Research In Language Education
Tutor:
Nihta V.F. Liando M.A., Ph.D.
Charged To Your Single Tuition | 3 Hours – S1 UNIMA
Course Description:
In this course, students understand and discuss concepts of research in language. It covers experimental research methods in language education (and to some extent, related disciplines). Research design, data collection, analysis, validity and report writing will be covered. The format of the course will be mixture of lecture and discussion, writing, and demonstration.
Semester Lesson Plan
Course Identity
| Study Program | : | English Education |
| Level | : | S2 |
| Course | : | Research in Language Education |
| Code | : | 81033112 |
| Credit hours | : | 3 |
| Semester | : | 1 |
| Prerequisite | : | – |
| Course status | : | Compulsory |
| Lecturer | : | Nihta V.F.Liando M.A.,Ph.D. |
Learning Outcomes
1. Attitude
- Strongly believe in the Almighty God and able to demonstrate the religious attitude by promoting honesty
- Uphold the values of humanity in carrying out lectures based on religion,morals and ethics by being patient,meticulous,and thorough:
- Internalize academic values,norms,and ethnics through reflection on statistical utilization steps in language learning.
2. Knowledge
- Mastering the basic principles of research and research methods of English language learning and the areas that require statistical support:
- Able to choose appropriate research design, statistical analysis techniques for research and evaluation purposes;
- Able to write proposal and research report with comprehensive data collections and analysis.
3. Skills
- Able to use the scientific work of English to communicate both oral and written in the academic context in smoothly,accurately,and acceptably.
General competencies for Master
- Able to develop logical,critical,systematic,and creative thinking through scientific research,creation of design or artwork in science and technology that pay attention and apply humanity value according to the their expertise,compile scientific conception and result of study based on rules,and scientific ethics in the form of a thesis published,articles in accredited scientific journals;
- Able to perform academic validation or assessment in accordance with their areas of expertise in solving problems in relevant communities or industries through the development of knowledge and expertise;
- Able to formulate ideas,ideas and scientific arguments in a responsible and based on academic ethics,and communicate them through the media to the academic community and wider community;
- Able to identify the scientific field that became the object of his research and position it into a research map developed through inter or multidisciplinary approach;
- Able to take decisions in the context of solving problems of science and technology development that concerns and implements the value of humanities based on the study,analysis or experiment toward information and data;
- Able to manage,develop and maintain networking with colleagues within institutions and the broader research community;
- Able to increase the capacity of learning independently;
- Capable of documenting,storing,securing,and rediscovering data research results in order to ensure validity and prevent plagiarism;
Main Competencies
- Have English language proficiency and communication skill in oral and written with English proficiency equivalent to TOEFL score of 500/IELTS6
- Able to use linguistic basic concepts in language learning.
- Able to use basic concepts of literary type in English learning.
- Have a positive understanding and attitude towards the differences between cultures
- Able to develop learning tools that are consistent with the characteristics of learners.
- Able to apply the design of learning in varied learning situations.
- Able to manage classes effectively based on behavior modification principles.
- Able to do research in learning English.
- Able to use information and communication technology (ICT) in learning English.
- Have the ability to think and critical literacy
Lesson Plan Description
| Sessions | Indicators of Course Learning Outcomes | Core Materials | Learning Activities | Time | Assessment and Assignment | Resources & Media | |
| 1 | 1.1.Understand the description of the course
1.2.Understand the objectives of the course understand the procedures of the course
|
1.1.Introduction to the course
1.2.Syllabus overview 1.3.Course procedures |
a. Students are introduced to the course through discussions with the instructor
b. Students are introduced to the course syllabus and discuss it with the instructor. c. Students are introduced to the course procedures and discuss them with the instructor. |
2×50” | a. Asking and answering questions about the course description
b. Asking and answering question about the course syllabus c. Asking and answering questions about the course procedure |
Syllabus | |
| 2 | 2.1.Understanding some basic concepts of research
2.2.Understand basic concepts in educational research |
2.1.Basic concepts research
2.2.Basic concepts in educational research |
a. Through discussion,students are introduced to some basic concepts of research and explain the concepts to the class.
