Volume 9, No.

1, February 2018 Zohri Hamdani, Amrizal

Presentation – Practice – Production (PPP) Method: An Alternative Method

Used in Enhancing student’s Vocabulary Mastery

Zohri Hamdani, Amrizal

zohrihamdani703@gmail.com , iyeck.izal@gmail.com

University of Muhammadiyah Lampung

ABSTRACT

The purposes of the study were to describe application of PPP method in teaching
vocabulary at University of Muhammadiyah Lampung, especially General lesson in
Islamic Education and to know the result of students’ vocabularies achievement after
teaching by using PPP method. The population of study was University of
Muhammadiyah Lampung, especially General lesson in Islamic Education. And
there were thirty students as sample. The data of collecting method used
documentation and test. The analysis data used mean of average. The students’
mastery of vocabularies has improved after PPP method was given. It was supported
by the significant different result of the standard score that has been taken from the
English teacher, mean was lower 59.5 than the last score in action research, mean
was 72.5. The following suggestions are offered. First, the use of a PPP Method
should be maintained frequently and recommended to the English teacher, especially
to teach children around 7-10 in order to attract their motivation in learning English
to be more interested. Second, a teacher should be clever in creating a contusive
situation; try to apply other teaching strategies so that the class becomes alive.
Hopefully, there would be further studies on teaching English using PPP Method.

Keywords: PPP Method, Student’s Vocabulary

Introduction

In general, each educational oversight of the use of English; facilities

institution should be able to develop
good language teaching methods, but,
not all educational institutions are able
to provide good linguistic environment,
particularly informal linguistic
environments. The disability was caused
by some limitations and obstacles that
are difficult to avoid, such as social life
does not support the using of English as
the main communication tool, weak
and other facilities inadequate; and the
unexisting of enforcement disciplined
use of English in daily communicative
interaction.
Education is a very important issue
for human life. This is in accordance
with the 1945 Constitution article 31
paragraph 1 reads: "Every citizen is
entitled to receive instruction."
(1989: 43). From the statement can
be concluded that Every citizen will
be guaranteed their needs through
education and teaching

11
Volume 9, No. 1, February 2018 Zohri Hamdani, Amrizal

According to Sabilah ( 2000) , the

To face the challenges of the
function of media is to help and to
globalization era, every learner must be
develop teaching technique of English
prepared both physically and mentally.
teacher in teaching four English skills
In addition, the student's ability to
(speaking, listening, writing, and
communicate international is required to
reading), in this study tries to specify
win the fierce competition. English is
only on the vocabulary building because
the first foreign language in Indonesia.
children will get a base of English
Many universities give English as one
strongly by enlarge their vocabulary.
of general lessons. English consists of
The writer also interested with the study
some components, one of them is
about media in order to motivate student
vocabulary. Vocabulary is one of the
to learn English with fun and joy. This
important points of English learning. It
study is to know how Presentation –
is one of the language components and
Practice – Production (PPP) method
as a base of a language. That is why
applied in teaching vocabulary for
vocabulary building should be given to
students at University of
students. Getting much vocabulary is
Muhammadiyah Lampung, especially
better because they will have stronger
General lesson in Islamic Education and
base in learning. In addition, in teaching
how the result achievement of students’
learning process, an English teacher for
vocabularies after teaching by using PPP
all level is playing a very important role,
method Hopefully, it will be useful
because he/she is the most influential
especially to enlarge the knowledge
person in the classroom. They can
about teaching English using PPP
support the success of the teaching and
method. People use language to express
decisions to be made. Each decision
their mind, wishes, and ideas.
involved a challenge to the skills or
The purposes of the study are
accessing a new situation and coming up
formulated to answer the research
with new problems. Furthermore, the
questions. The purposes are as follows:
efficiency of the use of media depends
1. To describe application of PPP
on how well a teacher determined and
method in teaching vocabulary at
manipulated the good media for
University of Muhammadiyah
students.
Lampung, especially General
lesson in Islamic Education.

