Research Article
The Use of Various Stimulating Strategies in Promoting Students’ English Proficiency: An Action Research of Grade X Students of SMK Kartika XIX-1 Bandung
@INPROCEEDINGS{10.4108/eai.20-9-2019.2292085, author={Isry Laila Syathroh and Aflahul Aulia and Abdurahman Abdurahman and Euis Eti Rohaeti}, title={The Use of Various Stimulating Strategies in Promoting Students’ English Proficiency: An Action Research of Grade X Students of SMK Kartika XIX-1 Bandung}, proceedings={Proceedings of the 2nd International Conference of Science and Technology for the Internet of Things, ICSTI 2019, September 3rd 2019, Yogyakarta, Indonesia}, publisher={EAI}, proceedings_a={ICSTI}, year={2020}, month={3}, keywords={action research vocational school stimulating strategies language proficiency}, doi={10.4108/eai.20-9-2019.2292085} }- Isry Laila Syathroh
Aflahul Aulia
Abdurahman Abdurahman
Euis Eti Rohaeti
Year: 2020
The Use of Various Stimulating Strategies in Promoting Students’ English Proficiency: An Action Research of Grade X Students of SMK Kartika XIX-1 Bandung
ICSTI
EAI
DOI: 10.4108/eai.20-9-2019.2292085
Abstract
The aim of this research is to examine the result of classroom action research (CAR) in one vocational school in Bandung in enhancing students’ English proficiency by using various stimulating teaching strategies. Through the program of Penugasan Dosen ke Sekolah (PDS), two educators (teacher and lecturer) were involved collaboratively. They cooperated in planning, acting, observing and reflecting the teaching learning process using specific teaching strategies. One class of Teknik Sepeda Motor (TSM) grade X which consists of 36 students became the participants. The CAR was conducted in three cycles, in which each cycle consisted of four to five meetings. The teaching strategies used were: mind-mapping technique, snakes and ladders games and role play. Mind mapping strategy was used in cycle one to help students in practicing self-introduction. Games strategy (snakes and ladders) was used in cycle two to help students in understanding the concept of pronouns in self-introduction. While role play technique was used in cycle three to help students practicing expressions of complimenting and congratulating. The result of the CAR revealed that students’ proficiency was developed in each cycle after the treatment given. So, it can be concluded that this CAR is successful in enhancing students’ proficiency in English.