scholarly journals Implementasi Komunikasi Pemasaran Lembaga Pendidikan Informal “Seaman’s English Education Indonesia ”

2018 ◽  
Vol 9 (1) ◽  
pp. 53-62
Author(s):  
Aldi Satrio Herlambang
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
English Language ◽  
English Education ◽  
Educational Institution ◽  
Brand Awareness ◽  
Marketing Communication ◽  
Participatory Action ◽  
Existing Problems ◽  
Communication Program

Seaman’s English Education Indonesia  (SEE Indonesia) is an informal educational institution located in North Jakarta that offers a variety of courses for seafarers, mainly the Marlins Test course, and an English language test for seafarers. Because it’s new, it is fitting that the level of brand awareness  by consumers is still very low. Based on data from customer visits in SEE Indonesia per year since its inception, only 768 people have visited SEE Indonesia, whether they only came or used the services of courses. This number is still very small compared to the total number of Indonesian seafarers, which are around 850,000. Therefore a marketing communication program is needed so that SEE Indonesia can increase brand awareness  and win the market from its competitors. In order to increase the brand awareness  of SEE Indonesia, then in this work the writer will use the Participatory Action Research method, where this method will involve people involved in existing problems to actively participate so that they are expected to get a solution right. The results of the Participatory Action Research will then become information material for the SOSTAC theory that will be used to create the SEE Indonesia marketing communication program.

The challenges of participation in doing community-based participatory action research: Lessons from the Kwithu Project

2016 ◽  
Vol 15 (2) ◽  
pp. 198-213 ◽  
Author(s):  
Nathalis G Wamba
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Participatory Action ◽  
Action Research Project ◽  
Community Based ◽  
Random Group ◽  
Running Water

The Kwithu project started when a volunteer who joined Kwithu, a community-based organization in Mzuzu, Malawi (Africa), to teach English gave a diagnostic test to a random group of forty 7th and 8th graders (20 boys and 20 girls) and discovered that most of them could hardly read or write in English. The test results prompted Maureen, the Kwithu director and co-founder, the teacher and myself to meet with the headteachers of the three schools mostly attended by Kwithu children. The headteachers appreciated our concerns about the English proficiency of the children, but they advised us to focus on more urgent matters if we truly wanted to help, e.g., lack of teaching and learning materials, lack of running water in schools, hunger, teacher qualifications, etc. This advice shifted our initial inquiry goal—from English language teaching—to a community-based participatory action research project designed to address the school conditions in Luwinga. In this paper, I describe the community-based participatory action research inquiry and I reflect on the process of participation.

scholarly journals Pendampingan Dalam Mengembangkan Lagu Bahasa Inggris Sebagai Upaya Peningkatan Kompetensi Mengajar Bagi Guru PIAUD di Kabupaten Jember

2020 ◽  
Vol 20 (1) ◽  
pp. 39
Author(s):  
Sari Dewi Noviyanti
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Community Service ◽  
English Education ◽  
Early Age ◽  
Participatory Action ◽  
Level Of Education ◽  
Childhood Education ◽  
Service Activity ◽  
Subject Areas

<p class="JUDUL"><em>Early age learners have characteristics and needs that are different from learning at the higher levels. Teachers at the early age level of education are required to be able to create a pleasant learning atmosphere, for example through the use of song and play media. But in reality, not all early childhood education teachers have the ability to use and develop songs in all subject areas, especially in learning English. This is due to limited references and the ability to develop creative songs. Thus, the purpose of this community service activity is to improve the teaching competency of PIAUD teachers in Jember Regency. The Participatory Action Research (PAR) method with workshop techniques and direct mentoring is used as an approach in this activity to help teachers recognize their problems and potential. This mentoring activity involved 50 PIAUD teachers in Jember District with 3 speakers who were experts in the field of English Education and psychology learning. The results of these service activities can be seen from the increase in the ability of teachers to use and develop English songs. In addition, this activity resulted in an English song compilation book that can be used as a reference for learning in class. This shows that the purpose of this service activity has been achieved by increasing the ability of the assisted teacher in using and developing English songs.</em></p><p><em> </em></p><p class="ABSTRACT"><em>Pembelajaran di tingkat usia dini memiliki karakteristik dan kebutuhan yang berbeda dengan pembelajaran pada tingkat di atasnya. Guru pada tingkat Pendidikan usia dini dituntut untuk dapat menciptakan suasana belajar yang menyenangkan, misalnya melalui penggunaan media lagu dan permainan. Namun pada kenyataannya, tidak semua guru Pendidikan anak usia dini memiliki kemampuan untuk menggunakan dan mengembangkan lagu pada semua bidang pelajaran, khususnya pada pembelajaran Bahasa Inggris. Hal ini disebabkan karena keterbatasan referensi dan kemampuan mengembangkan lagu kreasi. Sehingga, tujuan dari kegiatan pengabdian ini adalah untuk meningkatkan kompetensi mengajar guru-guru PIAUD di Kabupaten Jember. Metode Participatory Action Research (PAR) dengan teknik workshop dan pendampingan langsung digunakan sebagai pendekatan dalam kegiatan ini untuk membantu para guru mengenali masalah dan potensi mereka. Kegiatan pendampingan ini melibatkan 50 guru PIAUD di Kabupaten Jember dengan 3 narasumber yang ahli di bidang psikologi Pendidikan dan pembelajaran Bahasa Inggris. Hasil kegiatan pengabdian ini dapat dilihat dari peningkatan kemampuan para guru dalam menggunakan dan mengembangkan lagu berbahasa Inggris. Selain itu, kegiatan ini menghasilkan sebuah buku kompilasi lagu Bahasa Inggris yang dapat digunakan sebagai referensi untuk pembelajaran di kelas. Hal ini menunjukkan bahwa tujuan kegiatan pengabdian ini telah tercapai dengan meningkatnya kemampuan guru dampingan dalam menggunakan dan mengembangkan lagu berbahasa Inggris.</em></p>

