Dari Tidak Bisa Menjadi Bisa (2)
THE APPLICATION OF PRESENTATION, PRACTICE AND PRODUCTION (PPP)
METHOD TO INCREASE STUDENTS’ SPEAKING ABILITY ( A RESEARCH
CONDUCTED AT THE TENTH GRADE STUDENTS OF MAN BATUDAA IN 2012/2013
ACADEMIC YEARS)
Anggraeni M.S Lagalo
Nim : 321 409 176
English Department
Faculty of Letters and Culture
State University of Gorontalo
ABSTRACT
ANGGRAENI M.S. LAGALO. 2013. NIM: 321 409 174. Skripsi: The application of
presentation, practice and production (PPP) method to increase students’ speaking ability. (A
research is conducted in MAN Batudaa). The advisor are; (1) Karmila Machmud, M.A, Ph.D,
(2) Magvirah El Walidayni Kau, S.Pd, M.Pd.
The objective of this research is to know whether presentation, practice, production (PPP)
method can increase students’ ability in speaking skill or not. It is conducted at the tenth
grade students of MAN Batudaa. The sample is chosen by using purposive sampling
technique, they are class D. This research uses quantitative method, namely pre-experimental
method. The data are collected by using rubric speaking and audio record, and they are
analyzed by using t-test. The criteria used to verify the hypothesis is rejected Ho if tcount is
bigger than tlist ( tcount ≥ tlist ). The result shows that tcount (6,29) ≥ tlist (2,014) with the level
significance α = 0,05 and df = ( n1 + n2 – 2 ) = ( 24 + 24 -2 ) = 46. It means that, the
hypothesis is acceptable. It means that, the application of presentation, practice, production
method can increase students’ speaking ability with the influence of presentation, practice,
and production method from pre-test to post-test is 7,35%.
Key words: students’ ability, speaking and presentation practice production method .
BACKGROUND
Teaching and learning language is dealing with the language skills and language
components, which consist of four basic skills, they are listening, speaking, reading and
writing. In this research, the researcher only focuses in one skill namely speaking. Speaking
is important skill used by teacher, and students in teaching-learning English. It has to be use
directly in communication. Brook in Tarigan (1990, p.4) defines: “speaking is an activity that
direct two-way communication is face to face communication”. As a human being, we
always need communication to express our idea to do everything, what is more as a students
or learners they have to speak with their teacher as long as in learning process to express their
idea.
Teaching English in the classroom, speaking skill include in material of curriculum in
Senior High School. Moreover, in teaching English the teachers should needs the learning
method, because, a method is one of important aspect in teaching process. Antony in Richard
(2001, p.19) states that method is an overall plan for orderly presentation of language
material. Related to the explanation previous, there is one method that can be used in learning
process, namely PPP (presentation, practice and production). This is a popular method in
teaching language as a foreign language. Harmer (2007, p.64) added that PPP is a method for
teaching in a foreign language, especially in communicative teaching learning.
In this method, the teacher presents the target language by explaining and
demonstrating to the students in communicative learning teaching. Then the students will
practice the language in a controlled manned before doing the production stage. Presentation
stage, involves explaining the aim of the lesson include that students know what they will
learn and why. For a good presentation, the teachers can use song, game, or story. Practice
stage, the goal is to help the students use the new language. The teacher can ask the students
to produce sentences or answer question to demonstrate they understand how to use the
language correctly. Production stage, this stage can help motivate students to communicate
meaning with new language. Students should have the opportunity to experiment with the
language. Therefore, PPP is a good method to use in English teaching especially in speaking
skill.
This research made based on the researcher initial observation at Senior high school,
especially in 10th grade of Madrasah Aliyah Negeri Batudaa. It is also as the researcher’s
location of teaching practice II. The researcher found that; first, in English class, the
researcher was teaching speaking skill. At that time, researcher gave assignment to retell their
own experience whatever they want to tell. Some students can do that, but some of them
cannot. Second, students are still afraid to explore what they want to ask that relate with the
material. Third, students are still afraid to make a mistake if they will speak. Forth, the
students rarely practice to use English in their daily communication. Fifth, the method or
technique that teacher use quite the same in every class meeting.
Considering the previous explanation, the researcher wants to apply PPP method in
teaching speaking. Those, the researcher formulate this research is “The application
presentation, practice and production (PPP) method to increase students speaking ability”.
