students to develop this core competence. Likewise are courses in English Linguistics streams like Socio-linguistics, Discourse Analysis, dan Pragmatics. Graduates may use the knowledge and skills from such courses, for example, in analysing their classroom discourse to find out ways to promote language acquisition by language learners. 4 The ability to anticipate Development in technology and international and properly respond to communication and interaction has brought about current issues in English rapid change and ever-emerging issues in English. literature, English The ability to anticipate and properly respond to linguistics, and English such changes and current and future issues is education respectively achieved through the foundation courses at the lower level and through the core and elective courses at the more advanced level.

Supporting Competence Courses to Attain Core Competence 1 The ability to eloquently There is no particular course which is designed to communicate in English, achieve this competence. Developing this spoken and written, for competence requires a long and continuous process various purposes such as of habit formation and it involves (1) the use of academic and daily English as the medium of communication on communication, campus, (2) the use of English as the medium of translation and interpreting instruction in all classes including but not limited to presentation of materials, class discussions, question and answer sessions, (3) the use of English in all assignments, tests, papers, (4)

12 Supporting Competence Courses to Attain Core Competence provision of corrective feedback where necessary, and (5) the use of English in students’ theses. 2 The ability to design The courses offered to help students acquire this instructional materials and competence are such courses as Foundation of or programs for English English Education, Literature, or Linguistics, literature, English Program and Material Design, English Education linguistics, and English Technology, Evaluation in English Education, education respectively Learning Management System, Story Board, and Engine for Online Games. 3 The ability to develop ICT- This supporting competence is acquired through (1) enhanced or based research courses which introduce sofwares like instructional media and concordance program to analyse language corpora research in English such as BNC (British Natioanal Corpus) or language literature, English corpora developed by students for research linguistics, and English pruposes,and (2)ICT-based courses such as education respectively English Education Technology, Learning Management System such as Moodle, Edmodo, or language learning programs based on MS Office, Story Board, and Engine for Online Games. 4 The ability to teach This particular competence is acquired through English at different levels courses such as Teaching English to Young of education and different Learners, English for Specific Purposes, educational contexts Program and Material Design, and English Education Technology. Other Competence 1 The ability to act Behavior is continuously formed through the appropriately instructional processes, through daily and academic (professionally, personally, interaction among lecturers, administration staff, and academically and socially) students. It is also guided by nurtured conscience to promote human dignity. and compassion, continual reinforcement of freedom from plagiarism and encouragement to more advocative works to the dominated and marginalized.

13 COURSE DESCRIPTION

SAU 500A English Literacy (2 Credits) This course aims at developing the students’ English language competence necessary for academic purposes. The students are going to learn how to present a paper, to identify the major ideas and organization of academic texts, and to write short papers, critical reviews, and research papers. During the course, the students are going to spend most of their time for presentation and discussion of their work of on literature, linguistics, or language teaching.

SAU 501 Cultural Theories (3 Credits) This course is to introduce to the ways in which (certain) social scientists use general conceptions of society and culture to interpret and translate collective activities, belief, and values. The first part of course will be concerned with the regularities that can be discerned behind the improvisations and conflicts of social life. The second part will deal mainly with attempts to make the ideas of other cultures (or of one’s own) intelligible by demonstrating that they fall into logical patterns or that they reflect the structure of the mind.

SAU 502A Foundation of English Linguistics (3 Credits) This course is meant to provide sound foundation of linguistic knowledge and skills in linguistic analysis. It covers basic and essential as well as advanced concepts in linguistics, which are required for describing, explaining and analysing various linguistic phenomena. It deals with linguistic recent issues, topics, and materials presented in multiple processes; requires partnership between lecturers and students and among students; and celebrates the participants’ diversity and open-mindedness as well as the participants sound mastery of theories and their applicability.

SAU 503A Foundation of English Literature (3 credits) Designed as foundations to the study of literature, this course will examine the ongoing debates surrounding “What is literature?” and “What is NOT literature?” by focusing on various texts within their respective contexts. It will discuss the ways in which creative literature directly relates to the personal, social, political and spiritual aspects of people’s life. Here, the word “English” is used as the name for world resources of languages, cultures and peoples, hence approachable to

14 national/international and global/local repositioning. This course will also pay attention to some key vocabularies and primary critical skills to access a variety of literary genres across times and a handful of literary theories (introductory in nature) by means of critical reading.