scholarly journals Pemberdayaan Masyarakat Desa Wisata Budaya Jonotemayang Bojonegoro Jawa Timur

2018 ◽  
Vol 17 (2) ◽  
pp. 213
Author(s):  
Nur Lailatul Musyafa’ah
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Animal Husbandry ◽  
Cultural Tourism ◽  
Participatory Action ◽  
Private Lessons ◽  
Existing Problems ◽  
Educational Issues ◽  
Real Work

<p>Jono Temayang Bojonegoro Village is known as a cultural tourism village. On January 20-February 19, 2016, 21 students of UIN Sunan Ampel Surabaya and a lecturer supervising the community in Jono Temayang Bojonegoro village in Real Work Participatory Action Research (KKN PAR). KKN PAR is implemented to optimize the empowerment of the community of cultural tourism village Jono Temayang Bojonegoro. Based on the results of mapping and transect, it is known that Jono village has tremendous potential to be developed from agriculture, animal husbandry, culture, religion and education. Among the problems faced by the Jono community are environmental, religious and educational issues. Based on the existing problems, then the action of the team accompanying the community is to establish a garbage bank, planting a toga plant, holding a "ngaji together", and private lessons.</p><p> </p><p>Desa Jono Temayang Bojonegoro dikenal sebagai desa wisata budaya.Pada 20 Januari-19 Februari 2016, 21 mahasiswa UIN Sunan Ampel Surabaya dan satu dosen pembimbing melakukan pengabdian masyarakat di desa Jono Temayang Bojonegoro dalam kegiatan Kuliah Kerja Nyata <em>Participatory Action Research</em> (KKN PAR). KKN PAR tersebut dilaksanakan untuk mengoptimalkan pemberdayaan masyarakat desa wisata budaya Jono Temayang Bojonegoro. Berdasarkan hasil mapping dan transect, diketahui bahwa desa Jono memiliki potensi yang luar biasa untuk dikembangkan, baik dari sector pertanian, peternakan, budaya, agama dan pendidikan. Diantara masalah yang dihadapi masyarakat Jono adalah masalah lingkungan, agama dan pendidikan. Berdasarkan masalah yang ada, maka maka <em>action </em>yang dilakukan tim pendamping bersama masyarakat adalah mendirikan bank sampah, menanam tanaman toga, mengadakan “ngaji bareng”, dan les privat.</p>

Intercultural Language Teaching in Vietnamese Tertiary EFL Classes: A Participatory Action Research Study

2021 ◽  
Author(s):  
◽  
Phuong Thao Tran
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Language Policy ◽  
Participatory Action Research ◽  
English Language ◽  
Language Teaching ◽  
Second Phase ◽  
Participatory Action ◽  
Teaching Materials