12
Volume 9, No. 1, February 2018
2. To know the result of students
vocabularies achievement after
teaching by using PPP method.
Definition of Presentation – Practice –
Production (PPP)
Presentation – Practice – Production, or
PPP, is a method for teaching structures
(e.g. grammar or vocabulary) in a
foreign language. As its name suggests,
PPP is divided into three phases, moving
from tight teacher control towards
greater learner freedom. Note that some
writers use the name to refer to a
specific method that focuses on oral
skills, but it can also be applied more
broadly to a family of related methods
which rely on the progression from
presentation, through controlled
practice, to free production.
According to Jeremy Harmer (
2009: 64), the PPP is a method that is
widely used in teaching simple language
The Presentation Phase
A presentation phase is controlled by the
teacher. The teacher might use a text, an
audio tape or visual aids to demonstrate
a situation. From this, she will extract
Mr Smith is feeding the baby.
Mr Smith IS feeding the baby.
Mr Smith …IS feed…ING the
baby.
Zohri Hamdani, Amrizal
Review of Related Literature
at lower levels. Furthermore, many
modern course books contain examples
of PPP lessons which have retained
elements of structural-situation
methodology and audio-linguicism.
Harmer adds that there is a general
consensus that PPP is just one method
among many, not taking into
consideration other ways of learning. It
is very learning-based and takes little
account of students’ acquisition abilities.
However, I strongly believe that once
the lesson is finished and your students
have actually achieved its aim, having
been able to produce language in a
meaningful way, it means that the
method applied was successful and
effective, and only then will the teacher
feel that learning has really taken place
the required language forms. For
example, the teacher may show the class
the following picture and model the
following sentences:
13
Volume 9, No. 1, February 2018 Zohri Hamdani, Amrizal

Mrs Smith is looking at her laptop.

Mrs Smith IS looking at the laptop.
and so on. Writer might then write the substitution tables.
sentences on the board and perhaps
describe the grammar rule.
Alternatively, the teacher might present
the grammar rule without reference to a
situation, e.g. through description
supplemented with examples or through
The Phase Practice
Present Continuous Tense
S Be Verb+Ing Adv practice activities include drills,
I Am reading multiple-choice exercises, gap-and-cue
You are working now
We are eating today exercises, transformations etc. In this
He is sitting phase, the teacher’s role is to direct the
They are playing
She is coming activities, to provide positive feedback
to students, correct mistakes and model
During the (controlled) practice phase, the correct forms.
learners practice saying or writing the
language structure correctly. Typical
controlled exercises, they can move on
to the (free) production phase. In this
phase, they use the newly learnt
language structure to produce oral or
written texts. Typical production
The Phase Production
activities include dialogues, oral
When the learners have completely presentations, and the production of
mastered the form and have learnt how sentences, paragraphs or longer texts.
to produce it without mistakes in

14
Volume 9, No. 1, February 2018 Zohri Hamdani, Amrizal

because they are attached one to another.

Vocabulary is extremely large and also
The teacher does not generally intervene
varies. Nobody ever learns all the words
or correct in this phase: after all, the
in any language, but they can enlarge the
students should not make mistakes by
number of words they have. Larger
now. If mistakes are made, they are
vocabulary the students have can help
pointed out after the exercise has
them in many ways; students’ reading
finished.
ability and writing ability will improve
Definition of Vocabulary as they learn new words, and the more

In the past, vocabulary teaching and A drill A gap – and – A

learning were often given little priority cue exercise transformation
in second language programs, but exercise
recently there has been a renewed T: Read! Tom ___ (play) I drive to work
interest in the nature of vocabulary and S1: I am tennis. every day.

its role in learning and teaching reading. We ___ (do) Today…

T: Play! our homework. Mary watches
(Richards and Renandya, 2002: 255).
S2: I am Susan and TV every day
According to Kruse (1987:305)
playing. Mary __(have) Now…
expressed that vocabulary, like grammar
eat.
is an essential component of all uses of
I _____ (cook)
language. She also adds:
spaghetti.

“The skill needed to be able to guess words they know the better their chance
the meaning of words from context, will be to do well on the vocabulary
and discusses exercise that can be
used to help students recognize questions, in the school. Therefore, it is
prefixes, suffixes, and roots; read
diagram and charts which may highly essential for English teacher to
provide clues to the meaning of new help their students in mastering
vocabulary items; recognize
definition, infer meaning of words vocabulary along with grammar and
from context; and use grammatical
clues to infer word meaning.” pronunciation.Vocabulary is the total
number of words in a language. It is also
Although vocabulary is the one that is
a collection of words a person knows
emphasized, it does not mean other
and uses in speaking and writing.
kinds of language components-grammar
Vocabulary is words as units that were
and pronunciation-are less important.
part of grammatical patterns.
All of these aspects are learned together,

