Therefore, the researcher is interested in investigating how students and teachers perceive grammar teaching using PPP models. Therefore, the researcher titles this research as STUDENTS' AND TEACHERS' PERCEPTIONS OF GRAMMAR TEACHING USING PRESENTATION, PRACTICE, PRODUCTION (PPP) MODELS. In this research, the primary data consisted of the third class of C students and the grammar teacher's interview transcript and the researcher's observation transcript.
In this phase, the researcher completed the data according to the researcher's interpretation based on the data transcript. The researcher makes the interpretation by describing the research findings about students' and teachers' perception of grammar teaching using PPP models.
Research Procedures
In this activity, the researcher writes a research report in the form of a thesis, writing about students' and teachers' perceptions of grammar teaching using Presentation, Practice, Production (PPP) models for the third grade of MA Wali Songo in the academic years 2015/206 .
Organization of the Thesis
This chapter contains data on students' and teachers' perceptions of grammar teaching using PPP models and the difficulties in teaching grammar using PPP models. The aim of the review of related literature is to provide previous studies and information related to the research problems, including a review of student and teacher perceptions, grammar teaching, PPP (Presentation, Practice and Production) models and previous research findings.
Theoretical Background
Teaching Grammar
Harmer states that the grammar of a language is a description of the ways in which words can change their forms and can be combined in two sentences in that language.49 In the case of a word. In the example above, the word "exercise" stands as both a verb and a noun, which is an example of changing the word. According to David Nunan, there are two basic approaches to teaching grammar, deductive and inductive.
In the deductive approach, the teacher presents the grammar rule and then gives students exercises in which they apply the rule. Rather, the teacher's inductive approach presents examples of language, and students must arrive at a solution. 49Jeremy Harmer, The Practice of English Language Teaching (England: Longman, 1991). intuitive understanding of the rule.50.
For example, when teaching grammar using a deductive approach, the teacher starts by giving an example of a sentence in the present tense, then the students demonstrate the sentence formula with the teacher's guidance. When using the inductive approach, the first step, the teacher presents the material about the present tenses, then explains the material and finally asks the student to prepare an example for the tenses. Many rules can be explained more quickly than learned, allowing more time for practice and application.
These are the advantages and disadvantages of inductive and deductive approach, then the teacher should choose the ones that are suitable for their teaching approach.
Presentation, Practice, Production (PPP) Models
PPP uses a classic deductive approach where grammar is explicitly introduced in the presentation phase of the first part of the lesson, practicing what was previously present, and finally some trainers have called 'instant creativity'. According to Michael and Chaterine, the PPP model has three phases, namely; In the first phase, insight into grammar is provided, sometimes by pointing out the differences between L1 and L2. In the second phase, students practice the grammar structure using oral exercises and written exercises.
In controlled practice, the student is involved in mechanical production, by simply repeating the target without having to think about when it will be used. In freer practice, the student decides how the goal is to be used, and it may be necessary to manipulate the shape. The assumption here is that learners understand the forms of the target language but need practice to internalize the structure.
The purpose of the practice phase is to help students gain control of, absorb, and move the knowledge introduced in the presentation phase from their short-term memory to their long-term memory. The goal of this phase is to fully master the new form by allowing students to internalize the rules and use them automatically and spontaneously.57. And here is the example of a lesson plan using PPP models, including the purposes of the activity and the roles of the teacher: In this table, Tricia hedge has clearly outlined the purposes of each stage in PPP models and the roles of the teacher explained at each stage as below.58.
Presenting the new form in natural spoken or written text so that students can see its issue in the discourse.
Previous Research Findings
The researcher analyzes the students' and teachers' perception about the teaching of grammar using PPP models, the problems faced by the teacher and the students' reactions to the teaching of grammar using PPP models. Both of these research analyzes are perception, students and teachers respond according to their learning activities. The purpose of that magazine is to investigate teachers' and students' perception regarding grammar-translation method and communicative language teaching.
