Estratégias de trabalho docente no ensino de criação publicitária: a atividade de orientação como situação de aprendizagem / Strategies of educational work in the teaching of advertising design: the orientation activity as learning situation

Em uma investigação apoiada pelo MCTI/CNPq, realizada em parceria interinstitucional entre a UFPE, a UFSM e a UFPR, buscamos examinar as práticas pedagógicas adotadas pelos docentes que atuam em disciplinas cuja finalidade é o ensino de criação publicitária. Atenção especial recai ao processo de orientação - estratégia de ensino em que o professor acompanha os estudantes de forma sistemática e colabora na superação de dificuldades. Observamos, a partir do trabalho de campo ancorado em gravações de aulas em áudio e vídeo, que o professor publicitário necessita de contínua formação para converter a atividade de orientação em um instante estratégico de troca de conhecimento, interação e produção de sentido, a fim de favorecer a mediação e a formação de um ambiente adequado para aprendizagem em que o estudante queira se lançar nos desafios do querer aprender criatividade.Palavras-chaveEnsino. Criação publicitária. Processo de orientação. Formação publicitária. Trabalho docente. AbstractIn a leaning investigation for MCTI/CNPq, accomplished in a inter-institutional partnership among UFPE, UFSM and UFPR, seeking to examine the pedagogic practices adopted by the teachers that act in disciplines whose purpose is the teaching of advertising design. Special attention relapses on the orientation process - teaching strategy in that the teacher accompanies the students in a systematic way and it collaborates in the overcoming of difficulties. We observed, starting from the field work anchored in recordings of classes in audio and video, that the advertising teacher needs continuous formation to convert the orientation activity in a strategic instant of knowledge change, interaction and sense production, in order to favor the mediation and the formation of an appropriate atmosphere for learning that the student wants to set in the challenges of wanting to learn creativity.KeywordsTeaching. Advertising design. Orientation process. Advertising formation. Educational word.

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USING THREE STEP-INTERVIEW TO IMPROVE STUDENT’S SPEAKING ABILITY

PROJECT (Professional Journal of English Education) ◽

10.22460/project.v2i2.p175-180 ◽

2019 ◽

Vol 2 (2) ◽

pp. 175

Author(s):

Ismi Aristy ◽

Rega Hadiansyah ◽

Yanuarti Apsari

Keyword(s):

Action Research ◽

Test Data ◽

Teaching And Learning ◽

Instructional Materials ◽

Average Score ◽

Seventh Grade ◽

Learning Situation ◽

Interview Technique ◽

Teacher Needs ◽

Learning Interest

Speaking can be defined as an activity to share or discuss information that helped people to communicate with each other. To improve the students’ speaking learning interest, the teacher needs to recognize how to teach speaking effectively, and what instructional materials are the most appropriate for their students. The aims of the research are to find out whether or not teaching speaking using three – Step interview technique in improving students’speaking ability and to find out the teaching and learning situation when three – Step interview technique implemented in the speaking class.This research is Classroom Action Research. The data was collected through observation, interview and test. The respondents of this research were the seventh grade students of SMP Putra Juang Cianjur.This research revealed that the pre-test data the average was 45,86. After implementing the three-step interview technique in every cycle, the students’ speaking score was getting better. It can be seen from the result of students' average score Cycle 1 was 51,60 and Cycle 2 was 60,26 It can be concluded that the three-step interview technique can improve students’ speaking interest and three step interview technique can improve speaking classroom into a better situation. Keywords: three step interview, speaking interest, CAR.

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Using code-switching as the teaching strategy in classroom for low English proficiency learners

English Education Journal ◽

10.24815/eej.v12i4.19109 ◽

2021 ◽

Vol 12 (4) ◽

pp. 540-557

Author(s):

Herawati Herawati ◽

Siti Sarah Fitriani

Keyword(s):

Qualitative Study ◽

English Proficiency ◽

Teaching Strategy ◽

Boarding School ◽

English Teachers ◽

Code Switching ◽

Learning Activities ◽

Learning Situation ◽

New Words ◽

English Classes

This qualitative study is aimed to find the function of teachers’ code-switching (CS) to support low proficiency learners in learning English and to determine the benefits of CS practiced by the teachers in the EFL learning. The data of this study were obtained from two English teachers at Junior Islamic Boarding School of Darul Ihsan, Aceh Besar. The observation sheet and questionnaire were used to collect the data. Two English classes were observed in two sessions respectively. All of the conversation in the classroom was recorded and the code-switching parts were then transcribed and analyzed. The results showed that the teachers used CS for clarification, explaining difficult grammatical terms, building connections between teacher and students, quoting specific terms that is not available in English, adding specification, repeating message which previously said in English, explaining message qualification, and emphasizing a particular issue. The results of the questionnaires showed several benefits of implementing CS for students, such as enjoying communication during learning activities, feeling satisfied and comfortable in the learning situation, feeling less tense and rigid, focusing more on the lesson, improving their ability to understand new words, and helping them understand difficult concepts and grammar in English.

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