The main purpose of this research is to show that improving the presentation, practice and production (PPP) method can improve students. The researcher tried to confirm that the presentation, practice, production (PPP) method can be one of the teaching strategies to improve the student's simple current mastery. The result of this research shows that there were some improvements in students' simple present tense using presentation, practice, production (PPP).
Kesimpulan dari penelitian ini adalah penggunaan metode Presentation, Practice, Production (PPP) untuk meningkatkan penguasaan simple present tense pada siswa kelas VIII SMPN 1 Pekalongan berhasil karena kriteria yang digunakan dalam penelitian ini tercapai dengan baik. Tujuan dari penelitian ini adalah untuk menunjukkan bahwa metode Presentation, Practice, Production (PPP) dapat membantu proses belajar siswa.
INTRODUCTION
- Background of The Study
- Problem Identification
- Problem Limitation
- Problem Formulation
- The Objective and The Benefit of The Research
Result Data for Simple Present Based on Pre Survey of First Semester of Eighth Grade in SMPN 1 Pekalongan. The result of the test Simple Present in the eighth grade of SMP N 1 Pekalongan East Lampung. Namely, Presentation, Practice and Production (PPP) Models to improve simple present tense mastery.
Based on the background of the problem, the researcher formulated the problem as follows: "Can Presentation, Practice, Production (PPP) model improve the students' simple present tense at the Eighth Grade of SMP N 1 Pekalongan East Lampung?". Production (PPP) models to improve the simple present tense at the eighth grade of SMP N 1 Pekalongan East Lampung.
REVIEW OF THE RELATED THEORIES
The Concept of Simple Present Tense Mastery
- The Concept Of Grammar
- The Concept of Simple Present Tense
- The definition of Simple Present Tense Mastery
Production, strategies for achieving such a goal are based on a freer use of target structures. The type of activities in the production phase can mean discussions, debates, role plays, problem solving activities, opinion and information gaps, etc. In this case, the researcher gave the students an exercise to see how they mastered the simple present tense. It was clear from the results of the pre-test that the students' results were different.
Based on the table above, it can be inferred that the Presentation, Practice, Production (PPP) method can improve students' simple present tense mastery. Evans, David, "A Review of 'PPP'", (University of Birmingham, 1999) Harmer, Jeremy "The Practice of English Language Teaching", Longman;.
The Concept of Presention, Practice, Production (PPP)Method
- The Definition of Presention, Practice, Production (PPP) Method 17
- The Prosedure of Using Presention, Practice, Production (PPP)
Action Hypothesis
In this study, the researcher gave the students two tests, namely pre-test and post-test. And then the researchers ask the students about the descriptive paragraph and the present tense used in the paragraph. It means that the learning process of teaching using the Presentation, Practice, Production (PPP) method had a positive effect and could improve the simple present tense of the students.
The result of students' learning in cycle 1 and cycle 2 The researcher found that the score of posttest 1 was better than the pretest and the score of posttest 2 was better than posttest 1. The students are suggested to improve their simple present tense through Presentation, Practice, Produton ( PPP) method.
RESEARCH METHOD
Setting of The Research
This research made use of Classroom Action Research (CAR), because classroom action research is one of the efforts to improve the quality of the curriculum at all levels of education. According to Daniel Tomal, action research is a systematic process of solving educational problems and making improvements.1 Therefore, action research in the classroom is designed to let the teacher know what to do and solve the problem in his classroom.
Subject of The Research
After the treatment, the post-test is completed to find out whether the use of this method can improve the students' command of the present tense. It showed when the students describe in front of the class based on comic strips.
Procedure of Research
Data Collection Method
Donald Ary defined that observation is made with regard to some characteristic features of the behavior of the subject used in the research.5 Here the observation method focuses on the whole process of teaching in learning simple present tense mastery by presentation, practice, production (PPP) method . Furthermore, the researcher used observation as a data collection method to know how teaching Simple Present Mastery by Presentation, Practice, Production (PPP) models works in class, how students respond to the technique and how far Presentation, Practice, Production (PPP) models can improve students' simple present tense mastery in learning English. In order to know the students' simple present tense mastery before treatment, researcher used pre-test to get information or data about the students'.