LITERATURE REVIEWS
Concept of Speaking
Teaching and learning process is a process of transmit the knowledge or information
from the teacher to the students. According to Izzan (2008, p.23) in the language learning
should be involve four factors, there are, teacher, language teaching, teaching method and
lesson material. In language learning, the four skills are described in terms of their direction.
Language generated by the learner (in speech or writing) is referred to as productive.
Language directed at the learner (in reading or listening) is called receptive. Another
important idea is the channel, which refers to medium of the massage (aural/oral or written).
Thus, speaking is the production aural/oral skill.
Tarigan (1990, p.15) states that, speaking is skill the speech sound of the word, and
the ability to express the idea, message, and feeling. In addition, speaking is described as the
ability to express our self in life situations, or the ability to converse, to sequence of ideas
fluently (Lado, 1999, p.240).
Components of Speaking
According to Harmer (2007,p.343) speaking is a complex skill because at least it is
concerned with components of grammar, vocabulary, pronunciation, fluency and
comprehension. Speaking has some important components, there are:
Grammar.
Leech (1982, p.4) states that grammar is a set of rules which describe how we
use a language. The aim of grammar is also to learn the correct way to gain expertise
in language in oral written form. Therefore, grammar is needed for students to arrange
a correct sentence in conversation.
Vocabulary.
Rezikin (2007, p.5) states that aside grammar, the other component which is
important is vocabulary. Vocabulary means the appropriate diction which is used in
communication. Without having a sufficient vocabulary, one cannot communicate
effectively or express their ideas in both oral and written form.
Pronunciation.
Pronunciation is the way for students’ to produce clearer language when they
speak. It deals with the phonological process that refers to the components of a
grammar made up of the elements and principles that determine how sounds vary and
pattern in a language. There are two features of pronunciation; phonemes and supra
segmental features. A speaker who constantly mispronounces a range of phonemes
can be extremely difficult for a speaker from another language community to
understand (Gerard, 2000, p.11).
Fluency.
Fluency can be defined as the ability to speak fluently and accurately. Fluency
in speaking is the aim of many language learners. Signs of fluency include a
reasonably fast speed of speaking and only a small number of pauses and “ums” or
“ers”. These signs indicate that the speaker does not have to spend a lot of time
searching for the language items needed to express the message (Brown, 1997, p.4).
Comprehension.
Comprehension also is the one components of speaking. Hornby (2000, p.194)
states that comprehension is the mind, act power of understanding exercise aimed in
improving is testing ones. There are four components of speaking that must to
attention by the students if they want to speak well.
Concept of Teaching Speaking
According to Hornby (1995, p.37) teaching means giving the instruction to (a person)
give a person (knowledge skill, etc). While, speaking means to make use of words in an
ordinary voice. So, teaching speaking is giving instruction to a person in order to
communicate. Tarigan (1990, p.3-4) states that speaking is a language skill that is developed
in child life, which is preceded by listening skill, and at that period speaking skill is learned.
It means that speaking is the basic language. The goal of teaching speaking skills is to
communicate efficiency.
Based on several arguments previous, teaching speaking in the researcher’s opinion,
is the way how students to express their ideas, emotions or feeling, and interact to other
person in any situation.
How to Evaluate Speaking
Assessment of speaking is the activities undertaken to acquire and streamline the
information about the speaking learning outcomes of the students at grade level during and
after the teaching and learning activities. According to Brown (2004, p.172-173) the
procedure evaluate speaking based on pronunciation, vocabulary, grammar, fluency and
comprehension. The procedures as follow:
Oral proficiency scoring categories (Brown, 2004, p.172-173), there are follows:
Pronunciation : 1 – 5
Grammar : 1 – 5
Vocabulary : 1 – 5
Fluency : 1 – 5
Comprehension : 1 – 5
Concept of Presentation, Practice and Production Method
Presentation here refers to the introduction to a new subject or lesson. It requires
creating a realistic situation in which the target language would be taught and acquired.
Usually, this is done through using pictures, dialogues and actual classroom situations.
Practice where the students practice the target language in one to three activities that
progress from very structured (students are given activities that provide little possibility for
error) to less-structured (as they master the material). These activities should include as much
“student talk” as possible and not focus on written activities, though written activities can
provide a structure for the verbal practices.
