The Application of Presentation Practice Production Method for Teaching Speaking Skill: The Perception of Teachers and Students

Abstract

The research is to know the application of teaching English by Using “Presentation Practice Production” method and its effect on teachers and students in MI Masyhudiyah, Gresik, East Java. Qualitative research was used by combining questionnaire, interview and secondary data, teachers’ lesson plan of all English Teachers. The theory was based on (Larsen, 2003), (Jordan, Carlile, & Stack, 2008) and (Brown, 2000). The finding and discussion were, first, the application on teachers created: 1) the students tent to be more having bravery to do such a conversation in English, getting more focus and stable to have talks among. 2) The students got easily imitate and follow the English lesson by what the teacher taught in the classroom. Second, the effects on teachers were 1) teachers got the easiness in conveying the teaching materials in the classroom, improving the speaking skill, and getting more focus on teaching materials. 2) Teachers could see directly the results from the teaching at the day. The last, the effect on students are 1) Students could directly use the words, utterances and conversation at the day and more active, more focus and more perceptive in studying English. 2) The students were impressed by using English fingers.

A Web-Based English Instruction Blueprint Design: An Application of Esp Writing Course

“…The teacher has a role in introducing the situation, (4) Elicitation/PPP4, where the students can guess the topic's language function. One way of elicitation is displaying images or media, (5) Standardization, choral, individual, finger error correction, in which in writing learning, the standard is to make sure students write the terms or sentences correctly, and (6) Board stage, that is about writing language functions as the final stage in the PPP stage series (Ihsan, 2020).…”

Gamification strategies and speaking fluency in EFL elementary students

“…This process begins with knowledge input and ends with production. The intermediate part is practice; perhaps it is the most crucial learning point since the new knowledge is constrained individually (Ihsan, 2020).…”

Pelatihan English Conversation Bagi Tenaga Pendidik Di Universitas Nahdlatul Ulama Purwokerto

“…Setiap materi disajikan dengan metode PPP singkat (Presentation, Practice, Production) membuat peserta tidak hanya mendengarkan namun langsung mempraktikan apa yang mereka dengarkan dengan pasangan yang selalu berubah-ubah. Hal ini sejalan dengan penelitian yang telah dilakukan oleh Ihsan (2020) bahwa PPP efektif meningkatkan kemampuan berbicara bahasa Inggris peserta didik. Di samping itu, beberapa peserta pelatihan juga memberikan respon positif terhadap PPP.…”