15
Volume 9, No. 1, February 2018
Vocabulary that as one of the language
component is very important to learn. It
has function of making a string words or
utterance meaningful. Vocabulary also
has an important role to avoid
misunderstand in communication. In
English Vocabulary, it has using in the
sentences. According to Red John
(200:16) said that vocabulary is
knowledge involves knowing the
meanings of words and therefore the
purpose of a vocabulary test in to find
out whether the learners can match each
word with a synonym, a dictionary –
tape definition, or an equivalent word in
their own language.
Based on the above definition, it is clear
that mastery of vocabulary is sufficient,
it is important to be able to learn the
language well. Besides talking about
language then it cannot be separated
from the vocabulary. Vocabulary is the
words that people understand both its
meaning and usage. How many
vocabulary words which must belong to
someone? A must have enough
vocabulary to understand what is read
and heard, could speak and write with
the right words so that the bias is
understood by others. Vocabulary is
considered as the most important part in
learning a language. It is impossible for
the students to read, write and speak a
Zohri Hamdani, Amrizal
foreign language without having enough
knowledge of the vocabulary. Learning
the new vocabulary does not only mean
memorizing the form of the word but
also understand its meaning.
Teaching English Vocabulary
According to Joanna Channel of study
(2010) , When a learner has mastered
the basic gramatical structured of
English, he may have a basic vocabulary
of 1000-2000 words. What he needs to
acquire at this stage is move words –
words to put into the structures he
knows. Usually he is told to reads as
much as possible, the hope being that, in
some magic way, exposure to large
numbers of words will lead to rapid
vocabulary extention
1. Principles Teaching English
Vocabulary
In learning English, learners must be
master in vocabulary. To improve
students’ vocabulary, teacher taught the
vocabulary in the classroom. The writer
has assumption to fit explanation on
some principles in teaching and
developing vocabulary to students, there
are:
a) The teaching of vocabulary should
be based on the students’ ability.
b) The teaching of vocabulary should
be suitable with student’s capability.
16
Volume 9, No. 1, February 2018
c) The words are taught from easiest to
the difficult.
One of the principles that had been
found useful in all methodological
decisions is the principles of time
effectiveness. The key in all, vocabulary
teaching is to keep motivation high
while encouraging students to develop
strategies that they can continue to use
once they leave the classroom.
According to the assumption above,
explains that to know a word in a
language as well as the native speakers
knows it needs the ability to:
a) Recognize it in its spoken or written
form.
b) Recall it will.
c) Relate it to an appropriate object or
concept.
d) Use it in the appropriate grammatical
form.
e) In speech, pronounce it
recognizable way.
f) In writing spell it correctly
g) Use it with the words it correctly
goes with i.e. in the
collocation.
h) Use it at the appropriate level of
formality.
i) Aware of its connotations and
associations.
Research Methodology
Zohri Hamdani, Amrizal
2. Some Techniques on Teaching
Vocabulary
Generally, as a beginner, to understand
the meaning of sentence is not easy as to
understand word by word. If it is not
practiced often, automatically it will
reduce or lose. To help students
maintain the capacity of words what has
been taught, games can be used as an
aid.Some techniques on teaching
vocabulary can be used to explain the
meaning of words, and every teacher has
to determine the best technique to teach
or explain the meaning of words. In
determination, a teacher needs to
consider whether the technique is able to
improve student’s retention. Here are
some techniques for teaching
vocabulary, especially new words: a).
Say the words clearly and write it on the
in a board. b). Get the class to repeat the
word in chorus, c).Translate the word
into the students’ own language, d).Ask
the students to translate the word,
correct e).Draw a picture to show what the
words mean, f).Give an English example
to show the word is used, g).Ask a
question by using the new word.
In this study the writer used a
classroom action research. Action
17
Volume 9, No. 1, February 2018
research is a collaborative activity among
colleagues searching for solutions to
everyday, real problems experienced in
university, or looking for ways to improve
instruction and increase student
achievement. According to Anne (2010:2)
said that Action research is part of a broad
movement that has been going on in
education generally for some time. It is
related to the ideas of ‘reflective practice’
and ‘the teacher as researcher’. Action
research involves taking a self-
reflective, critical, and systematic approach
to exploring your own teaching contexts. In
this study, the researcher will use class
action research. The main function of
action research is to facilitate the reflective
Findings and Discussion
The findings in this study, the writer
took three aspects, among others were
pre-test, treatment and post test In order
to assess the students’ achievement, the
writer uses the criterion evaluation
issued by University of Muhammadiyah
Lampung that a student can be said to be
successful if he achieves 65 % of the
score. As mentioned before, the writer
used pre-test, post-test to collect data.
Next, the following are the elaboration
of each activity.
Zohri Hamdani, Amrizal
cycle, and in this way provide an
effective method for improving
professional action. This research
will do on two cycles. Before the
research begin, the researcher make
some instruments to use for the
action research; lesson plans; basic of
the competent; the material of the
lesson (worksheet, observation plan,
and evaluation plan). The population
of this study was student’s Islamic
education , University of
Muhammadiyah Lampung , there
were thirty students as sample in this
study. The data collecting method
used documentation and test. The
analysis data mean of average
Analysis of Before Doing the Action
Before the teaching and learning
activities were undertaken, The writer
collected the last score from the teacher.
The point is English point especially. It
was as the basic standard before doing
the action research. Last result of
English lesson before doing the research
is only 59.5%, the writer concluded that
the students did not master the material
well.
The Analysis of the Action
18
Volume 9, No. 1, February 2018
This part is going to explain
about the action research since doing the
research in University of
Muhammadiyah Lampung, especially
General lesson in Islamic Education
2017. The writer did the research in two
cycles.
The Analysis of The First Cycle
This cycle the writer did some
step, it was doing after observation, that
were planning, action, observation, and
reflection which will be explained
follow:
Planning, was the preparations for the
implementation of classroom action
research, the following; a) Researchers
analyzing the curriculum know the basic
competence that will teach to students;
b) Create a lesson plan; c) Creating
instructional media; d) Describe
alternative problem solving; e) Creating
a student worksheets; f) Make
instruments to be used in cycle; g)
Develop learning evaluation. Prior for
teaching and learning activities
conducted in the classroom, writer and
teacher prepared for the first, the second
cycle and third are compiled and
developed based program for the second
classes in second semester of Junior
high school. Lesson plans are designed
to four sections (2X40 minutes). In the
lesson plan, writer and teacher develop
Zohri Hamdani, Amrizal
learning activities observer with the PPP
method.
The second meeting writer
begins to use PPP method and directly
practice to teach by used PPP method.
Prepare the theme in this meeting was
Life after death the first activity was
conducted on February3th 2017. It was
followed by 30 students. Before the
activity was started, writer took several
minute to govern the students to sit on
the chairs that had been rearranged
before and asked him to keep their voice
to silent, then writer took a presentation
phase while teaching and writer
controlled the class by itself. The teacher
used a text. The writer presented the
lesson then writes the sentences on the
board. After that in this phase, the
teacher’s role is to direct the activities,
to provide positive feedback to students,
correct mistakes and model the correct
forms. It is for practice phase.
The last phase is when the
learners have completely mastered the
form and have learned how to produce it
without mistakes in controlled exercises,
they can move on to the (free)
production phase. In this phase, they use
the newly learnt language structure to
produce oral or written texts. Typical
production activities include dialogues,
oral presentations, and the production of
sentences, paragraphs or longer texts.
19
Volume 9, No. 1, February 2018 Zohri Hamdani, Amrizal