SAU 504A Foundation of English Education (3 credits) This course is the first in English education. It is first to help you become competent in developing the system of English education, and indirectly in managing research in English education. The subject matter is essentially the liberating system of English education: universal, national, and local. Secondly, it is to help you contribute to the science and technology of English education. In the process you are required in group to submit a mini-research report on a current issue of English Education and a personal accountability about your role in the group project and about your understanding of the system of English education. I will summarize the knowledge schemata, and help you complete your project.

SAU 505A Graduate Research Project (2 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 have had an adequate competency already 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 alloted time and anyone’s limited mind. Accordingly, a maximum collaboration is a must, and everyone of you is obliged to contribute to your own and the class progress. Mine is to help make sure that your thesis is systematic, systemic, conventional, and grammatical.

SAU 506A Thesis (4credits) 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.

15 SPI 501 Second Language Acquisition (3 Credits)

This course discusses the reasons for second language learning, the methods of learning (acquisition), theories of second language acquisition, the process of learning, the process of analysis and synthesis, the process of embedding subtle grammatical component, inter-lingual and intra-lingual interference, perception of the learner and her/his accomplishment, the effect of S2 learning on intelligence, and the effect of S2 leaning on S1 learning.

SPI 502A English Education Technology (3 Credits) This course discusses the pedagogic aspects of the use of computer for language learning or computer assisted language learning (CALL) and gives the students the skills to develop language teaching material using a computer software and web-site.

SPI 503 Program and Material Design (3 Credits) This course deals with how to design and set up an English program systematically. The larger portion of the course is practical, where the students work on a selected project proposal, such as, the S-1 curriculum or its components, a school curriculum, media, material, and non-school training program.

SPI 504A Evaluation in English Education (3 Credits) Evaluation is an integral part of a program, including an educational program. Traditionally evaluation overlaps with testing, which directly refers to the result goal. Recent development has shown interests in process goals and even in the full integration of assessment and learning itself. This course is to help you become competent in evaluating English education. As a result of learning it you will have to be able to do it, and as a result of doing a study on it you will have to contribute to its progress. To facilitate the construction of your competence we will review the system of evaluation in English education, followed by projects for you to accomplish. You are to construct your own knowledge schemata of evaluation in English education and review in writing one component as your group project to contribute to your personal and social progress in English educational evaluation. I will give lectures in the first three meetings, and then help you complete your project.

16 SPI 505A Research in English Education (3 Credits) This course discusses the history of translation theories, text properties, transformational, semantic, and situational models for translation, literal and connotative meanings, and various problems in translation.

SLI 501 English Phonetics And Morphophonology (3 Credits) This course deals with both practical and theoretical aspects of English sounds and their combination into meaningful linguistic units. 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 words and sentences. The features under discussion include both segmental and suprasegmental aspects.

SLI 502 English Syntax (3 Credits) This course discusses some approaches in the study of English grammar: traditional grammar, IC analysis, systemic functional grammar, and transformational grammar. It gives both the theory and the practice on the study of English grammar.

SLI 503 English Semantics (3 Credits) This course discusses the meanings of words and sentences from various approaches. It covers scope of semantics, approaches to the study of meanings, word meaning, sentence meaning, ambiguities and vagueness, thematic roles, thematic relations, and conceptual structure.

SLI 504 English Pragmatics (3 Credits) This course discusses the concept of pragmatics, other topics in the field of pragmatics such as the nature of contexts, deixis, speech acts, conversational implicature, presupposition and conversational structure, and the relation of pragmatics and other branches of linguistics.

SLI 505A Research in English Linguistics (3 Credits) This course discusses the nature and the methods of language research and aims at helping the students develop their language research skills.

17 SSI 501 Critical Theory (3 Credits) The course deals the major critical schools. It discusses important debates that not oppose one school to another but may mark salient divisions within the movement.

SSI 502A Literary Criticism (3 Credits) This course focuses on a number of current approaches to literature. It examines diverse literary texts under major twentieth-century theories and applications. In particular it will examine major literary criticisms such as historical, formalist, biographical, psychoanalytic, Marxist, reader-response, New Historicist, feminist, postcolonial, structuralism and various post-structuralism perspectives.