b. Through discussion,students are introduced to some basic concepts of in educational research and explain the concepts to the class |
2×50” | a. Asking and answering questions about basic concepts of research
b. Asking and answering questions about basic concepts in educational research |
Cohen,L.,Manion,L.,&Morrison,K.(2007) Schreiber,J.,&Asner-Self,K.(2011) | |
| 3 | 1.1.Explain the general framework of research in education
1.2.Explain the similarities and differences of quantitative and qualitative designs in educational research |
1.1. General framework of research
1.2. Quantitative and Qualitative research designs |
a. Students discuss the general framework of research in education
b. Students explain the similarities and differences of quantitative and qualitative designs in educational research |
2×50” | a. Asking and answering questions about the general framework of research in education
b. Asking and answering questions about the general framework of research in education c. Reporting the summary of readings on quantitative and qualitative designs in educational research |
||
| 4-6
|
3.1.Explain different characteristics and types of research in education
3.2.Provide examples of different types of research in education |
4.1.Different characteristics and types of research in education
4.2.Example of different types of research in education |
a. Students explain and discuss the different characteristics and types of research in education
b. Students provides examples of different types of research in education |
2×50” | a. Asking and answering questions about the different characteristics and types of research in education
b. Reporting the summary of readings on the different characteristics and types of research in education c. Reporting the summary of readings on the examples of different types of research in education
|
||
| 7 | 7.1. Explain general concepts and examples of research in education and ELT
7.2. Explain principles and relationships of educational research and research and research on ELF |
Research in education and English language Teaching | a. Students explain and discuss the general concepts of research in education and ELT
b. Students discuss the principles of educational research and the applications of the applications of the principles in research on ELT |
2×250” | a. Asking and answering questions about concepts and examples of research in education and ELT
b.Reporting the summary of readings on the relationship and applications of principles of research in education and ELT c. Providing examples of different types of research onELT in SL/FL contexts |
||
| 8 | Mid Term Assessment
|
2×50” | In the midterm evaluation,students will be assessed constructed response type of assessment covering the materials they have learned | ||||
| 9 | 9.1. Identify research problems in educational settings and ELT
9.2. Identifying topics for research in ELT |
9.1. Identifying research problems and topics for research | a. Guided by the instructor,students identify and discuss research problems in educational settings and ELT
b. Students identity and discuss possible topics for research in ELT |
2×50” | a. Asking and answering questions about possible research problems in educational settings and ELT
b. Writing research problems and topics possible for research in education and ELT |
Creswell,J.W. (2009). | |
| 10 | 10.1. Licate literature relevant to problems and topics of the research
10.2. Review literature relevant to problems and topic of the research |
10.1.Locating and reviewing the literature | a. Guided by the instructor,students identify and locate literature relevant to problems and topics of the research in ELT
b. Students review the literaturerelevant to problems and topics of the research in ELT |
2×50” | a. Asking and answering questions about how to identify and locate literature relevant to problems and topics of the research in ELT
b. Writing a summary of literature reviews relevant to problems and topics of the research in ELT
|
Creswell,J.W.(2009) | |
| 11-12 | 11.1. Formulate research designs for a specific topic for research in ELT
11.2. Formulate research questions for a specific topic for research in ELT 11.3. Formulate research hypotheses for a specific topic for research in ELT |
11.1. Formulating research designs
11.2. Formulating research questions 11.3. Formulating research hypotheses |
a. Guided by the instructor,students identify and formulate appropriate research designs for a specific topic for research in ELT
b. Guided by the instructor,students identify and formulate appropriate research questions for a specific topic for research inELT c. Guided by the instructor,students identify and formulate appropriate research hypotheses for a specific topic for research in ETL |
2×50” | a. Asking and answering questions about how to identify and formulate research designs,researchquestions,and hypotheses for a specific topic for research in ELT
b. Writing appropriate research questions and hypotheses for a specific topic for research in ELT
|
Creswell,J.W.(2009) | |
| 13 | 13.1. Explain general principles of data collection and instrumentation in educational research
13.2. Explain different sources and types of data for research in ELT |
13.1. Data collection and instrumentation: sources and types of data | a. Guided by the instructor,students identify and discuss general principles of data collection in educational research
b. Students explain different sources and types of data for research in ELT |
2×50” | a. Asking and answering questions about general principles of data collection in educational research
b. Writing a summary of different sources and types of data for research in ELT
|
Creswell,J.W.(2009) | |
| 14 | 14.1 .Explain general principles of data analysis in educational research
14.2. Explain different types of statistical tests and statistical programs for research in ELT 14.3. Explain general principles in interpreting data for research in ELT |
14.1. Data analysis:introduction to statistical tests and data interpretation | a. Guided by the instructor,students identify and discuss general principles of data analysis in educational research
b. Students discuss and explain different types of statistical test and programs for research in ELT c. Students discuss and explain general principles in interpreting data for research inELT |
2×50” | a. Asking and answering questions about general principles of data analysis,different types of statistical test and programs,and general principles in data interpretation
b. Writing a summary of general principles of data analysis,different types of statistical test and programs,and general principles in data interpretation for research in ELT
|
Creswell,J.W.(2009) | |
| 15 | 15.1. Explain general principles in using internet and other resources for research
15.2. Appropriately use internet and other resources for research 15.3. Draft a proposal of research in ELT |
15.1. Using internet and other resources for research
15.2. Drafting an educational research proposal |
a. Guided by the instructor,students identify and discuss general principles of using internet for research
d. Students appropriately use internet and other resources for research e. Students write a draft of a research proposal in ELT |
2×50” | a. Asking and answering questions about general principles of using internet for research
b. Writing a summary of available resources on internet and other sources for research purposes c. Writing a draft of a research proposal in ELT
|
Fraenkel, J. R., Wallen,N.E.,&Hyun,H. (2011).McKay, S. L. (2006) | |
| 16 | Final Semester Assessment | ||||||
ASSESSMENTS (Criteria,Indicator,Scoring)
- Process Assesment (60%)
- Attitude ( referring to the general description)
- Participation and activities in the learning process ( lectures,laboratory,practices,workshops)
- Completion of tasks
| Range | Final Score |
| 3.60 – 4.00 | A |
| 3.00 – 3.59 | B |
| 2.00 – 2.99 | C |
| 1.00 – 1.99 | D |
| 0 – 0.99 | E |
- Product Assessment (40%)
- Mid- Semester Exam
- Final Semester Exam
Scoring Reference
Scoring reference uses the following range*: