83 students to personalize their responses, share information, and express their thought
and experiences in English. The researcher suggests that it will be beneficial for the young learners if this
worksheet also contains role play, open ended discussion questions, so the young learners have chance to elaborate their ideas in spoken or written form, for instance,
there is a reading comprehension question—the theme is about Government, like mentioned in theme 1—that ask the students to question their parents the names of
local governments in their home surrounding, so these young students have discussion topic in their classroom later or they can submit their simple investigation
to their English teacher.
4. The Reliance on Presentation, Practice, and Production Approach
Research Questions Research Finding and Discussion
2. Do and to what extent the content of FEWs promote their readability?
4. The reliance on Presentation, Practice, and Production Approach
● The belief that out of accuracy will result in fluency.
● There are some formal instruction and controlled activities in FEW.
● The form-focused in FEWs are aimed to give contribution to students’ motivation, direct
students’ attention toward pronunciation, and consolidate isolated language skills.
Table 4.2.5 the Reliance on PPP Approach From the documentation analysis, it shows that the breakdown and
sequencing of each theme in FEW is the demonstrative of the approach known as PPP
84 Presentation, Practice, and Production. The application of PPP approach in FEW
can be found in this worksheet’s organization as follows: a.
A warm up listening task that introduces the theme topic and prepares learners for more difficult listening challenges later on by activating
their schemata of content, grammar, and vocabulary. It can be seen clearly that each listening section is always started with pictured
dialogues which have close relationship with the theme topic, for example in theme 1 is about Government. The writers of this English
worksheet give special underline also for the grammar, specific expression and vocabularies that will be taught by making them bold
and italic Appendix 5. The teacher is hoped to give a good model of pronunciation of pictured dialogues and then the students are hoped to
imitate them with their friends. b.
Some combination of listening tasks—dictation, listen and repeat after your teacher, listen and match—which are designed to cover a range of
skills such as listening for specific information, pronunciation and vocabularies mastery Appendix 6
c. In the speaking section, FEW is always started with a short, a functional
dialog complete with an attached interesting pictures box. This activity is designed for the students to engage in role-playing and controlled
speaking practice with a partner Appendix 7
85 d.
A final short reading and writing activity. It is intended that the linear organization and sequencing of each unit in FEW is aimed to recycle or
reinforce specific grammatical structures and vocabulary items as well as various functions in an effort to assist learners to store them in long-
term memory. In this way the young learners are encouraged to learn various items through progressive exposure Appendix 9,10
The PPP approach is based on the belief that out of accuracy will result in fluency. Instruction at the outset is form-focused and teacher-centered and
grammatical accuracy is stressed. This presentation stage is then followed by practice activities that are designed to enable learners to produce the material that has been
presented. Swan in Litz, 2006. Essentially, the teachers role is to present a new form to students while the students role is to practice what have been taught by their
teacher. Proponents of presentation and controlled structured practice such as Swan
Swan in Litz, 2006 have suggested that learning a language is not the same as using a language and argue that some formal instruction and controlled activities must have
their place in the ELT classroom. This opinion has been supported by studies conducted by Beaumont and Gallaway 1994 and Master 1994. Their research, for
example, shows that direct language instruction that is later practiced does seem to become part of the learners acquired store. After one examines the many arguments
in favor of the PPP approach to instruction, it is easy to understand why it has become so popular with many teachers and textbook authors.
86 It is assumed also that form-focused activities in FEW is aimed to giving
contribution to student motivation, direct students attention towards pronunciation, and consolidate isolated skills of language.
The teacher’s reliance on PPP approach is seen clearly in handling the classroom. Teacher IW follows all the instructions in FEW well. Even, when the
researcher interviewed her by asking whether she found any difficulty in understanding the instruction, she stated that she did not find any difficulty.
Instruksi-instruksi yang ada di LKS Fokus mudah dipahami. Siswa-siswa saya juga tidak menjumpai kesulitan karena ada terjemahan dibawahnya
An interview with teacher IW
5. Multi-skill syllabus
