The Research Groups (KeRis) in the English Education Study Program align closely with the program’s vision of "Excellence in the development of science and technology," emphasizing the importance of leveraging information and communication technology (ICT) and the arts for educational and research purposes in English education. This vision supports the goal of producing English teachers with strong pedagogical understanding and skills in general, academic, and educational contexts.

This vision is translated into the focus of each KeRis through research activities, including:

• Advancing the professionalism of English teachers and teacher candidates,

• Exploring English teaching materials,

• Investigating teaching methods and assessment strategies, and

• Exploring digital resources and tools to support English language learning.

1. CurMatDev (Curriculum and Materials Development):

   • Conducting a needs analysis of a competency-based curriculum aligned with both local and global demands.

   • Identifying relevant local cultural content for integration into the English curriculum.

2. TPD (Teacher Professional Development):

   • Reviewing literature on reflective strategies and best practices in English teacher training.

   • Developing initial training modules to enhance the professionalism of pre-service teachers.

3. LATEM (Language Assessment and Teaching Methods):

   • Exploring competency-based assessment methods aligned with international standards.

   • Investigating the effectiveness of context-based teaching methods.

4. TELL (Technology-Enhanced Language Learning):

   • Exploring the use of mobile applications (e.g., WhatsApp, Telegram) in English learning.

   • Conducting preliminary studies on the use of websites as interactive learning media.

1. CurMatDev:

   • Developing a curriculum incorporating local culture and piloting it in selected educational institutions.

   • Designing multimedia-based instructional materials to support interactive learning.

2. TPD:

   • Piloting reflective strategies for pre-service teachers in microteaching sessions.

   • Developing practice-based teacher training methods.

3. LATEM:

   • Creating assessment instruments to measure students' English proficiency.

   • Researching contextual factors influencing student motivation in Indonesia.

4. TELL:

   • Testing the use of mobile applications for English learning.

   • Developing website-based instructional materials to enhance student engagement.

1. CurMatDev:

   • Evaluating the impact of the culture-based curriculum on student learning outcomes.

   • Aligning the curriculum with the Merdeka Curriculum framework.

2. TPD:

   • Investigating the effectiveness of reflective training for pre-service teachers.

   • Developing assessment tools to evaluate the professional competence of future teachers.

3. LATEM:

   • Conducting an in-depth study on project-based assessment methods in English learning.

   • Examining the integration of technology in English language assessment.

4. TELL:

   • Evaluating the effectiveness of websites and applications in improving English learning outcomes.

   • Exploring AI applications, such as interactive chatbots, for language learning.

1. CurMatDev:

   • Developing a competency-based curriculum aligned with labor market demands.

   • Collaborating with educational institutions and industries to ensure curriculum relevance.

2. TPD:

   • Innovating teacher training methods by incorporating collaboration and technology.

   • Training pre-service teachers to integrate research into their teaching practice.

3. LATEM:

   • Developing culturally responsive teaching methods to enhance student motivation.

   • Adapting curriculum and assessment methods based on international standards.

4. TELL:

   • Creating AI-based learning media to foster student interaction.

   • Collaborating with technology institutions to develop English learning applications.

1. CurMatDev:

   • Implementing the developed curriculum and instructional materials across various schools and universities.

   • Disseminating research findings through seminars, training sessions, and publications.

2. TPD:

   • Expanding the implementation of research-based teacher training models.

   • Evaluating and refining training programs based on feedback from teachers and pre-service teachers.

3. LATEM:

   • Promoting innovative teaching and assessment methods through teacher training and national/international seminars.

   • Implementing technology-based assessment tools in educational institutions.

4. TELL:

   • Developing an integrated technology-based learning system (including AI) on a large scale.

   • Publishing research findings on technology-enhanced learning in national and international journals.