In this study, the type of test is a written test and the type of test is multiple choice questions. The post-test conducted to know the progress of students' mastery of the present tense using the persentation, practice, production (PPP) method. In this study, the researcher uses documentation as a data collection method to obtain the visual data analyzed by the researcher.
Whereas, documentation as a method used to obtain information from the written language of the document (eg: books, journals, rules, notes and others). The researcher used the documentation method to obtain detailed information about the students' simple grasp of the present tense. Documentation about the history of the school, the condition of teachers, official employees and students of SMP Negeri 1 Pekalongan East Lampung.
Field note is various observations of aspects of classroom learning, interaction of the classroom management teacher with the students, interaction of students with students and some other aspects.
Instrument of the Research
Data Analysis Technique
If the result score of the students fulfilled more than 75 and 80% of the students passed, the researcher can stop the research. But if there are some students who are not successful and get less than 75 out of 80% of the total students, the research should continue in the next cycle. In the classroom action research, the minimum cycle to be performed is two cycles.
Indicator of Success
In the post-test, only 13 students got a good score, but the student test result was better than the student test before giving the treatment. There were some observations that had been made such as; .. observation of the student activities and observation of the result of the evaluation. Weaknesses in the implementation of the learning process in cycle I, the students were still confused with the given material and some students were noisy with their friends.
There were several observations that were made such as; observation of student activities and observation of the evaluation result. From the result of cycle 2 of the learning process with observation, it was concluded that most students pay attention to the teacher and they can accept the material more clearly. Based on Table 10 and Chart 3 above, it can be concluded that using the Present, Practice, Produce (PPP) method can improve the present simple tense. It is supported by the improvement in students' scores from pre-test to post-test. I and from post-test I to post-test II.
RESULT OF THE RESEARCH
Description of Research Setting
Result of The Research
- Pre-test
- Cycle I
- Cycle II
Before starting the learning process, the researcher and the collaborator plan what they need to do. In this phase, the researcher and the colleague planned to give the material about the simple present tense. The colleague opened the lesson with a greeting, a prayer and a check of attendance, as well as asking the students about their condition.
The second meeting was held on Thursday 14 December 2017 for 2x45 minutes. started by praying and greeting, checking the list of participants and asking the condition of the students. The researcher gives them time to make a simple present tense sentence in a descriptive paragraph. At the end of the meeting, the teacher gave motivation to the students and stimulated the students to finish the material.
This meeting began with prayer, greetings, checking the attendance list and asking the students how they were doing. From the result of the pre test given to the researcher it was found that the highest score was 80 and the lowest was 40. Then the result of the post test 1 that was given to the researcher showed that the highest score was 80 and the lowest 50.
In this meeting, the researcher and the collaborator wanted to make the simple present more interesting. Based on the test result, it could be seen that the teaching learning process was successful because the students who scored below the Minimum Standard Criteria (MSC), only 4 students.
Discussion
- The Result of The Students Observation Sheet
- The Result of The Students Learning
Based on the above data, it could be concluded that students felt comfortable and active with the learning process because most students showed good increase in learning process from cycle 1 to cycle 2. Presentation, Practice, Production (PPP) method can be used as an alternative way in the learning process. While the method Presentation, Practice, Production (PPP) is also able to develop the simple present score.
It can be seen in the progression from pre-test to cycle I and cycle II. Based on the above data, it can be concluded that the Presentation, Practice, Production (PPP) method can improve the mastery of the present tense in the eighth grade of SMPN 1 Pekalongan. The teacher is advised to use the appropriate method when teaching English so that the students could understand the material the teacher gave if interested.
It could automatically improve students' motivation in the learning process and make them do their best to absorb the material taught by the teacher. We suggest students to be more active in learning English, if they do not understand the lesson their teacher is doing, they should ask the teacher. It contains an explanation or description of a thing or person that mentions some characteristic.
The simple present tense is used for events or situations that always, habitually or exist about daily activities. The teacher shows another example of the present tense while explaining the elements (social function, generic structure, and language features) and the changing form of the present tense.