Production is the stage of the lesson where the students take the target language and
use it in conversations that they structure (ideally) and use it to talk about themselves or their
daily lives or situations. Practice should involve student talk at as much as 90% of the time –
and this component of the lesson can/should take as much as 20-30% of the lesson time.
Procedures of Presentation, Practice and Production Method
Harmer (2007, p.65-66) states that there are the procedures of presentation, practice
and production method, as follows:
Presentation
The process of presenting the lesson focuses on teacher giving information to
the students. The goal of presentation stage is to introduce the new material to
the learners, for example; Short & simple explanations, a brief description of
the new topic/idea, pictures / video / music / demonstrations / acting to
illustrate the new, material.
Practice
The practice process is focused on teacher and students working and
interacting together to put the new material into practice. For example;
brainstorming, exercise (on the board worksheet completed with the teacher),
question & answer comprehension exercises, games that involve the teacher,
drills / repetition, and demonstration / role playing.
Production
Production focuses on students demonstrating their ability to the teacher so the
teacher can observe what the individual students have learned and which
students need additional support. In this process the teacher is; receiving
information and indirectly students mistakes, monitoring the students as they
complete exercises / activities that enable them to demonstrate comprehension
without giving the answers (supporting those students who need extra one-onone help).
FINDINGS AND DISCUSSIONS
Description of Pre-Test Data
The following are the data description of pre-test. First, the lowest score is 48 and the
highest score is 87. The data statistical calculation of pre-test is obtained as follows: the
interval (R) is 36, set amount of class (K) is 5, and the wide of interval class (P) is 8, clearly
(see appendix 8 on page 55). Therefore, from the calculation of data in pre-test found out that
the mean score (̅ ) is 67,17, while the standard deviation (S) is 9,58.
The students’ speaking ability in pre-test, there are 3 students (12,5%) who got the
scores in the range 48-55; 4 students (16,67%) got the scores in the range 56-63; 5 students
(20,83%) got the scores in the range 64-71; 10 students (41,67%) got the scores in the range
72-79; 2 students (8,33%) who got the scores in the range 80-87.
Based on previous explanation and based on these intervals, the researcher can conclude that
the most of students’ scores in the pre-test is the scores from 72-79 or 41,67%.
Description of Post-Test Data
The following are the data description of post-test. First, the lowest score is 64 and
high and the highest score is 96. The data statistical calculation of post-test is obtained as
follows: the interval (R) is 36, set amount of class (K) is 5, and the wide of interval class (P)
is 8. Clearer can be seen in (appendix 8 on page 55). Therefore, from the calculation of data
in pre-test found out that the mean score (̅ ) is 77,83, while the standard deviation (S) is
10,21.
The students’ speaking ability in post-test, there are 4 students (16,67%) who got the
scores in the range 60-67; 5 students (20,83%) got the scores in the range 68-75; 6 students
(25%) got the scores in the range 76-83; 5 students (20,83%) got the scores in the range 8491; 4 students (16,67%) who got the scores in the range 82-99.
Based on previous explanation and based on these intervals, the researcher can conclude that
the most of students’ scores in the post-test is the scores from 76-83 or 25%. Most of students
show an improvement in their ability. It can be said that students’ score in post-test is
increased because of treatment.
The result of normality testing of pre-test
Based on the result of pre-test and the analysis result. The researcher found that L0 is
0,0955. For level significant α = 0,05 and total of sample (n) = 24, found that Llist is 0,1764. It
is visible that L0(count) < Llist or 0,0955 < 0,1764. Therefore the researcher can conclude that
the hypothesis H0 is received, it is mean the sample is from the population normal distribute.
The result of normality testing of post-test
Based on the result of post-test and the analysis result in appendix 12 on page 60. The
researcher found that L0 is 0,0907. For level significant α = 0,05 and total of sample (n) = 24,
found that Llist is 0,1764. It is visible that L0(count) < Llist or 0,0907 < 0,1764. Therefore the
researcher can conclude that the hypothesis H0 is received, it is mean the sample is population
normal distribute.
Hypothesis verification
The hypothesis of this research is “the application of PPP method in teaching
speaking can increase the tenth grade students’ speaking ability.
