TITLE: Developing students' speaking skills through the PPP (Presentation Practice Production) approach (pre-experimental research in the eleventh grade of SMA Babussalam Boddie Kab. Pangkep). Developing Students’ Speaking Proficiency through the PPP (Presentation Practice Production) Approach” (Pre-Experimental Study on the Second Year Students of SMA Babussalam Boddie Pangkep) of the Faculty of Teacher Training and Education, Muhammadiyah University of Makassar. The eleventh class of SMA Babussalam Boddie consists of only one class, which is class XI IPS.
I sincerely thank all the lecturers of FKIP UNISMUH, especially the lecturers of the Department of English Education and all the staff of Muhammadiyah University Makassar for their guidance during the years of research study. Sincere thanks to Haeruddin, S.Ag., M.Ag, as Principal of SMA Babussalam Boddie Kabupaten Pangkep, Eva Vitriana,SS as English teacher of SMA Babussalam Boddie Kabupaten Pangkep, all teachers, staff and eleventh graders of SMA Babussalam Boddie Kabupaten Pangkep for permission and cooperation during research.
The Students‟ Scores in Pre-Test-Post-Test (Data Analysis for Accuracy)
The Students‟ Scores in Pre-Test and Post-Test (Data Analysis for Fluency)
Documentation
INTRODUCTION
- Background
- Research Problem
- Research Objective
- Significance of Study
- Scope of the Research
- Previous Related Research Findings
- Concepts of PPP (Presentation Practice Production) approach
- The PPP (Presentation Practice Production) approach to Language Teaching
- Stage of the PPP (Presentation Practice production) approach a. Presentation
- Advantages of the PPP (Presentation Practice Production) approach As described on the Lenka vystavelova‟ baoach chelor thesis
- Concepts of Speaking
- Kinds of Speaking
- Element of Speaking
- Conceptual Framework
- Hypothesis of the Research
Considering the reasons above, the researcher focused his attention on the speaking skill as one of the skills of language. This is a strong feature of the well-known CELTA certification and other TEFL qualifications offered especially in the United Kingdom (Ludscher). Presentation involves building a situation that requires natural and logical use of the new language.
It is important that practice activities are adapted to the language being learned and the students' level and competence. One of the most important things to remember is that production activities should not "tell" students what to say. Comprehension (accuracy) refers to how students use the language system correctly, including grammar, pronunciation and vocabulary.
Therefore, accuracy is crucial depending on the recognition of the word and sentence pattern of speech.
RESEARCH METHOD
- Research Design
- Variables and Indicators 1. Variable
- Population and Sample 1. Population
- Research Instrument
- Procedure of Data Collection
- Technique of Data Analysis
- Findings
- The Improvement of the Students’ Speaking Accuracy through of presentation practice and production
The indication of this research is the use of PPP approach to make students have good pronunciation, vocabulary, fluency and confidence. The main reason for choosing them as the champion was because the ability of students of class XI SPI was the lowest among all classes based on the data or information from the school. The pre-test was to measure the students' prior knowledge of speaking ability in both accuracy and fluency and the post-test was administered to find out the students' achievement based on the materials the students had previously learned.
In order to check the students' prior competences in terms of speaking accuracy and fluency, the writer administered a pre-test in which the students had to pass three phases. Each phase was designed from the lower level questions to the higher ones for the students. Before the treatment was administered, students were given a pretest to diagnose students' prior abilities to speak accurately and fluently.
Each stage was designed from the lower level questions to the higher ones for the students to test. Ask the students with condition and the student introduction their self then correct companion list. After the treatment, there was a post-test to find out if there was progress in the students' fluency and accuracy in speaking skills.
Very Poor 00 – 35 They speak in a very rushed manner, and more sentences are inappropriate with use of vocabulary and little or no communication. The result of the data analysis indicated that there was an improvement in the speaking skills of the students through presentation exercises and production methods in the second grade student of SMA Boddie the students. The improvement of students' speaking accuracy through presentation exercises and production presentation exercises and production.
Speaking Accuracy
The Improvement of the Students’ Speking Fluency through of Presentation Practice Production
The Students' smoothness score in pre-test was categorized as fair (59.54), then it increases in post-test which was categorized as good (70). Then the students' self-confidence score in pre-test (69.54) and increases in post-test were categorized as good (75). Therefore, the improvement of students' fluency performance increased significantly from pre-test to post-test.
The above table proved that the use of presentation practice production approach in the teaching and learning process can improve students' speaking fluency after reaching the standard result in the pre-test and post-test.
Speaking Fluency
The Development of the Students’ Speaking Proficiency
The use presentation practice production approach in developing the students' speaking skills deals with accuracy and fluency. The data analysis of the development of speaking accuracy at the eleventh grade of SMA Babussalam Boddie Kabupaten Pangkep, shows that the percentage was 19.62%. The development of fluent speaking at the eleventh grade of SMA Babussalam Boddie Kabupaten Pangkep, shows that the percentage was 17.36%.
