Statistics In Language Education

Course Description:

This course aims to provide a competence to students to utilize statistical analysis techniques, related to learning activities, for example in the assessment of language proficiency or related to research. The course materials include statistical basics, types of data, data presentation in the form of charts and descriptive statistical tables, and hypothesis testing. Lecture activities are conducted through lectures in the classroom, discussions, practice of utilizing computer programs to perform statistical analysis, individual tasks and group assignments. Assessment is done by considering the result of mid semester exam, final semester examination, group and individual assignments, and students participation during lecturing activity.

Semester Lesson Plan

A. Course Identity

B. 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 abased on religion, morals and ethics by being patient, meticulous, and through;
• Internalize academic values, norms, and ethics through reflection on statistical utilization steps in language learning.

2. Knowledge

• Mastering the basic principles of research and evaluation of English language learning and the areas that require statistical support;
• Able to choose statistical analysis techniques for research and evaluation purposes;
• Able to use statistical analysis techniques for research and evaluation purposes in English learning for decision making.

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

1. Able to develop logical, critical, systematic, and relative thinking through scientific research, creation of design or artwork in science and technology that pay attention and apply humanity value according to 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;
2. 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;
3. 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;
4. 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;
5. 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;
6. Able to manage, develop and maintain networking with colleagues within institutions and the broader research community;
7. Able to increase the capacity of learning independently;
8. Capable of documenting, storing, securing, and rediscovering data research results in order to ensure validity and prevent plagiarism;

Main Competencies

1. Have English language proficiency and communication skill in oral and written with English proficiency equivalent to TOEFL score of 500 / IELTS 6.
2. Able to sue linguistic basic concepts in language learning.
3. Able to use basic concepts of literary type in English learning.
4. Have a positive understanding and attitude towards the differences between cultures.
5. Able to develop learning tools that are consistent with the characteristics of learners.
6. Able to apply the design of learning in varied learning situations.
7. Able to manage classes effectively based on behavior modification principles.
8. Able to do research in learning English.
9. Able to use information and communication technology (ICT) in learning English.
10. Have the ability to think and critical literacy.

C. Lesson Plan Description

D. Assessments (Criteria, Indicator, Scoring)

• Process Assessment (60%)
  1. Attitude (Referring to the general description)
  2. Participation and activities in the learning process (lecturers, laboratory practices, workshops)
  3. Completion of tasks (Identity/Adaptation paper/ journal reviews)
• Product Assessment (40%)
  1. Mid-Semester Exam
  2. Final Semester Exam
• Scoring Reference

Scoring reference uses the following range*:

*Based on the Faculty Circular and UNIMA Guidelines 2016