Depok, 5–6 October 2026 — The Indonesian Association of Postgraduate Linguistics Programs (Perkumpulan Program Pascasarjana Linguistik Indonesia, PROPLI) held a meeting on 5–6 October 2026 at the Toety Herati Noerhadi Auditorium, R.M. Ng. Poerbatjaraka Building, Faculty of Humanities, Universitas Indonesia, Depok. The meeting addressed key issues concerning the strengthening of the association and the development and alignment of postgraduate linguistics curricula across Indonesia.
The meeting opened with a report by PROPLI Chair Dr. Triaswarin Sutanarihesti, who outlined the organization’s development since its establishment in 2018. The association was initially founded at Universitas Gadjah Mada under the name APMALI (Asosiasi Program Studi Magister Linguistik Seluruh Indonesia), with Prof. Suhandano as its chair. In 2024, a change in leadership coincided with a change of name to PROPLI. Its membership was subsequently expanded to include doctoral programs in linguistics, in addition to master’s programs.
One of the main agenda items was the process of obtaining a notarial deed for the association. The session featured notary Fatma, S.H., M.Kn., M.H., and was moderated by Dr. Triaswarin Sutanarihesti. The discussion aimed to ensure that the administrative and institutional requirements for the association’s formal establishment were properly addressed.
PROPLI also discussed restructuring its organizational leadership, including the positions of chair, vice chair, supervisory board, treasurer, secretary, and supporting divisions. The association’s assets, currently recorded at IDR 33 million, were also discussed as part of its organizational administration.
The meeting further addressed the graduate profile for master’s programs in linguistics in Indonesia. PROPLI recommended that graduates be qualified as language experts, with competencies aligned with Level 8 of Indonesia’s National Qualifications Framework (Kerangka Kualifikasi Nasional Indonesia, KKNI) and the National Standards for Higher Education (SN-Dikti).
Aligning Postgraduate Linguistics Curricula
The next session focused on aligning curricula with the latest higher education regulations. The session featured Prof. Dr. Made Sri Setyawati, M.Hum., and Prof. Oktavianus, and was moderated by Dr. Putu Pramania Adnyana.
The discussion covered several key considerations in curriculum development: the focus and workload of study programs, curriculum structure and competency matrices, flexibility and updated learning materials, and support for research.
The meeting noted that the minimum study load for master’s programs is governed by Minister of Education, Culture, Research, and Technology Regulation No. 39 of 2025 on Higher Education Quality Assurance, as well as UGM’s internal regulations: Rector Regulation No. 23 of 2024 on Education and Rector Regulation No. 19 of 2025, which amends the earlier regulation. Under the provisions discussed, master’s programs must comprise at least 36 semester credit units (SKS).
Beyond credit requirements, participants discussed how to balance core competencies with the distinctive academic strengths of individual universities. The core curriculum is expected to establish a shared set of competencies, while each university may retain distinctive elements that reflect its academic profile and areas of strength.
The discussion also highlighted the importance of ensuring continuity in learning outcomes across degree levels. Master’s students in linguistics, for example, are expected to develop a sound understanding of microlinguistics, including phonology, morphology, syntax, and semantics, as well as one area of macrolinguistics relevant to their field of study.
Differences in expected competencies at each degree level were also discussed. Undergraduate programs emphasize descriptive skills, master’s programs focus on explanatory skills, and doctoral programs are expected to develop both explanatory and discovery-oriented capabilities. Participants also emphasized the need to distinguish course titles across bachelor’s, master’s, and doctoral programs to reflect their respective levels of competency. For example, a bachelor’s program may offer Introduction to Semantics, while a master’s program may offer Advanced Semantics.
The curriculum discussion also covered different modes of postgraduate study, including research-based programs (by research), coursework-based programs (by course), and Recognition of Prior Learning (RPL). Curriculum development is expected to respond to the needs of postgraduate linguistics education while preserving the academic distinctiveness of each university.
The PROPLI meeting brought together representatives of postgraduate linguistics programs from various universities to discuss institutional development and the future direction of linguistics education in Indonesia. The outcomes of these discussions are expected to inform further efforts to strengthen the association and align postgraduate linguistics curricula across the country.
Author: Master’s Program in Linguistics