The teacher does not generally intervene

or correct in this phase: after all, the
students should not make mistakes
again.
After doing all phases, writer
gave the exercise test in written test, the
test consist 20 items in various kinds.
Students work the test for about 60
minutes. At the moment working on The explanation is as follows:
exercise, students might ask unclear The average mark is:

X
question. Since doing the test student
M=
concern to do it and finish in timely, and
N
all events in this activity was observed
Where:
by an observer. At that time the English
teacher itself took position as observer M = Mean of average
to fulfill this research procedure. The
∑
result of the students’ achievement in
the second activity can be seen in the
following table:
Table 1. The Result of 65,5
the Students’ Mean
X=The sum total of the score in Achievement in the First
Cycle
No Name Correct The Score
distribution
1 AR 14 70
2 AH 15 75 ∑N=Total number of students.
3 AY 15 75
4 Be 15 75
The average achievement of the pre-test
5 DP 14 70
6 ES 14 70 1965
7 Er 15 75 result 30
8 Ed 14 70 M  65.5
9 Hn 13 65
10 Jn 15 75
The average of the first activity was
11 Jo 14 70
12 MR 14 70 65.5. According to University of
13 MS 14 70
Muhammadiyah Lampung, this activity
14 MR 13 65
15 Nu 13 65 can be said successful. The writer saw
16 NT 12 60
17 Ry 12 60
18 RYI 12 60 20
19 RI 12 60
20 RY 11 55
21 RH 14 70
Volume 9, No. 1, February 2018 Zohri Hamdani, Amrizal