SSI 503A British and American Literature (3 Credits) This course will examine British and American Literary pieces as to show their characteristics of each alongside their respective context, including the spirit of age in which the pieces were born. Historically speaking, American Literature was formerly British which gradually developed in its own way in the process of responding critically the natural, social and cultural challenges. This suggests, the British and American pieces are reflections of the social and cultural environment. Sociological approaches will be used to observe the Literary Phenomena.

SSI 504A Research in English Literature (3 Credits) This course is concerned with the concepts, methods and practices of Literary Criticism. It covers the concepts of criticism such as literary theory, criticism, terms and concepts, criticism and meaning, interrogative and deconstructing texts, and various approaches in literary study.

SMI 501 Theory and Practice of Translation (3 Credits) This course examines various theoretical concepts of translation, focusing as it does on the interdisciplinary nature of translation studies. While discussing common issues and terminology in translation in terms of their linguistic and cultural aspects as well as the difficulties that may entail, this course will provide opportunity for practicing general skills of translating a variety of select texts from the source language into the target language.

18 SMI 502 Teaching English for Young Learners (3 Credits) This course is designed to assist participants to acquire the theory and develop their skills in teaching young learners in the EFL classroom. Through learning-centered activities, collaboration among participants and participants with the convener, classroom observation as well as peer and practice teaching, participants in this course will explore various aspects of and develop their competence in teaching EFL to young learners.

SMI 503 Statistics for Research (3 Credits) This course is first to help you build up your perspectives of statistics for research (conceptual component). This will allow you to decide whether or not your research should use statistics, and if it should, which. Secondly, it is to help you handle the statistical mechanics of a given research project, generally electronically. They are packed in two projects: individual and group. Enabling concepts and procedures will be discussed in the first three meetings, the rest of the meetings are for project reports and completion, with a focus discussion of a given statistical issue.

SMI 504 Introduction to Corpus Linguistics (3 Credits) Introduction to Corpus Linguistics discusses the study of language with the use of language corpus. The discussion covers areas such as grammar, semantics, sociolinguistics, and stylistics. The course also discusses concordance programs, available online corpus, and the development of simple corpus.

SMI 505 Comparative Literature (3 Credits) Comparative Literature urges students and scholars to appreciate and understand literature with a broad, cross-cultural multi-dimensionality of outlook, utilizing interdisciplinary methodology in juxtaposing literatures of different cultures, languages, periods, movements, types and themes in translation or in the original languages. This course helps prepare the student in careers that require cross- cultural expansiveness as well as helps develop linguistic and critical skills and cultivate creativity and sensitivities needed in training for job opportunities in the teaching of literatures and languages.

19 SMI 506 Stylistics (3 Credits) This course aims at giving a critical overview of the students’ understanding in the study of the totality of the choices available for expressive effects as well as the characteristic features that may help in the identification of the author or the date of composition, in the analysis of the phonological, semantic, and syntactic characteristics of a text (rhetoric, philology, linguistics, and new stylistics).

SMI 507A Sociolinguistics (3 Credits) Sociolinguistics is the study of the many ways language and society are related to one another. This study combines many branches of human studies: sociology, psychology, anthropology and more. Language performance is a social behavior that shows who and what the involved participants in the behavior are. In addition, there is a strong need to manage multilingual resources since bilingualism is a common phenomenon in different parts of the world. However, sociolinguistics is a study that observes rather than prescribes language use. Thus, it is committed to observing and reporting on language, rather than prescribing how to use it. Since this course is offered within the context of the English language studies, the data explored in this course are limited to those related to English either as a native language, a second language, or a foreign language.

SMI 507 History of English (3 Credits) This course is meant to highlight how English has developed from a tribal language which was merger of Low German dialects to the language of the English nation and finally to its present status as an international language. A special concern is paid to the status and development of English in Indonesia. This course also highlights the problems that English has encountered in its development and in its current state.

SMI 511 Asian Literature in English (3 Credits) Demographic change of users and providers of English as well as growing interests in Asian literature written in and/or translated into English have all compelled us to rethink about 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 Southeast Asian countries in English literature studies is increasingly more important. Characteristic of postmodern age is the

20 recognition of people as human persons; and, in this case, Asian people as multilingual and multicultural subjects. 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 worlds and our-self better.