The aims of this paper are to investigate teachers' beliefs about the role of clear grammar study and error correction of the Grammar-Translation Method and what their perceptions are of the CLT-based learning environment in Taiwan, as well as the belief of of College English majors regarding the role of Clear grammar study and error correction of the Grammar-Translation Method and what their perceptions are of the CLT-based learning environment in Taiwan. 60Pin Ju Wang, A Study of Teachers' and Students' Perceptions of Grammar Translation Method and Communicative Language Teaching (Nanya Institute of Technology) page 148. According to the purposes of that research above, he concluded that there are different perceptions in relation to the method of grammatical translation and communicative language teaching between teachers and students.
Thus, in general, the teachers in the study agree that form-focused learning is important, while the students agree that exercises and grammar exercises are important. On the other hand, teachers' perceptions of the current CLT-based classroom reveal that negotiation of meaning is very important, while students find fluency and accuracy to be important. The difference between Pinjuwang's journal and this research is that the journal is about students' and teachers' perceptions of grammar translation method and communicative language teaching, while this research is about students' and teachers' perceptions of teaching and teaching grammar using PPP (Presentation, Practice and Production). models.
This research investigates the perception of students and teachers, the responses of students and teachers about their experience according to the teaching and learning process.
RESEARCH FINDING
Students’ and Teacher Perception on Teaching Grammar Using PPP (Presentation, Practice and Production) Models at MA Wali Songo
There are many strategies that the teacher uses for teaching grammar and one of them was PPP models. I think it's because I don't really like grammar, that's why I find it quite difficult to practice the new lesson that the teacher teaches. Learning grammar is such a complicated thing and it will be easier when I know how to practice, such PPP models which I can directly practice the new model with the teacher as a proofreader.
It's satisfying, and I like that I can also directly question the lesson when the teacher used that strategy. Because students are able to practice the new grammar directly with the teacher as a proofreader. When students have to use the model and directly put the model into sentences as an example with the teacher as a proofreader.
The students also said that although they understand the teacher's explanation well, it is meaningless if they cannot practice it both orally and in writing. However, learning grammar using PPP models is more challenging when practicing the pattern in a sentence, luckily I can practice the pattern right after the teacher explains and the teacher also corrects my sentence directly.'' 83. From the teacher's statements above, it can be seen that she thought that PPP models are effective if they are used only at the beginning of the lesson, and fortunately at the third grade of C, grammar is in the second period, then she felt that is a good strategy.
They also enjoyed every second in class learning and paying attention to the teacher's explanation.
DISCUSSION
Analysis of Students and Teacher Perception on Teaching Grammar Using PPP (Presentation, Practice and Production) Models
Understanding the teacher's explanation is the first step to ensure that the students followed the learning process very well. The purpose of the presentation is to help students become familiar with the new grammatical structure and retain it in their short-term memory.F91F Then, when students are able to understand the teacher's explanation, the presentation was successful. If students did not understand the teacher's explanation or presentation, they would have difficulty following the next step in the learning process.
In this case, the teacher could play the presentation or explanation of the lesson until the students really understood, or the teacher could first give an example and then go on to explain the related lesson. Correct grammar practice can be a measure of students' understanding of a grammar lesson. As Keith Johnson said, in this case, the teacher has to explain the lesson again until the students really understand the teacher's explanation, and then the teacher guides the students to practice correctly.
The students can also measure their ability to practice their grammar with the teacher as proofreader. In other words, the teacher able to give her a perception of teaching and learning of grammar process, which has done, with the teacher herself taught and also based on her experience while teaching grammar using PPP models. The OPP model made the teacher the active participant in the class, but also suggested that the students be active in the class.
Moreover, according to the teacher, most of the students were active during the morning activity.
CLOSING
Recommendation
Students must pay attention to the teacher's explanation b. Students should review the lesson beforehand.