The hypothesis verification is done after analyzing the normality of post-test and pre-test.
The hypothesis verification is done after analyzing the normality of post-test and pretest. The hypothesis is analyzed by using the criteria as follows:
H0 will be received if -t ( 1 - ⁄
H0 will be rejected if -t ( 1 - ⁄
) t(1- ⁄
)
In this research hypothesis testing was doing with used T-test. Based on calculation
found that tcount is 6,29 for level significant α = 0,05 and degree of freedom (df = n1 + n2 – 2 =
24 + 24 – 2 = 46) found that t(t (1 – ½ α )(df) = t (0,975)(46) = 2,014. From that result shows that tcount
> tlist or 6,29 > 2,014.
So that, the result of this calculation shows the hypothesis “the application of PPP
method can increase students’ speaking ability”.
Discussions
The objective of this research has been illustrated in chapter I that wants to find out
the whether presentation, practice and production (PPP) method increase students’ ability in
speaking or not. This research was conducted at MAN Batudaa. The researcher took one class
as the subject of this research. The research took class D of the tenth grade students as the
sample of this research.
The pre-test was giving before applying the PPP method. The topic in the pre-test is
about describing animals. The researcher order them to make simple paragraph about animals
based on their basically knowledge.
After giving the pre-test, the researcher did the treatment of the application of PPP
method. The treatment conducted in three meetings. The topic in first meeting is describing
person, second meetings is describing building and the third meetings is describing about
place.
After applying several treatments the students’ ability in speaking especially in five
components of speaking was increased. It is proved by in pronunciation, the students in
pronounce was better. In addition, the students’ grammar was batter too it is because they
could make a simple sentence correctly. Then, the students’ vocabulary was increase.
Students’ fluency also increase, then the students’ comprehension was better after giving the
treatment.
Last step is post-test. The post-test was giving after the treatment by applying PPP
method. The topic in the post-test is same on pre-test it is about describing animals. The
result data in post-test is higher than pre-test data. The result was agreement with Harmer
(2007, p.64) that states the PPP method is a method for teaching as a foreign language,
especially in communicative learning teaching.
After using the PPP method, there is the increasing value of the students in speaking
especially in description. It is the data post-test is higher that pre-test data. Based that, the
students had on opportunity to express their ideas, and gave the motivation to the students to
speak up.
Based on the result of this research, Based on the previous analysis, by seeing the
hypothesis verification and data analysis, it showed that their ability in speaking can increase
in the result of post-test. So that, it can be concluded that presentation, practice and
production method can increase the students’ speaking ability.
CONCLUSION
There is the different between the result in before treatment and the after the treatment
by applying. It is proved at the result of hypothesis is tcount = 6,29 and H0 is rejected. The
influence of PPP method is 7,35%.
Presentation, practice and production (PPP) method can increase students’ ability in
speaking. In this research, the rise of students’ ability in speaking can be seen in the result of
post-test where it was better than pre-test. The total score of pre-test is 403, and in the post-
test are 467. The mean score of students’ ability in speaking before treatment is 67,17 and the
mean score of students’ ability after treatment is 77,83.
This research focused on the students’ ability in component of speaking. They can
produce well of vocabulary, grammar, pronunciation, fluency and comprehension if they
focus on those component itself. By applying presentation, practice and production method in
teaching learning English process, the students’ ability is better than before.
REFERENCES
Arikunto, S. (2007). Menejemen penelitian. Jakarta: Rineka Cipta.
Arikunto, S. (2010). Prosedur penelitian (suatu pendekatan metode praktik.
Jakarta: Rineka Cipta
Brown, D. H. (2004). Language assessment principle and classroom practice.
America: Longman.
Burns, A. & Joyce, H. (1997). Focus on speaking. Sydney: Robert Burton
Printers Pty Ltd.
Dantes, N. (2012). Metode penelitian. Yogyakarta: Andi.
Grugeon, E. Dawes, L. Smith, C & Hubbard, L. (2005). Teaching speaking & listening
in the primary school (third edition). London: David Fulton.
Harmer, J. (2001). The practice of english language teaching (third edition).
England: Longman.
Harmer, J. (2007).The practice of english language teaching (fourth edition).
England: Longman.
Hornby. (1995). Definition of speaking skill. New York: Publisher.
