TITLE

TEACHING STUDEN`S SPEAKING SKILL BY USING PRESENTATION,

PRATICE AND PRODUCTION (3P) METHOD

(A Pre-Experimental Research on the Tenth Grade Students of SMAN 01 Air

Besar in the Academic Year of 2017/2018)

A. BACKGROUND OF THE STUDY

English as one of the international languages plays an important role
in the international communication. English is used as a tool for
international communication in many fields such as transportation,
commerce, banking, tourism, technology, diplomacy, and scientific
research (Brown, 2001). Based on the importance of English as a tool in the
development of the country, both for international relations and scientific-
technological advancement, English was chosen by policy makers in
Indonesia as a foreign language to be taught in school nationwide.
Language is a systematic instrument of communication ideas or
feelings by using sound, gesture, or sign agreed (Brown, 2007: 6 ). In
education it is supposed to communicate knowledge, and in general life it is
the instrument to pick information. We need language to learn, to retain and
recall our knowledge. Since language is a mean of communication, it is not
enough for students to learn words, phrase, and grammatical features if they
want to produce language in their daily communication, speaking is the best
way to produce language.
In Indonesian curriculum there are four major skills which have to
be taught during the teaching and learning process. Those are listening,
speaking, reading, and writing. Speaking and writing are productive skills
while listening and reading are receiving skills. Speaking skill regarded as
the productive skill where people or the learners acquire to convey meaning
(Bailey, 2005:2). Meanwhile Ur (1996: 120) said that all of the four skills,
speaking seems intuitively the most important, good speaking skill is the act
of generating words that can be understood by listeners. However, many
students and learners find speaking as one of the most difficult skills. It is
supported by Nunan (2003:48) stated that many people feel that speaking in
a new language is harder than reading, writing, or listening for two reasons.
First, unlike reading or writing, speaking happens in real time: usually the
person you are talking to is waiting for you to speak right then. Second,
when you speak you cannot edit and revise what you wish to say, as you can
if you are writing.
Speaking has a key to communicate each other. It becomes
important language skill that the students should master. Richards (2008:
19) concerns that the mastery of speaking skills in English is a priority for
many second-language or foreign-language learners. Consequently, learners
often evaluate their success in language learning as well as the effectiveness
of their English course on the basis of how much they feel they have
improved in their spoken language proficiency. Although all four skills are
equally important, speaking skill could be seen as the leading skill during
the English learning process. During the learning process, learners need to
communicate with others in order to express their ideas and feelings. In
teaching learning process the students must be able to speak, state the
statement, ideas, or feeling. Furthermore, they can add their knowledge by
getting the information from learning material studied in the class. Speaking
is regarded as a skill which is difficult to learn because people have to know
how to pronounce, how to deliver the message of the speech when they
speak to someone. Besides, they have to know how to use the rules of
speaking.
Speaking has some activities, and conversation is one of them. As
we know conversation is when two people or more talk to each other in a
formal and informal situation. Based on the current curriculum in our
country that is 2013 curriculum, especially for the Tenth grade students of
senior high school, they learn about one kind of conversation that is
interpersonal conversation. In interpersonal conversation, the students learn
how to socialize by using spoken language to interact with surrounding.
Brown (2001: 274) says that “interpersonal conversation is carried out more
for the purpose of maintaining social relationships than for the transmission
of facts and information”. Interpersonal conversation includes the materials;
for example, suggestions and offers, greeting and leave taking, asking and
giving opinion, giving compliments and congratulations, etc. For this
interpersonal conversation material, the students have to concentrate to the
teacher explanation about the material and also the ways to practice it.
Speaking also improves other skill because of when teacher teach
speaking they use many skill. For instance, before speaking in front of the
class the speaker will read the materials and sometimes speakers write the
manuscript to speak in front of the audience. It is supported by Richard
(2000: 201), Speaking have many different purposes and each purpose
involves different skills.
There are some problems in speaking activities faced by the learners
according to Ur (2003, as cited in Rohadi, 2013) that stated that, “there are
four problems faced by the learners in speaking activities. The problems
include inhibition, nothing to say, low or uneven participation, and mother-
tongue use”. These four problems will cause the accuracy and fluency in
speaking. Then Thorn bury (2006, as cited in Arsyad, 2014) described that,
“speaking is like another skill, such as driving or playing a musical
instrument: the more practice you get, the more likely it is you will be able
to speak”. Most English learners actually know that they have to always
practice many times in their spare time to gain good speaking ability.
From the fact aboves, the researcher concluded that speaking is one
of four components are should be gain well by learn, through listening in
child life with the interactive process of constructing meaning that involves
producing, receiving and processing information. Speaking is an active and
interactive activity that has the important role in communication.
Dealing with the researcher experience when she practiced teaching
in Sma Negeri 1 Air Besar Kabupaten Landak, the researcher found that the
students were still less attention in English subject. It can be seen that the
students were less of practicing, lack of vocabulary, less of motivation and
less opportunities. The first problem is about less of practicing. The students
are not using English in their learning process even in simple conversation
such as: asking information, agreeing, giving information, suggestions and
offers, greeting and leave taking, asking and giving opinion, giving
compliments and congratulations etc. The second problem is lack of
vocabulary. In this case, they cannot speak well because they do not know
about the words or things that they want to say. This is because they are lazy
to find the new word in learning process. In fact, when they are studying
most of them do not bring the dictionary in the classroom. The third problem
is motivation, although they have many vocabularies but if they do not have
the motivation in speaking, it will useless. Motivation must be given by
teacher in every meeting. It means with motivation they will support
themselves to speak and more confidence in using English. The last problem
is less opportunities or chances to speak up, because they have meeting
twice every week that consist 90 minutes and the teacher only explains over