<p>In 2008, Vietnam introduced a new English language policy based on the Common European Framework of Reference (CEFR), and subsequently in 2014 adopted a Vietnamese version of this, referred to as CEFR-V. In adopting the CEFR-V, English language education in Vietnam has taken on a conception of English language proficiency in which intercultural competence (IC) is thoroughly integrated. Nevertheless, despite the emphasis of IC in national language policy, little research has dealt with how teachers can adopt interculturally informed pedagogy in their daily classroom practice, and specifically professional development and learning can be harnessed to increase teachers’ capacity to adopt an intercultural stance in their teaching. This study aimed to redress this gap by investigating the process of adopting Intercultural Communicative Language Teaching (iCLT) practice in an English as a foreign language (EFL) course at a Vietnamese university. The research deployed an interpretive, qualitative, case study approach and Participatory Action Research (PAR) to explore the nature of the teaching of culture by three tertiary EFL teachers at a Vietnamese university, and by the students in their classes. The data were collected from classroom observations, teacher interviews, and pre-workshop-one and post-workshop-two focus groups with students. The research included two phases. The first phase of the study investigated the orientation to the teaching of culture in teaching materials and lessons taught by the teachers, and in their stated beliefs. Analysis of the three case study teachers showed that each of the teachers demonstrated both strengths and limitations regarding the teaching of culture in his/her stated perceptions and classroom practices. Cross-case analysis showed that the teaching of culture was intermittent and unplanned, and that the teachers held a static view of culture with little awareness of intercultural language teaching.  Drawing on these findings, the second phase of the research sought to develop a more principled engagement with culture by involving the case study teachers in two workshop cycles in which the teachers were introduced to principles and practical examples of intercultural language teaching and then implemented the redesigned intercultural-oriented lessons in the classroom teaching. The results drawn from classroom observation and interview data showed a positive impact of the workshops on the teachers’ teaching practices, perceptions, and understanding of intercultural language teaching. The study contributes to the growing body of scholarship on intercultural language teaching by showing how Vietnamese EFL tertiary teachers shifted from a cultural to an intercultural orientation through participating in an action research project. Accordingly, this study confirms the value of in-situ professional development for teachers. The study also shows how teachers, working from a set of intercultural teaching principles, can adopt an intercultural stance in their teaching even while working with existing teaching materials that contain little in the way of intercultural teaching affordances.</p>

scholarly journals Participatory action research in schools: unpacking the lived inequities of high stakes testing

2020 ◽  
Vol 19 (3) ◽  
pp. 287-301
Author(s):  
Tiffany DeJaynes ◽  
Tabatha Cortes ◽  
Israt Hoque
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
English Language ◽  
School Teacher ◽  
High School Teacher ◽  
High Stakes Testing ◽  
Participatory Action ◽  
High Stakes ◽  
Content Type ◽  
Language Arts Classrooms

Purpose This paper aims to examine a school-based Youth Participatory Action Research (YPAR) project on educational inequity and high stakes testing. Design/methodology/approach A former high school teacher (currently a university professor) and two former students (currently research assistants and university students) take up a youth studies framework to collaboratively resee multimodal artifacts from a tenth-grade course in qualitative research. Findings Findings illustrate the power of finding allies in peers and educators; the transformative power of deep participation; and the longitudinal nature of social change and action. Thus, this research demonstrates that when students are positioned as researchers, experts and knowledge producers, they can collaborate with one another, teachers and administrators to confront social inequities within their schools and beyond. Originality/value This study has value for applying critical, youth-centered pedagogies in secondary English language arts classrooms and schools.

scholarly journals The Education-Industrial Complex: A Consideration of Power, Educational Institution and the Political Disengagement of Urban Secondary Students

2020 ◽  
Author(s):  
Troy Crayton, Ph.D.
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Secondary Students ◽  
Education System ◽  
Educational Institution ◽  
Political Engagement ◽  
The Political ◽  
Industrial Complex ◽  
Participatory Action ◽  
K 12

The K-12 system of education is a complex organization that has historically denied students of low socio-economic status the opportunity for political engagement through the exercise of power (Apple, 1993; Ben-Porath, 2013; Boggs, 2000; Crayton, 2014; Ethiraj & Levinthal, 2009; Fazzaro, 2006; Gordon, 1980; Horowitz, 1969; Karabel, 1977; Lukes, 2005; Shipps, 2008; Wedel, 2009). This statement is in response to a series of questions presented by members of my Academic Advisory Committee, respectively, as a Qualifying Exam for doctoral candidacy in Urban Education Studies. This article is a response to the series of questions that will address the concern of the opening statement including: Professor Peter Seybold’s Questions of Power in the K-12 Education System; Professor Brendan Maxcy’s request on the state of political youth engagement in Urban Secondary Schools; and Professor Jim Scheurich’s request for focus on PAR (Participatory Action Research) and YPAR (Youth Participatory Action Research) in the education system as they relate to the political engagement of Urban Secondary Students.

scholarly journals Exploring teachers’ experiences of action research

2020 ◽  
Vol 18 (3) ◽  
pp. 408-422
Author(s):  
Sinéad Vaughan
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Education System ◽  
English Education ◽  
Structured Interviews ◽  
Participatory Action ◽  
Action Research Project ◽  
Teachers Experiences ◽  
Critical Participatory Action Research ◽  
State Schools

Through exploring the author’s experiences of working with five teachers who undertook an action research project for their master’s dissertations, this article establishes that it is possible for critical participatory action research to address issues around the perceived de-professionalization of teachers, and challenge the exploitative nature of education within English state schools. Semi-structured interviews with five teachers showed that this was an empowering experience, which provided a number of benefits, including an increased sense of professionalism, and that they would recommend action research to other teachers. Their experiences and insights have been used to discuss options for implementing action research more widely, identifying potential challenges and suggesting possible solutions. Based on both sets of experiences, I suggest that it would be valuable for action research to be implemented more widely within the English education system, as a method of addressing teachers’ frustrations around accountability and performativity.

scholarly journals DAMPAK PSIKOLOGI BELAJAR DALAM PEMBELAJARAN AKTIF BAGI PESERTA DIDIK MADRASAH IBTIDAIYAH

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Anas Rohman
Keyword(s):  
Action Research ◽  
Active Learning ◽  
Participatory Action Research ◽  
Learning Process ◽  
Educational Institution ◽  
Psychological Aspects ◽  
Participatory Action

AbstrakPsikologi belajar memahami aspek psikis bagaimana peserta didik madrasah ibtidaiyahmelakukan aktifitas belajar secara nyaman, diminati dan termotivasi dalam prosespembelajaran aktif. Madrasah Ibtidaiyah merupakan lembaga pendidikan yang mempunyaikontribusi besar dalam mempersiapkan generasi yang unggul dan berkarakter, anak usiatersebut merupakan masa keemasan dalam pembentukan kepribadiannya. Kajian inimenggunakan Metode Participatory Action Research (PAR) melibatkan Guru, peserta didikdan Madrasah Ibtidaiyah. Hasil Kajian 1. Pembelajaran aktif merupakan upaya penting untukditerapkan di Madrasah Ibtidaiyah.2. Ada kaitan bagaimana proses pembelajaran di kelastidak hanya menekankan aspek koknitif, afektif dan psikomotorik namun juga melibatkanaspek psikologi belajar sehingga proses pembelajaran menjadi menyenangkan,menggairahkan dan memberdayakan peserta didik.3 Pembelajaran aktif di MadrasahIbtidaiyah memberikan dampak psikologi belajar yang sangat baik.Kata Kunci :Psikologi Belajar, Pembelajaran AktifAbstractLearning psychology understand that every students in actualize their whole learningactivities there are relations with their motive, interest and seriousness will push someonesuccess in study. MI is an educational institution which has big contribution in preparingexellent generation and good character. Children in that age is in their golden period inshaping their personality. This study use Parcipatory Action Research (PAK) Method,involving teachers, students, and MI. The results of this study: 1) Active Learning isimportant effort to be applied in MI. 2) There are relation on how the learning process inclass not only emphasize on cognitive, affective and psychomotor aspects but also involvinglearning psychology aspect so that learning process become fun, exciting and empoweringstudents. Active learning in MI give good psychological effect.Keywords: psychological aspects, active learning

scholarly journals The Education-Industrial Complex: A Consideration of Power, Educational Institution and the Political Disengagement of Urban Secondary Students

2020 ◽  
Author(s):  
Troy Crayton, Ph.D.
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Secondary Students ◽  
Education System ◽  
Educational Institution ◽  
Political Engagement ◽  
The Political ◽  
Industrial Complex ◽  
Participatory Action ◽  
K 12

The K-12 system of education is a complex organization that has historically denied students of low socio-economic status the opportunity for political engagement through the exercise of power (Apple, 1993; Ben-Porath, 2013; Boggs, 2000; Crayton, 2014; Ethiraj & Levinthal, 2009; Fazzaro, 2006; Gordon, 1980; Horowitz, 1969; Karabel, 1977; Lukes, 2005; Shipps, 2008; Wedel, 2009). This statement is in response to a series of questions presented by members of my Academic Advisory Committee, respectively, as a Qualifying Exam for doctoral candidacy in Urban Education Studies. This article is a response to the series of questions that will address the concern of the opening statement including: Professor Peter Seybold’s Questions of Power in the K-12 Education System; Professor Brendan Maxcy’s request on the state of political youth engagement in Urban Secondary Schools; and Professor Jim Scheurich’s request for focus on PAR (Participatory Action Research) and YPAR (Youth Participatory Action Research) in the education system as they relate to the political engagement of Urban Secondary Students.

Sign in / Sign up

Export Citation Format

Share Document