Izzan, A. (2008). Metodologi pembelajaran bahasa inggris. Bandung: Humaniora.
Kountur, R. (2005). Metode Penelitian untuk penulisan skripsi dan tesis.
Jakarta Pusat: PPM.
Louma, S. (2003).Assessing speaking.United Kingdom: Cambridge University Press
Retrieved from http://assets.cambridge.org/052180/0528/sample/0521800528WS.pdf
Richard, C.S. & Rodgers, S.T. (1999).Approaches and methods in language teaching.
New York: Cambridge University Press.
Scarino, A. &Liddicoat, A. (2009).Learning and teaching languages. Australia: Curriculum
Corporation. Retrieved from http://www.deltapublishing.co.uk/content/pdf/learningto-teach-english/LTE_p07_19.pdf
Sudjana. (2002). Metode statistika . Bandung: Tarsito.
Sugiyono. (2012). Metode penelitian kombinasi (mixed method). Bandung: Alfabeta.
Tarigan, H.G. (1990). Berbicara sebagai suatu keterampilan berbahasa.
Bandung: Angkasa.
Thornbury, S. (2005). How to teach speaking. England: Longman.
METHOD TO INCREASE STUDENTS’ SPEAKING ABILITY ( A RESEARCH
CONDUCTED AT THE TENTH GRADE STUDENTS OF MAN BATUDAA IN 2012/2013
ACADEMIC YEARS)
Anggraeni M.S Lagalo
Nim : 321 409 176
English Department
Faculty of Letters and Culture
State University of Gorontalo
ABSTRACT
ANGGRAENI M.S. LAGALO. 2013. NIM: 321 409 174. Skripsi: The application of
presentation, practice and production (PPP) method to increase students’ speaking ability. (A
research is conducted in MAN Batudaa). The advisor are; (1) Karmila Machmud, M.A, Ph.D,
(2) Magvirah El Walidayni Kau, S.Pd, M.Pd.
The objective of this research is to know whether presentation, practice, production (PPP)
method can increase students’ ability in speaking skill or not. It is conducted at the tenth
grade students of MAN Batudaa. The sample is chosen by using purposive sampling
technique, they are class D. This research uses quantitative method, namely pre-experimental
method. The data are collected by using rubric speaking and audio record, and they are
analyzed by using t-test. The criteria used to verify the hypothesis is rejected Ho if tcount is
bigger than tlist ( tcount ≥ tlist ). The result shows that tcount (6,29) ≥ tlist (2,014) with the level
significance α = 0,05 and df = ( n1 + n2 – 2 ) = ( 24 + 24 -2 ) = 46. It means that, the
hypothesis is acceptable. It means that, the application of presentation, practice, production
method can increase students’ speaking ability with the influence of presentation, practice,
and production method from pre-test to post-test is 7,35%.
Key words: students’ ability, speaking and presentation practice production method .
BACKGROUND
Teaching and learning language is dealing with the language skills and language
components, which consist of four basic skills, they are listening, speaking, reading and
writing. In this research, the researcher only focuses in one skill namely speaking. Speaking
is important skill used by teacher, and students in teaching-learning English. It has to be use
directly in communication. Brook in Tarigan (1990, p.4) defines: “speaking is an activity that
direct two-way communication is face to face communication”. As a human being, we
always need communication to express our idea to do everything, what is more as a students
or learners they have to speak with their teacher as long as in learning process to express their
idea.
Teaching English in the classroom, speaking skill include in material of curriculum in
Senior High School. Moreover, in teaching English the teachers should needs the learning
method, because, a method is one of important aspect in teaching process. Antony in Richard
(2001, p.19) states that method is an overall plan for orderly presentation of language
material. Related to the explanation previous, there is one method that can be used in learning
process, namely PPP (presentation, practice and production). This is a popular method in
teaching language as a foreign language. Harmer (2007, p.64) added that PPP is a method for
teaching in a foreign language, especially in communicative teaching learning.
In this method, the teacher presents the target language by explaining and
demonstrating to the students in communicative learning teaching. Then the students will
practice the language in a controlled manned before doing the production stage. Presentation
stage, involves explaining the aim of the lesson include that students know what they will
learn and why. For a good presentation, the teachers can use song, game, or story. Practice
stage, the goal is to help the students use the new language. The teacher can ask the students
to produce sentences or answer question to demonstrate they understand how to use the
language correctly. Production stage, this stage can help motivate students to communicate
meaning with new language. Students should have the opportunity to experiment with the
language. Therefore, PPP is a good method to use in English teaching especially in speaking
skill.
