The Implementation of Presentation, Practice, Production (PPP) Method in Teaching Speaking Skill at SMP 07 Ma’arif Perintis Tempurejo

Prasasti, Reta (2026) The Implementation of Presentation, Practice, Production (PPP) Method in Teaching Speaking Skill at SMP 07 Ma’arif Perintis Tempurejo. Undergraduate thesis, Universitas Kiai Haji Achmad Siddiq Jember.

Text FINAL THESIS MANUSCRIPT RETA PRASASTI SRN T20196047_.pdf Download (6MB)

Abstract

Teaching speaking is an important aspect of English language learning that enables students to express ideas, thoughts, and information through oral communication. At SMP 07 Ma'arif Perintis Tempurejo, the English teacher implemented the Presentation, Practice, and Production (PPP) method in teaching speaking instruction. Classroom observations indicated that students showed varying levels of engagement during speaking activities, particularly when working in groups and performing speaking tasks, although some students still experienced difficulties in pronunciation, fluency, and confidence. This situation became the basis of this study to explore how the PPP method was implemented in teaching speaking skills and how it supported students’ engagement in speaking activities.
This study aims to investigate the implementation of the Presentation, Practice, and Production (PPP) method in teaching speaking skills and to identify students’ engagement during its implementation at SMP 07 Ma’arif Perintis Tempurejo. The research questions of this study are: (1) How do the English teacher sequence the Presentation, Practice, and Production (PPP) stages during classroom instruction? and (2) What factors encourage students’ engagement in English class with PPP?
This study employed a descriptive qualitative method. The subjects of this research were the English teacher and eighth-grade students at SMP 07 Ma’arif Perintis Tempurejo. The data were collected through classroom observation, interviews, and document review. Data validity was ensured through source triangulation and technique triangulation proposed by Sugiyono. The data were analyzed using the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing.
The finding showed that the PPP method was implemented through three sequential stages: presentation, practice, and production. In the presentation stage, the teacher explained narrative text materials using PowerPoint and an Interactive Flat Panel (IFP), while students listened, observed, and took notes. In the practice stage, students practised dialogues in pairs and wrote narrative stories in groups. In the production stage, students prepared role-play dialogue scripts based on narrative texts and performed role-play activities in front of the class. Students’ engagement was reflected in three forms: interactive group activities as factor of behavioral engagement, shown through active participation in group and speaking tasks, confident speaking as factor of emotional engagement, shown through students’ confidence and enthusiasm in speaking activities, and guided learning process as factor of cognitive engagement, shown through step by step understanding and application of language structures. Overall, the PPP method supported students’ active engagement in English speaking learning

Keyword: Engagement, PPP, Speaking, Teaching

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