Workshop led by Dr. M. Farkhan (16 October 2019) focused on curriculum development, according to him Before creating a new curriculum, stakeholders, in this case study programs and lecturers, needed to create a graduate profile. This determined profile of graduates will determine what needs to be provided by study programs in the form of curriculum.
The profile of the graduates of English Literature which has already existed as follows:
1) Linguistic and literary researcher
2) English-Indonesian translator
3) English literature analyst
4) English editor
In curriculum changes, ideally the study program conducts an alumni tracking study to find out the profile of graduates absorbed in the world of work. From the search study, we can identify whether we need to maintain the curriculum? Is our curriculum marketable? Is the existing curriculum relevant to the world of work?
Furthermore, in the discussion Hasnul Insani suggested replacing the term analyst with critics. Critics are more commonly heard for graduates of literary studies programs. He also proposed the profile of English Literature graduates as creative writers.
Agus Suryadi added that curriculum changes require synchronization for the accreditation process. He also suggested that the curriculum accommodate the spirit of disruption era so that graduates are absorbed in the digital world.
M. Farkhan underlined the English Literature Study Program that is within the scope of the Adab and Humanities Faculty cannot include a teacher profile because the teacher is included in the Tarbiyah Faculty graduate profile. In the current policy where graduates of any faculty can become teachers as long as they hold a professional certificate, in fact the Tarbiyah Faculty cannot include teaching science as a nomenclature.
M Farkhan also explained that it is very possible that the study program has a major profile and a minor profile.
In the discussion, Arief Rahman Hakim proposed to add a graduate profile as a writing-preneur, an entrepreneurial concept that relies on writing skills.
Meanwhile, the workshop participants proposed several profiles of upcoming English Literature graduates, namely:
1. Applied linguist
2. Original research
3. Creative writer
6. English Literary Critics
7. English-Indonesian Translator
8. English Editor
10. English Public Speaker
After compiling the graduate profile, the next step is to determine the learning outcome program (PLO). This PLO was created to determine knowledge and skills.
Knowledge is the mastery of concepts, theories, methods, and philosophy
While skill is the ability to do jobs or works using concepts, theories, methods, materials, and instruments.
In the discussion, translator profiles require the following knowledge and skills:
1. Genre of English literature
2. Theory of culture
3. Theory of traditional and modern linguistics
4. Theory of popular & scientific text editing
5. English syntax and composition
6. Theory and concepts of translation
1. Use spoken and written English in their context
2. Analyse text using scientific argumentation
3. Deliver ideas or arguments using advanced communication
At the end of the workshop, participants were asked to formulate knowledge and skills from each of the proposed profiles.