the students had a tendency to learn with difficult for them to answer the right
PPP method again. Therefore, when the words because they only knew few
writer asked them some questions, in words.
this case, the sentence, they were still Analysis of the Second Cycle
confused to apply the words. Besides,
The second activity was conducted on
most of them did not know the meaning
Friday, March 10th 2017. It was
of the words in the questions, so it was
followed by 30 students. Beginning the
activity, the writer took 10 minutes to
No Name Correct The Score
review the previous vocabularies
1 AR 16 80
given in order to refresh their mind.
2 AH 17 85
3 AY 17 85 The meeting in this activity was
4 Be 16 80 nearly the same as the first meeting,
5 DP 15 75
6 ES 14 70 but the topic was about Al quran. The
7 Er 16 80 writer discussed about the topic with
8 Ed 15 75
9 Hn 13 65 the all students by applicate PPP
10 Jn 16 80 method actively. While doing the
11 Jo 15 75
12 MR 15 75 action research the students looked
13 MS 15 75 enthusiastic, and, at the last phase of
14 MR 14 70
the secon
15 Nu 15 75
16 NT 14 70 d cycle was test. Their result in this
17 Ry 15 75
phase is show below:
18 RYI 13 65
19 RI 13 65
20 RY 12 60 Table 2. The Result of the
21 RH 15 75 Students’ Achievement in the
22 SKN 18 90
Second Cycle
23 SH 16 80
24 Sl 11 55
25 Sr 12 60
26 Sur 11 55
27 UML 14 70
28 VA 12 60
29 YY 13 65
30 YW
Total
17
435
85
2175 M=
X
Mean 14,5 72,5 N
The explanation is as follows: Where:
The average mark is:
M = Mean of average

21
Volume 9, No. 1, February 2018 Zohri Hamdani, Amrizal

∑ X = The sum total of the score in vocabulary. Moreover, the PPP

distribution method could increase the
students’ motivation in learning
∑N = Total number of students.The
English. Therefore, it answered
average achievement of the pre-test
the problem of the study whether
2175
result the PPP method motivate
30
M  72.5 students to learn English
vocabulary.
The average of the second activity was
3. The students understood that
7.25. According to the writer’s analysis, the
kind of activity was necessary
result of the students’ achievement in the
for them and they expected that
second activity was successful. It was
teaching by using PPP method
higher than the University of
would be given regularly and
Muhammadiyah Lampung’s criterio
continuously.
4. After the treatment in the action
research done, the students got
closer to the writer. This
relationship gave a positive
effect to them. They enjoyed
Conclusions
more in English subject, because
Based on the data analysis in the previous they were given a new method to
chapter, the writer draws the following learn English that had never been
conclusions: given by their classroom teacher.
1. The students’ mastery of vocabularies
has improved after PPP method was References
given. It was supported by the
Adrian Doff. (1990), Teach English
significant different result of the Fourth Printing, (Cambridge:
Teacher Training and
standard score that has been taken
Development,
fromthe English teacher, mean was
Anna Fisher Kruise. ( 1987),
lower 59.5 than the last score in action
Methodology in TESOL; A
research, mean was 72.5. Book of Reading, New York:
Newbury House Publisher.
2. Based on the questionnaire, most of the
students said that use of PPP method Burns Anne (2010), Doing Action
Research in English language
could help them in mastering

22
Volume 9, No. 1, February 2018 Zohri Hamdani, Amrizal

Teaching:A Guide for Practitioners,

New York, Routledge

Harmer, J. (2009). The Practice of English

Language Teaching (4th edn).
Harlow: Longman.

Hamer Jeremy. (2009). How to Teach.

5th ed. Harlow. Longman.

Michael J. Wallace. (1982) Teaching

Vocabulary, Oxford: English
Language book society

Sabilah, Fardini. (2000), A Closer Look at

the Used of The Media in English
Classes at Elementary Schools.
Unpublish Proposal, Malang. UMM

Richards and Renandya. (2002).

Methodology in Language
Teaching, Cambridge: Cambridge
University Press

Red John. 2001. Curriculum Development

in Language Teaching. United
States of America: Cambridge
University Press

Rammers,G and Rummel (1965). A

Practical Introduction to
Measurement and Evaluation. New
York: Haerder and Row Publishing

Eltj.Oxford
journals.org/content/xxxv/2/115.Ful
l. Accessed on January 15th 2017.

23