Faculty of Language and Literature Education

History

June 8, 2005: Establishment of the Program

The Doctoral Program (S3) in English Language Education was established based on Rector's Decree No. 3046/J33/PP.03.02/2005.

August 2021: National Accreditation

The program achieved an "Excellent" accreditation from BAN-PT based on Decree No. 10216/SK/BAN-PT/Akred-Itnl/S/VIII/2021.

2021: International Accreditation by AQAS

The program obtained "Unconditional" status from the international accreditation agency AQAS.

In line with the vision and mission of Universitas Pendidikan Indonesia and the Faculty of Language and Literature Education, this doctoral program specializes in preparing teacher educators, education experts, researchers, program developers, and analysts in English Language Education. The Doctorate program continually enhances academic quality and becomes a benchmark of excellence through collaboration with similar programs both nationally and internationally, including ASPBI, TEFLIN, ASIATEFL, International TEFL, TESOL, as well as top 100 world universities.

Institutional Vision

To become a leading and outstanding bachelor, master's and doctoral study program in the world with cutting-edge theories and innovative practices in English language education in line with the demands of contemporary society by 2040.

Academic Vision

To organize a leading, innovative and transformative doctoral English language education study through three pillars of higher education with functional cutting-edge theories and practices in linguistics, pedagogy, and technology in line with the demands of the society.

Mission

Advance theoretical and critical understanding in English Language Education and applied linguistics.
Produce original and high-impact research on complex issues in English teaching and education policy.
Prepare academics and institutional leaders capable of shaping discourse and innovation at national and international levels.
Encourage interdisciplinary collaboration and scholarly engagement across educational and cultural contexts.
Uphold academic integrity, scientific ethics, and social responsibility in all academic and professional activities.

Program Learning Outcomes

Make use of theoretical and practical knowledge and skills in English as a Foreign Language education in academic and professional contexts (with the reference to level C1 (minimum C1a) of CEFR) with other relevant supportive knowledge.
Develop innovative models on lesson planning, teaching practice and evaluation in EFL education contexts attending to significant features of the 21st Century education in line with functional and cutting-edge theories and practices of linguistics, pedagogy, and technology.
Apply morals, ethics, and university core values to uphold and maintain academic and social relations.
Demonstrate 21st century skills, especially to do with creativity, effective collaboration, communication, and critical thinking in multidisciplinary and socio-cultural contexts.
Perform research projects novelties contributing to the development and enhancement of EFL education in line with functional and cutting-edge theories and practices of linguistics, pedagogy, and technology.
Develop innovative models of continuous self-development in improving professional performance quality.

Program Leadership Profile

Prof. Emi Emilia, M.Ed., Ph.D.
Position: Head of Doctoral Program in English Language Education
Expertise: Systemic Functional Linguistics, Writing for Academic Purposes, EFL Curriculum Analysis, Grammar (Advanced)
Dr. Rojab Siti Rodiyah, M.Ed.
Position: Secretary of Doctoral Program in English Language Education
Expertise: Grammar: Basic and Advanced, Writing in Professional Context, Intercultural Communication

Program Contact

Doctoral Program in English Language Education
Faculty of Language and Literature Education
Jl. Setiabudhi No 229
Postal Code 40154 Bandung City
Instagram: @englishedu_upi

Learning Innovation Research (2024–2025)

Prof. Dr. Didi Sukyadi, M.A.

Exploring semiotic affordances of tablets in translation classes for prospective teacher students.

Prof. Emi Emilia, M.Ed., Ph.D.

Enhancing students' contextual awareness in interpreting classes using computer-assisted interpreting tools through a genre-based approach.

Dr. Fazri Nur Yusuf, M.Pd.

Accelerating assessment literacy of prospective English teachers through dialogic reflection in deep learning contexts: A study in secondary schools in Sleman Regency, Special Region of Yogyakarta.

Ika Lestari Damayanti, M.A., Ph.D.

The use of generative AI DeepSeek in content-based English learning (Content-Language Integrated Learning) in bilingual classrooms.

Dr. Lulu Laela Amalia, S.S., M.Pd.

English teachers' reflections on the use of metalanguage in teaching English as a foreign language in Indonesia.

Annisa Rahmadani, S.Pd., M.A.

Utilizing translanguaging strategies in academic speaking classes (Speaking for Academic Purposes) in higher education.

Drs. Deddy Suryana, M.A.

The effect of English communication skills on the economic activities of street vendors in the Tangkuban Perahu tourist area, West Java (2025–2025).

Suharno, M.Pd.

Needs analysis of English teaching materials for members of the Public Relations Division of the Indonesian National Police at Subang District Police.

Community Service (Field of Study) 2024–2025

Dr. Fazri Nur Yusuf, M.Pd.

Training on dialogic reflection models to accelerate assessment literacy in deep learning for English teachers in Klaten Regency, Special Region of Yogyakarta.

Dr. Finita Dewi, S.S., M.A.

Integration of deep learning and technology in language teacher education.

Gin Gin Gustine, M.Pd., Ph.D.

Enhancing the knowledge and teaching skills of high school English teachers in deep learning approaches in the Special Region of Yogyakarta.

Dr. Iyen Nurlaelawati, M.Pd.

Mentoring junior high school English teachers in the Special Region of Yogyakarta to adapt deep learning-based teaching materials.

Dr. Muhammad Handi Gunawan, M.Pd.

Training on Technological Pedagogical and Content Knowledge (TPACK) for English teachers.

Prof. Dr. Sri Setyarini, M.A.Ling.

IHT HOTS in Deep Learning for English teachers in Klaten Regency: A breakthrough in strengthening 21st-century teacher professional competence.

International Research / Collaborative Research of Indonesian LPTKs (RKLI) 2024–2025

Ahmad Bukhori Muslim, M.Ed., Ph.D.

Intercultural communicative competence (ICC) in English language teaching to promote tourism: Comparing students' attitudes in Indonesia and Uzbekistan.

Gin Gin Gustine, M.Pd., Ph.D.

Enhancing preservice teachers' knowledge and skills in sustainability through the Education for Sustainable Development (ESD) model in Indonesia and Japan.

Ari Arifin D., S.Pd., M.Ed., Ph.D.

Exploring Informal Digital Learning of English (IDLE) activities carried out by students outside formal contexts.

Pupung Purnawarman, M.Sc.Ed., Ph.D.

HOTS in multiliteracy pedagogy: ESP learning model to strengthen students' critical digital literacy skills in English study programs.

Prof. Dr. Hj. Nenden Sri Lengkanawati, M.Pd.

Integration of artificial intelligence in academic writing: A qualitative study on the use of generative AI by postgraduate students.

Prof. Dr. Sri Setyarini, M.A.Ling.

Application of HOTS in multiliteracy pedagogy: Breakthrough models to strengthen students' mental health literacy.

Prof. Hj. Emi Emilia, M.A., Ph.D.

Investigation of the implementation and development of text-based English teaching over the last two decades and the integration of AI in high schools in West Java.

Additional Community Service 2024–2025