and over again rather than giving students opportunity to practice the target
language Thus, the students have limited time to practice.
In teaching learning process, teacher is one of important components
that determine the success of the students. Teacher has important role as an
educator and facilitator in teaching learning process. To help the students
improve their speaking skills, the teacher should implement interesting,
engaging and challenging activities,Through this way, the students are more
able in producing the target language. They will experience speaking
English more in fun and communicative ways. So, to solve the problem
occurred in speaking, they must be creative to apply the effective speaking
technique in order to motivate their student learning it more.
One of the ways the teacher could do to solve these problem is by
using PPP(Presentation – Practice – Production) method. PPP is a method
for teaching structures in a foreign language. As it’s name suggests, PPP is
divided into three phases, moving from tight teacher control towards greater
 learner freedom. The PPP method is a variation of and a traditional method
of language teaching. The term “method” in SLA refers to a practical
realization of an approach (Harmer, 2007:62). Presentation – Practice –
Production or PPP, is a method for teaching structures (e.g. grammar or
vocabulary) in a foreign language and it can stimulate the students are able
to speak. The PPP is a method that is widely used in teaching simple
language at lower levels (Kostoulas, 2012:2). In the PPP method, the teacher
presents the target language by explaining and demonstrating to the students
in communicative teaching learning. For a good presentation, the teachers
could use song, game, or story. In this stage, teacher explains the aim of the
lesson include that students know what they will learn. Practice stage, the
goal is to help the students use the new language. The teacher could ask the
students to produce sentences or answer question to demonstrate they
understand how to use the language correctly with new language. Therefore,
PPP method could activate the students’ speaking ability.
Finally, based on the explanation above about teaching and learning
Speaking, the researcher will conduct the research titled “Teaching
Speaking through Presentation, Pratice and Production Method” on the
tenth grade students of SMAN 01 Air Besar in the academic year of
2018/2019
B. RESEARCH PROBLEM
Based on the background above about teaching and learning vocabulary, the
research problems formulated by the researcher are:
a. Is the use of PPP method effective for teaching Speaking to the tenth
grade students of SMAN 01 Air Besar in the academic year of
2017/2018?
b. How significant is the effectiveness of 3PPP Method for teaching
speaking to the tenth grade students of SMAN 01 Air Besar in the
academic year of 2017/2018?
C. RESEARCH PURPOSE
 Based on the research problem that the researcher formulated, the research
purposes in this research are:
a. To find out whether the use of PPP method is effective or not for
teaching speaking to the Tenth grade students of SMAN 01 Air Besar in
the academic year of 2018/2019.
b. To find out the significant of PPP method effectiveness for teaching
Speaking to the tenth grade students of SMAN 01 Air Besar in the
academic year of 2018/2019.
D. SCOPE OF RESEARCH
1. Research Variable
“A variable is a characteristic or attribute of an individual or an organization
that the researchers can measure or observe and varies among individuals
or organizations studied” (Creswell, 2005: 211).This research uses two
variables, students’ speaking ability as the dependent variable and PPP
method as the independent variable.
2. Research Terminology
The researcher provides the following explanations which are used in this
research. The terms are below:
a. Speaking is a part of communication since it is regarded as representing
what the speaker to say. Speaking is a main component in a language.
Language has to be spoken. That’s why, in English language, learners
should master this skill to master a language. Speaking will connect
people all over the world. By speaking, people can give their
information and ideas to other people.
b. Presentation, Practice and Production (PPP) Method is a variation of
Audiolingualism and a traditional method of language teaching.
Presentation – Practice – Production or PPP, is a method for teaching
structures (e.g. grammar or vocabulary) in a foreign language, it can
stimulate the students are able to speak. As its name suggests, PPP is
divided into three phases, moving from tight teacher control towards
greater learner freedom (Kostoulas, 2012:1).
E. RESEARCH METHOD
To achieve the main aim of this research, the suitable method should
be used. The research that will be applied is an experimental research. As
stated by Creswell (2005: 283), the purpose of experimental method is to
determine cause-and-effect relationships. It means that an experimental
research is to investigate the correlation between cause and effect and how
far its correlation is by giving treatment to experimental group and control
group as the comparison. The kind of experimental research that will be
applied in this research is pre-experimental design one group pre-test post-
test.
F. HYPHOTESIS
In this research, the hypothesis is divided into alternative hypothesis
(Ha) and null hypothesis (Ho). The hypotheses in this research are:
1. Alternative Hypothesis
PPP method is effective in teaching Speaking at the tenth
grade students of SMAN 01 Air Besar in the academic year of
2017/2018.
2. Null Hypothesis
PPP method is not effective in teaching Speaking at the tenth
grade students of SMAN 01 Air Besar in the academic year of
2017/2018.
G. RESEARCH POPULATION AND SAMPLE
1. Research Population
The population in this research is all of the tenth grade students of
SMAN 01 Air Besar. The total populations are 160 students divided
into 4 classes. The classes are X MIA , X.IIS1, X IIS2, X IIS3 , and
XIIS4.
2. Research Sample
The sample in this research is represented the population. In this
research the researcher will take the sample through cluster random
sampling by choosing the classes of the population randomly as the
 experiment class. The researcher will write in a piece of paper class X
MIA, X.IIS1, X IIS2, XIIS3 , and XIIS4 . Then the researcher will
take one of the papers randomly. The class that will be chosen is the
class which is written in the paper chosen.
H. TECHNIQUE AND TOOL OF DATA COLLECTION
1. Technique of Data Collection
“Measurement is a process that assigns a numerical descriptive to
some attributes of an object, person, or event “(Ross, 2005:33). This
means that the technique of data collection that will be applied in this
research is measurement technique.
2. Tool of Data Collection
Ary et al (2010:201) explains that test is a set of stimuli presented
to an individual in order to elicit responses on the basis of which a
numerical score can be assigned. So the researcher will use test to
collect students score in vocabulary mastery
I. DATA ANALYSIS
In order to find out of the answer of research questions and to test
the hypothesis of research, the procedures of data analysis are required.
The procedures of the data analysis employed in this research will be
descriptive statistic.
1. Analysis of the Students’ Score of Pre-Test and Post-Test.
To analyze the students’ individual test, the researcher will use
the formula as follow:
𝑨
X = 𝑵x 100