This research made based on the researcher initial observation at Senior high school,
especially in 10th grade of Madrasah Aliyah Negeri Batudaa. It is also as the researcher’s
location of teaching practice II. The researcher found that; first, in English class, the
researcher was teaching speaking skill. At that time, researcher gave assignment to retell their
own experience whatever they want to tell. Some students can do that, but some of them
cannot. Second, students are still afraid to explore what they want to ask that relate with the
material. Third, students are still afraid to make a mistake if they will speak. Forth, the
students rarely practice to use English in their daily communication. Fifth, the method or
technique that teacher use quite the same in every class meeting.
Considering the previous explanation, the researcher wants to apply PPP method in
teaching speaking. Those, the researcher formulate this research is “The application
presentation, practice and production (PPP) method to increase students speaking ability”.
LITERATURE REVIEWS
Concept of Speaking
Teaching and learning process is a process of transmit the knowledge or information
from the teacher to the students. According to Izzan (2008, p.23) in the language learning
should be involve four factors, there are, teacher, language teaching, teaching method and
lesson material. In language learning, the four skills are described in terms of their direction.
Language generated by the learner (in speech or writing) is referred to as productive.
Language directed at the learner (in reading or listening) is called receptive. Another
important idea is the channel, which refers to medium of the massage (aural/oral or written).
Thus, speaking is the production aural/oral skill.
Tarigan (1990, p.15) states that, speaking is skill the speech sound of the word, and
the ability to express the idea, message, and feeling. In addition, speaking is described as the
ability to express our self in life situations, or the ability to converse, to sequence of ideas
fluently (Lado, 1999, p.240).
Components of Speaking
According to Harmer (2007,p.343) speaking is a complex skill because at least it is
concerned with components of grammar, vocabulary, pronunciation, fluency and
comprehension. Speaking has some important components, there are:
Grammar.
Leech (1982, p.4) states that grammar is a set of rules which describe how we
use a language. The aim of grammar is also to learn the correct way to gain expertise
in language in oral written form. Therefore, grammar is needed for students to arrange
a correct sentence in conversation.
Vocabulary.
Rezikin (2007, p.5) states that aside grammar, the other component which is
important is vocabulary. Vocabulary means the appropriate diction which is used in
communication. Without having a sufficient vocabulary, one cannot communicate
effectively or express their ideas in both oral and written form.
Pronunciation.
Pronunciation is the way for students’ to produce clearer language when they
speak. It deals with the phonological process that refers to the components of a
grammar made up of the elements and principles that determine how sounds vary and
pattern in a language. There are two features of pronunciation; phonemes and supra
segmental features. A speaker who constantly mispronounces a range of phonemes
can be extremely difficult for a speaker from another language community to
understand (Gerard, 2000, p.11).
Fluency.
Fluency can be defined as the ability to speak fluently and accurately. Fluency
in speaking is the aim of many language learners. Signs of fluency include a
reasonably fast speed of speaking and only a small number of pauses and “ums” or
“ers”. These signs indicate that the speaker does not have to spend a lot of time
searching for the language items needed to express the message (Brown, 1997, p.4).
Comprehension.
Comprehension also is the one components of speaking. Hornby (2000, p.194)
states that comprehension is the mind, act power of understanding exercise aimed in
improving is testing ones. There are four components of speaking that must to
attention by the students if they want to speak well.
Concept of Teaching Speaking
According to Hornby (1995, p.37) teaching means giving the instruction to (a person)
give a person (knowledge skill, etc). While, speaking means to make use of words in an
ordinary voice. So, teaching speaking is giving instruction to a person in order to
communicate. Tarigan (1990, p.3-4) states that speaking is a language skill that is developed
in child life, which is preceded by listening skill, and at that period speaking skill is learned.
It means that speaking is the basic language. The goal of teaching speaking skills is to
communicate efficiency.
Based on several arguments previous, teaching speaking in the researcher’s opinion,
is the way how students to express their ideas, emotions or feeling, and interact to other
person in any situation.