STI 503 Story Board (2 Credits) This course focuses on applying storyboarding and scripting techniques. Contents to be covered include the various purposes and formats of storyboards, the basic terminology and concepts used in storyboarding, and the application of storyboarding techniques to the creation of storyboards with or without a written script. This course is a project- oriented course and in the end of the course the project from student will be compiled.

STI 502 Learning Management System (2 Credits) Moodle stands for Modular Object-Oriented Dynamic Learning Environment. It is a Learning Management System (LMS) that provides documents, graded assignments, quizzes and discussion forums. This course is a project-oriented course and the students will learn step by step install, design and apply moodle.

21 STAFF DIRECTORY

Faculty Members 1. Prof. Dr. Soepomo Poedjosoedarmo (Sanata Dharma Teachers College, Cornell University) Gg. Kinanthi 4 Jl. Kaliurang Km. 5 – Telp: (0274) 589364 E-mail: [email protected]

2. Dr. B. B. Dwijatmoko, M.A. (Sanata Dharma Teachers College, American University, Universitas Gadjah Mada) Jl. Golo 4 – Umbulharjo Yogyakarta 55161 Telp: (0274) 376659, HP: 08157902995 E-mail: [email protected]

3. Dr. Fr. B. Alip, M.Pd., M.A. (Sanata Dharma Teachers College, State University of Malang, State University of New York at Stony Brook) Jl. Rajawali 208, Manukan-Condongcatur – Sleman 55283 HP: 08164225384 Email: [email protected]

4. Dr. J. Bismoko (Sanata Dharma Teachers College, State University of Jakarta) Karangmalang Blok D/1 Caturtunggal, Depok – Sleman Telp: (0274) 587097; HP: 0811282526 E-mail: [email protected]

5. Prof. Dr. Bakdi Soemanto, S.U. () Jalan Podang no.2, Demangan Baru Caturtunggal, Depok, Sleman, Yogyakarta.

6. Dr. Alb. Budi Susanto, S.J. (Cornell University) Lembaga Studi Realino Jl. Gejayan – Mrican Universitas Sanata Dharma Yogyakarta Telp: (0274) 516923 E-mail: [email protected]

22 7. F.X. Mukarto, M.S., Ph.D (Sanata Dharma Teachers College, Georgetown University, Universiti Sains Malaysia) Nogotirto IV Jl. Parkit H-22 Gamping Sleman Yogyakarta, 55292 Telp: (0274) 620663; HP: 08164261660 E-mail: [email protected]

8. Dr. Novita Dewi, M.S., M.A. (Hons) (Sanata Dharma Teachers College, Gadjah Mada University, University of New South Wales, National University of Singapore) Jl. Cocakrawa 4 Demangan Baru Yogyakarta 55281 Telp: (0274) 553225; HP: 087838622253 E-mail: [email protected]

9. Dr. F.X. Siswadi, M.A.(Gadjah Mada University, Ateneo de Manila University, Gadjah Mada University) Jl. Belah Ketupat No.1 Pojok Tiyasan RT/RW 02/01 Condongcatur, Depok, Sleman Telp: (0274) 887152; 081328447721 E-mail: [email protected]

10. Paulus Sarwoto, S.S., M.A., Ph.D.(Gadjah Mada University, Lousiana State University, Monash University) Dsn. Wonosari 002/020, Gunungpring Muntilan, Magelang Telp: 081328181675 E-mail: [email protected]

23 Administrative Staff 1. Maria Adelheid Lelyana (Secretariat of ELS Department) Perum POLRI Blok DII no.188 Gowok Caturtunggal, Depok, Sleman. Telp: 081329760006 E-mail: [email protected]

2. Dra. C. Budi Wuryanti, QIA. (Head of Financial department) Kadipaten Kulon KP I/85 Kadipaten , Yogyakarta. Telp: 08122783308

3. Agustinus Sukrisna (Head of Academic Department) Banyuurip RT 04 RW 15 Wonokerto Turi, Sleman, Yogyakarta. Telp: 081578781946 E-mail: [email protected]

4. Aloysius Mulyadi (BLU Staff) Demangan Congkrang, Muntilan Magelang, Jawa Tengah. Telp: 081228101479

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