Note:
X = an individual score
A= the students’ right answer
N = The number of test items
Adapted from Cohen (2007:423)
2. Analysis of the Students’ Means Score of Pre-Test and Post-
Test.
 To analyze the students’ mean test, the researcher will be use the
formula as follow:
∑𝑿
M= 𝑵

Note :
M = The students’ mean score
∑ X = The total score of students
N = The total number of students
Adapted from Singh (2006:138)
3. Normality
One of the requirements needed in parametric method that
the data should distribute normally. Before doing t-test, the
researcher will check the normality of the data both pre-test and
post-test. In this research the researcher will use Chi Kuadrat that
available in SPSS Explore to find out the normality of the data.
The criteria that is using to accepted and refused the normality
of the data as follow :
If p – value < α, the 𝐇𝐢 accepted
If p – value ≥ α, the 𝐇𝟎 accepted
Note :
H0= the data of population normal distributed
H1= the data of population not normal distributed
α = 0,05
4. Testing of Hypothesis
To find out the answer of research hypothesis whether the
method is effective or not in teaching Speaking at the ten th
grade students of SMAN 01 Air Besar , the researcher will obtain
the data from the result of pre-test and post-test. Then, the
researcher will analyze the data by using SPSS. The result of
data computation will be the conclusion in applying the
treatment. It is used to know if the hypothesis accept or refuse.
5. Analysis on the Students’ Significant Score of Pre-Test and
Post-Test.
To figure out the significant of pre-test and post-test the
researcher will use paired – sample t- test (two sided) that
available in SPSS with the level of confidence 95% . Then, from
the output of SPSS Version 16, the researcher will compare the
result of t-value and t- table. If t- value higher then t- table, it
means the alternative is accepted and the null hypothesis is
rejected.
 BIBLIOGRAPHY

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