How to Evaluate Speaking
Assessment of speaking is the activities undertaken to acquire and streamline the
information about the speaking learning outcomes of the students at grade level during and
after the teaching and learning activities. According to Brown (2004, p.172-173) the
procedure evaluate speaking based on pronunciation, vocabulary, grammar, fluency and
comprehension. The procedures as follow:
Oral proficiency scoring categories (Brown, 2004, p.172-173), there are follows:
Pronunciation : 1 – 5
Grammar : 1 – 5
Vocabulary : 1 – 5
Fluency : 1 – 5
Comprehension : 1 – 5
Concept of Presentation, Practice and Production Method
Presentation here refers to the introduction to a new subject or lesson. It requires
creating a realistic situation in which the target language would be taught and acquired.
Usually, this is done through using pictures, dialogues and actual classroom situations.
Practice where the students practice the target language in one to three activities that
progress from very structured (students are given activities that provide little possibility for
error) to less-structured (as they master the material). These activities should include as much
“student talk” as possible and not focus on written activities, though written activities can
provide a structure for the verbal practices.
Production is the stage of the lesson where the students take the target language and
use it in conversations that they structure (ideally) and use it to talk about themselves or their
daily lives or situations. Practice should involve student talk at as much as 90% of the time –
and this component of the lesson can/should take as much as 20-30% of the lesson time.
Procedures of Presentation, Practice and Production Method
Harmer (2007, p.65-66) states that there are the procedures of presentation, practice
and production method, as follows:
Presentation
The process of presenting the lesson focuses on teacher giving information to
the students. The goal of presentation stage is to introduce the new material to
the learners, for example; Short & simple explanations, a brief description of
the new topic/idea, pictures / video / music / demonstrations / acting to
illustrate the new, material.
Practice
The practice process is focused on teacher and students working and
interacting together to put the new material into practice. For example;
brainstorming, exercise (on the board worksheet completed with the teacher),
question & answer comprehension exercises, games that involve the teacher,
drills / repetition, and demonstration / role playing.
Production
Production focuses on students demonstrating their ability to the teacher so the
teacher can observe what the individual students have learned and which
students need additional support. In this process the teacher is; receiving
information and indirectly students mistakes, monitoring the students as they
complete exercises / activities that enable them to demonstrate comprehension
without giving the answers (supporting those students who need extra one-onone help).
FINDINGS AND DISCUSSIONS
Description of Pre-Test Data
The following are the data description of pre-test. First, the lowest score is 48 and the
highest score is 87. The data statistical calculation of pre-test is obtained as follows: the
interval (R) is 36, set amount of class (K) is 5, and the wide of interval class (P) is 8, clearly
(see appendix 8 on page 55). Therefore, from the calculation of data in pre-test found out that
the mean score (̅ ) is 67,17, while the standard deviation (S) is 9,58.
The students’ speaking ability in pre-test, there are 3 students (12,5%) who got the
scores in the range 48-55; 4 students (16,67%) got the scores in the range 56-63; 5 students
(20,83%) got the scores in the range 64-71; 10 students (41,67%) got the scores in the range
72-79; 2 students (8,33%) who got the scores in the range 80-87.
Based on previous explanation and based on these intervals, the researcher can conclude that
the most of students’ scores in the pre-test is the scores from 72-79 or 41,67%.
Description of Post-Test Data
The following are the data description of post-test. First, the lowest score is 64 and
high and the highest score is 96. The data statistical calculation of post-test is obtained as
follows: the interval (R) is 36, set amount of class (K) is 5, and the wide of interval class (P)
is 8. Clearer can be seen in (appendix 8 on page 55). Therefore, from the calculation of data
in pre-test found out that the mean score (̅ ) is 77,83, while the standard deviation (S) is
10,21.
The students’ speaking ability in post-test, there are 4 students (16,67%) who got the
scores in the range 60-67; 5 students (20,83%) got the scores in the range 68-75; 6 students
(25%) got the scores in the range 76-83; 5 students (20,83%) got the scores in the range 8491; 4 students (16,67%) who got the scores in the range 82-99.
Based on previous explanation and based on these intervals, the researcher can conclude that
the most of students’ scores in the post-test is the scores from 76-83 or 25%. Most of students
show an improvement in their ability. It can be said that students’ score in post-test is
increased because of treatment.