Speaking Proficiency
The of Significance (t-test)
The researcher uses t-test (test-significance) for an unpaired sample test, that is, a test to know the significance between the result of students' mean scores in pre-test and post-test. The final result shows that for final score of students' speaking skill in 4.34 is greater than t-table 2.093. The conclusion can be drawn that there is a significant difference between the results of the students' speaking skills and speaking after instruction through the PPP approach.
This also means that the alternative hypothesis (H1) is the significance of students' speaking skill before and after teaching speaking using PPP approach in the eleventh grade of SMA Babussalam Boddie.
Discussion
- The Improvement of the Students’ Speaking in term of pronunciation use of presentation practice production approach made the students‟ speaking in
- The Improvement of tthe Students’ Speaking in term of Vocabulary The use of presentation practice production approach made the students‟
- The Improvement of the Students’ Speaking in term of self-confidence and smoothness
At first, the students were lazy to participate in PPP (presentation practice production) learning, but the researcher encouraged them and did more practice in the classroom. Improving students' speaking in terms of pronunciation using the production approach of presentation practice increased students' speaking skills in terms of the production approach in presentation practice. The pronunciation of most students is still influenced by their mother tongue with mistakes that cause communication disorders.
Harmer (2001) states that pronunciation not only makes students aware of different sound features but can also improve their speaking immensely such as concentrating on sounds and making students aware of using. As a result, the average score of students' speaking pronunciation in pretest was still low. The above explanation indicates that the use of PPP can improve students' pronunciation.
Improving the students' speaking in terms of vocabulary The use of presentation practice production approach made the students' The use of presentation practice production approach the students. Some students' speaking was content with irrelevant words and the meaning of their vocabulary was still confused and obscured. The students sometimes struggle to memorize all the vocabulary they knew because they do not practice and use it.
As a result, the average score of the students' speaking vocabulary in pre-test was still low. The t-test is used to evaluate the research hypothesis and shows that there is a significant difference between the results of the students' speaking skills which were marked according to accuracy (4.18) and fluency (4.34) in pre-test and post-test. Based on the data collected above, the researcher can conclude that most of the students needed to be motivated and that using PPP approach can help to create joyful learning in study English especially in speaking skills from this discussion , it can be concluded that the Eleventh grade students of SMA Babussalam Boddie Pangkep in academic year 2017/2018 have good proficiency in English after being the PPP especially in speaking skills.
Conclusion
Suggestions
PPP) in daily activities such as interviewing or drying, because it can stimulate them to talk more and have natural communication. The students have to make English as daily conversations in their activities, even if they just speak little by little. And don't forget to memorize many more English daily expressions to make them speak easily in activities and built up competition with another group in the class.
The application of Presentation, Practice and Production (PPP) could significantly improve the speaking skills of the students in terms of accuracy in vocabulary handling, pronunciation and self-confidence in the second grade of SMA Babussalam Boddie. So it is highly recommended to apply it in teaching English speaking in the classroom, to improve the performance of the students. The teachers should be creative in teaching English, especially speaking, because mastering it requires more technique or method to improve it.
Based on the study on the use of PPP (Presentation Practice Production) approach is effective in making the students active to speak English in the class, so the researcher can find out more research on the use of presentation practice production approach in the other school such as junior high school or senior high school with larger population. Presentation practice and production versus task-based learning using focused tasks (Teaching English as a Foreign Language) Universidad de piura. Improving the students' ability to use modal aids through presentation, practice and production approach at the second grade of MA Islamic Boarding School Hidayatullah Makassar.
Using the PPP (Presentation, Practice, Production) technique in teaching English in the eleventh grade of MA Miftahul Ulum Nraket Balong Ponorogo in the academic year 2015/2016. Using Presentation Practice Production (PPP) Method to Improve Speaking Ability of Class VIII A Students at SMP Muhammadiyah 6 Wuluhan in Academic Year 2013/2014 Thesis, Department of English, Faculty of Teacher Training and Education , Muhammadiyah University. My father's name is Kaharmang, he is a farmer. My mother's name is Rasidah, she is a housewife. My parents live in Segeri.
Standar Kompetensi Speaking
Kompetensi dasar
Indikator pencapaian kompetensi
Tujuan pembelajaran
Materi pembelajaran Dialogue
Metode Pembelajaran
Strategi pembelajaran
Kegiatan Inti
Kegiatan Akhir
- Penilaian/Instrumen penilaian
Standar Kompetensi
Kompetensi dasar
Indikator pencapaian kompetensi
Tujuan pembelajaran
Metode pembelajaran
Materi pembelajaran living experience with parents
Strategi pembelajaran
Kegiatan Inti
Kegiatan Akhir
Penilaian/Instrumen penilaian
- Treatment
- Post-Test
Do you think there are disadvantages? if he or she says yes), what are they. Can you tell us one of your experiences that you found funny, enjoyable or impressive while living with your parents.
