Based on the finding of the
preliminary study held at SMKN 5 Madiun. 35% from 23 students got score more
than 7.5 in speaking descriptive test. The researcher proposed PPP to solve the
problem. PPP is technique in which the learners are doing presentation
activity. The objective of the study is to improve the students’ ability in
speaking descriptive through PPP. This study was designed for collaborative
classroom action research in which the researcher (acted as teacher) and the
collaborator (acted as observer) worked together on the procedures of the
study: planning, implementing the plan, observing the action, and reflecting
the result of the action. The subjects of the study were 23 students of class
XAP1 of SMKN 5 Madiun. This research was done in two cycles. Each cycle
consisted of two meetings in which teaching learning using PPP was done. The
data of this research are obtained through (1) observation checklist, to obtain
information about the researcher’s and the students’ activities and performance
during the implementation PPP, (2) field notes, to note the data beyond the
coverage of the observation checklist, and (3) test, to identify whether the
students make progress in speaking descriptive. The research shows that the
implementation of PPP in the teaching learning activity can improve the
students’ speaking descriptive. It can be identified that after the
implementation of the action there is an improvement on the number of the
students who got score greater than 75. In the first cycle 14 students got
score greater than 75 or 61%. it had not fulfilled the criteria of success. In
the second cycle 19 students got score greater than 75 or 83%. it had fulfilled
the criteria of success in term of the score improvement. This improvement was
caused by the good students’ responses to PPP. Implementing PPP in teaching
speaking descriptive had several procedures: (1) Deciding the topic of
presentation.(2) the teacher created the situation for presentation descriptive
text. (3) practicing and presenting (4) using media to make presentation more
vivid and more interesting.(5) practicing in front of the class individual. Based
on the findings, it is suggested for teachers implement of PPP as alternative
in teaching learning of speaking descriptive in the classroom. For other researcher
the research can be used as a reference to conduct a research in the same field.
Keywords: speaking ability, ppp (presentation, practise and product)
The
education of Indonesia, especially in English learning, is often complained by
people. Although English has been introduced since primary up to university, it
is still assumed as a difficult subject to be learnt, especially to speak
English. It can be understood that English is foreign language not as second language, where it is communicated in daily life.
The language itself is a habit. It must be applied and used it every day. Thus,
it can be easy to remember.
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, people always need communication to express their 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 that
speaking skill include in material of curriculum in Vocational 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) stated that method is an overall plan for orderly
presentation of language material. Related to the explanation previous, there
is one technique that can be used in learning process, namely PPP
(Presentation, Practice and Production). This is a popular technique in
teaching language as a foreign language. Harmer (2007, p. 64) added that PPP is
a technique for teaching in a foreign language, especially in communicative
teaching learning.
In this technique, the teacher presents
the target language by explaining and demonstrating to the students in
communicative learning teaching. Then the students 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 opportunity to experiment with the
language. Therefore, PPP is a good technique to use in English teaching
especially in speaking skill.
This research made based on the researcher initial
observation at Vocational High School, especially in class XAP1 of SMKN 5
Madiun in the academic year of 2013/2014. The 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 score for speaking skill is low, In the
preliminary study was done on Monday, January 20th 2014 with the
average score is 6.80, it’s below than
the minimum passing grade (KKM) is
7,50.
Based on the background above, the researcher wants to conduct a
classroom action research to
give the problem solving in teaching speaking with entitled “Improving Students’ Speaking ability on
Descriptive Text through PPP (Presentation, Practice, Production)
technique in class X at SMKN 5 Madiun”.
Research Problem
Based
on the background of the research, the question of this research can be
formulated as follow: How can PPP technique improve students’ speaking ability
on descriptive text in class XAP1 at SMKN 5 Madiun?
Objective of the study
The
purpose of the study is to describe how can PPP techniques to improve students’
speaking ability on descriptive text in class XAP1 at SMKN 5 Madiun in the
academic year of 2013/2014.
Significances of the study
The
researcher focused on the teaching and learning English through PPP technique
to improve students’ speaking ability in class XAP1 at SMKN 5 Madiun in the
academic year of 2013/2014. Classroom action research would be implemented in
the classroom.
The research of the study is
expected to give benefits to those people who are still in relation with area
of learning, which are formulated as follows:
For the researcher, it is expected to know the effectiveness of PPP for increasing speaking skill.
For the other teachers, the finding of the
research is to provide them an alternative technique to apply in L2
teaching-learning process. The finding of the research can be used as a
reference in determining the appropriate learning method used to teach the
teaching materials which have not only
the same but also different characteristics as described in this research; so
does the characteristics of students. For
the School, the finding of this research is expected to provide benefit and
input to the usage of PPP technique to teach the particular material at school.
Scope and Limitation of the
Study
This research is focused on the applying of PPP technique in teaching speaking to improve the students’ speaking ability of the tenth grade students at SMKN 5
Madiun ability in speaking about
descriptive text.