The result of normality testing of pre-test
Based on the result of pre-test and the analysis result. The researcher found that L0 is
0,0955. For level significant α = 0,05 and total of sample (n) = 24, found that Llist is 0,1764. It
is visible that L0(count) < Llist or 0,0955 < 0,1764. Therefore the researcher can conclude that
the hypothesis H0 is received, it is mean the sample is from the population normal distribute.
The result of normality testing of post-test
Based on the result of post-test and the analysis result in appendix 12 on page 60. The
researcher found that L0 is 0,0907. For level significant α = 0,05 and total of sample (n) = 24,
found that Llist is 0,1764. It is visible that L0(count) < Llist or 0,0907 < 0,1764. Therefore the
researcher can conclude that the hypothesis H0 is received, it is mean the sample is population
normal distribute.
Hypothesis verification
The hypothesis of this research is “the application of PPP method in teaching
speaking can increase the tenth grade students’ speaking ability.
The hypothesis verification is done after analyzing the normality of post-test and pre-test.
The hypothesis verification is done after analyzing the normality of post-test and pretest. The hypothesis is analyzed by using the criteria as follows:
H0 will be received if -t ( 1 - ⁄
H0 will be rejected if -t ( 1 - ⁄
) t(1- ⁄
)
In this research hypothesis testing was doing with used T-test. Based on calculation
found that tcount is 6,29 for level significant α = 0,05 and degree of freedom (df = n1 + n2 – 2 =
24 + 24 – 2 = 46) found that t(t (1 – ½ α )(df) = t (0,975)(46) = 2,014. From that result shows that tcount
> tlist or 6,29 > 2,014.
So that, the result of this calculation shows the hypothesis “the application of PPP
method can increase students’ speaking ability”.
Discussions
The objective of this research has been illustrated in chapter I that wants to find out
the whether presentation, practice and production (PPP) method increase students’ ability in
speaking or not. This research was conducted at MAN Batudaa. The researcher took one class
as the subject of this research. The research took class D of the tenth grade students as the
sample of this research.
The pre-test was giving before applying the PPP method. The topic in the pre-test is
about describing animals. The researcher order them to make simple paragraph about animals
based on their basically knowledge.
After giving the pre-test, the researcher did the treatment of the application of PPP
method. The treatment conducted in three meetings. The topic in first meeting is describing
person, second meetings is describing building and the third meetings is describing about
place.
After applying several treatments the students’ ability in speaking especially in five
components of speaking was increased. It is proved by in pronunciation, the students in
pronounce was better. In addition, the students’ grammar was batter too it is because they
could make a simple sentence correctly. Then, the students’ vocabulary was increase.
Students’ fluency also increase, then the students’ comprehension was better after giving the
treatment.
Last step is post-test. The post-test was giving after the treatment by applying PPP
method. The topic in the post-test is same on pre-test it is about describing animals. The
result data in post-test is higher than pre-test data. The result was agreement with Harmer
(2007, p.64) that states the PPP method is a method for teaching as a foreign language,
especially in communicative learning teaching.
After using the PPP method, there is the increasing value of the students in speaking
especially in description. It is the data post-test is higher that pre-test data. Based that, the
students had on opportunity to express their ideas, and gave the motivation to the students to
speak up.
Based on the result of this research, Based on the previous analysis, by seeing the
hypothesis verification and data analysis, it showed that their ability in speaking can increase
in the result of post-test. So that, it can be concluded that presentation, practice and
production method can increase the students’ speaking ability.
CONCLUSION
There is the different between the result in before treatment and the after the treatment
by applying. It is proved at the result of hypothesis is tcount = 6,29 and H0 is rejected. The
influence of PPP method is 7,35%.
Presentation, practice and production (PPP) method can increase students’ ability in
speaking. In this research, the rise of students’ ability in speaking can be seen in the result of
post-test where it was better than pre-test. The total score of pre-test is 403, and in the post-
test are 467. The mean score of students’ ability in speaking before treatment is 67,17 and the
mean score of students’ ability after treatment is 77,83.
This research focused on the students’ ability in component of speaking. They can
produce well of vocabulary, grammar, pronunciation, fluency and comprehension if they
focus on those component itself. By applying presentation, practice and production method in
teaching learning English process, the students’ ability is better than before.
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