This
study is limited to develop PPP technique that is expected to be able to improve students’ speaking ability. The focus on the presentation
individual and paid
attention the mistakes in pronunciation,
fluency, vocabulary,
grammar, and comprehension also treatments are given in order to avoid fasilization.
Definition of Key Terms
The researcher gives definition clearly
taken from the title of this study:
1. Improving
Improving
means make something becoming
better than before or to being into a more desirable or excellent condition.
2. Speaking Ability
Speaking Ability is a productive
skill to be used and communicated by the other people. Generally, the knowledge
of speaking rules (how to begin, to develop, and to end in a conversation),
what topic can be talked about, and how to speak or send their messages to the
readers in appropriate different or situation.
In this discussion, speaking ability refers to the
ability of the students in class XAP1 of SMKN 5 Madiun in the academic year of
2013/2014, in the second semester; it is shown by scores of the students of
speaking Ability.
3. Technique
Technique is procedure of teaching learning
process to the student and applied by the researcher. This is the way to
improve student’s ability and to reach the goals of speaking skill.
4. PPP
technique
PPP is a model of learning that
includes the strategy and design for giving motivation toward the students and
applied by dividing the students finish the task by the purpose of improving
their ability in speaking ability. In this research students learn make a short
story of what they are going to present, prepare their speech, than present it
in front of their friends in class.
Definition of Speaking
According
to Luoma (2009, p. 20), speaking is considered “as a technical term to refer to
one of the various skills that language learners should develop and have”.
Moreover, she adds her explanation by saying that “speaking forms a part of the
shared social activity of talking”.
Chaney (in Kayi, 2006) states that
speaking is “the process of building and sharing meaning through the use of
verbal and non-verbal symbols, in a variety of contexts”.
Brown (2004, p. 140) states that
speaking is “a productive skill that can be directly and empirically observed
and those observations are colored by the accuracy and effectiveness of a
test-taker’s listening skill, which necessarily compromises the reality and
validity of oral production”.
Thornburry (2005, p. iv) states that speaking
is “interactive and requires the ability to co-operate in the management of
speaking turns. It also typically takes place in real time, with little time
for detailed planning”.
Based on the definitions above, it
can be concluded that speaking is one of the skills that must be developed and
possessed. Additionally, it is in the form of interactive process of
constructing meaning which involves verbal and non-verbal symbols, producing,
receiving and processing information, process of adapting a talk with the
listeners, and management of speaking turns in many different contexts.
Component
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 mean 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, pp. 172-173) the procedure evaluate speaking based on
pronunciation, vocabulary, grammar, fluency and comprehension.
To measure the students’s achievement in speaking
descriptive text the researcher uses the Analytical Scoring Rubric of speaking,
adapted from Stiggins in Nur Mukminatien (2000).
Concept of PPP (Presentation, Practice and Production)
Technique 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 PPP
Harmer (2007, pp. 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 student need
additional support in this process the teacher are : 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-on-one help).
Based on the
design technique above, it can be implicated in PPP (Presentation, Practice,
and Production) technique. PPP is a technique employed in language teaching. It
can be defined:
1. Presentation
Stage
The teacher begins the lesson by setting up a
situation, either eliciting or modeling some language based on the situation.
It may consist of model sentences, short dialogues illustrating target items,
either read from the textbook, heard on the tape or acted out by the teacher.
There are essentially two kinds of
presentation models: receptive and productive. In receptive models, it is
presented the language for students to receive, to process, and to understand,
but it is not at this point expecting them to produce it. In productive models,
teacher expects students to take the model he/she presents and manipulates it.
The most common kinds of productive models are grammatical rules or charts,
conversation models, and pronunciation models.
2. Practice Stage
It is the middle step in the process.
Students practice the new language in a controlled way. They drill sentences or
dialogues by repeating after the teacher or the tape, in group and
individually, until they can say correctly. Other practice activities are
matching parts of sentences, completing sentences or dialogues and
asking-answering questions using the target language.
3. Production
Stage
The third stage in the
process is the testing stage. Students are encouraged to use the new language
in a freer way either for their own purposes or meanings or in a similar
context introduced by the teacher. It can be improvisation, discussion, or
communication task.
Previous
Studies of Using PPP (Presentation, Practice, Production).
Beside
the theories of speaking skill and PPP activities, this study is also based on
the result of other studies must choose.
This is one of the researches conducted by Alfiatul Izzah (2013). The
research was conducted to solve problem in teaching writing. The subject of the
research was first year student of senior high school which consist 48
students. The researcher applied the entire steps well and the result of the
research shown; the average students could achieve 77.5 in their writing score
with the KKM 75. It can be conclude that PPP technique can solve the problem in
teaching writing.
Fatatik
Nurul Anna (2012) conducted a classroom action research at SMKN 4 Madiun by
using PPP technique to increase the students’ speaking skill. The result was
PPP technique is considered as an suitable strategy to increase the speaking
skill of the students.
From the research above, the researcher
interest in doing same research using PPP technique to solve the problem in
teaching speaking. The researcher thinks that the steps of PPP technique are
suitable and applicable.
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