Concept PPP

Concep The General Meaning of Presentation, Practice and Production Techniques (PPP)

In the ESL (English as the Second Language) classroom, a common way to introduce a new word to the classroom is the PPP technique. And it has three stages of a PPP learning here. Firstly, the teacher presents the new word, an event which involves the presentation of pronunciation and spelling, all in context. Next the teacher allows the students to practice the new word in a controlled setting, making sure the student has understood it properly. Third is the production stage, where there is less-controlled practice and an informal assessment of learning where by the students get chance to use the new word in an original way, to relate it to their knowledge and experiences. These three stages help the student to consolidate the new word in their mental vocabulary bank.[1] So, using PPP technique, it will develop speaking skills and students will be easier to converse with his friends with confidence.

Presentation is a synonym by a report. So a report is the orderly presentation of the results of the research which seeks truth and interprets facts into constructive ideas and suggestions. A report is normally built on research that finds, develops, or substantiates knowledge. Once all the facts are collected, they are then organized and presented in a report designed to meet a need for specific information.[2]

According to Colvin, “Deliberate practice is designed specifically to improve performance with the key word being ‘designed.’ The essence of deliberate practice is continually stretching an individual just beyond his or her current abilities”.[3]

2.      Techniques are Used in PPP

Using the technique is a very important thing to be done by a teacher in language learning strategies in order to more effectively and efficiently. Several definitions and technique as the basic characteristics of a classification on the technique itself.

In the advance Learner Dictionary of Current English stated that techniques are method of doing something expertly. While Brown defined that techniques are the specific activities manifested in the classroom that are consistent with a method and therefore in harmony with an approach as well.[4]

Judging from the above definition, it can be interpreted that techniques are methods of specific ways of doing something through the activities. Thus, techniques are more important and it is needed by anything to do everything for getting a good result. Furthermore, it may also help teachers to facilitate the students to get the target of language.

Some other supporting techniques that should be carried out in classroom are presentation, practice and production, games, storytelling, simulation and discussion. More details each of these techniques will be shown below.

a)      Presentation  (Presenting New Word and Concept)

The teacher gives or presents new word to the all of students and students will process newly learned word differently. Some people will use visual techniques, some aural and others through movement. And they use a combination of all three and for this reason it is most helpful for students to hear, see and relate words to memorable contexts. And methods of presentation for new vocabulary include:

1. Mime or acting

2.   Drawing a picture or a symbol

3.   Showing flash or word card

4.   Putting the word into the sentence.[5]

b)      Practice

The notion of practice in teaching methods is to help the children use the new language you have just explained to them. The teacher can ask the children to produce sentences or answer questions that demonstrate they understand how to use the language correctly. In a good practice stage, language will also be in a context which children understand. It is at this stage that error correction is most important.[6] However, the use of the PPP technique practice there are several points here are as follows:

1)        Helping students to practice new words. [7]

In order to help students to get practice using their new vocabulary, teachers need to come up with ideas for activities during which students get opportunity to use their new words alongside their existing knowledge. These activities could include:

1.1. Devising written and spoken role-plays

1.2.Writing letters

1.3.Taking part in question and answer session with a partner

1.4.    Group questions.

2)      Using game in the classroom.[8]

Practice is a vital part of learning new elements of a language. Teachers need to have enjoyable games ready to help students practice their newly acquired language. Learning through playing games can help to consolidate a student’s knowledge. The memory is stimulated in a fun way and the words become embedded in the student mind much more easily than if words are listed and simply repeated by drilling.

Then, When a teacher asks students to practice the words that have been granted or that have been presented previously, the teacher must also consider the ways that should be used so that students are not too burdened to the request of the teacher as well as provide a game that can attract students' attention so that the goal learning becomes more effective and efficient.

And as for the various games that can be applied that is including the following:

1. Memory games

2. Affixation: using prefixes and suffixes to make new word.

3. Matching picture to word

4. Giving antonyms

5. Word searches

From the few examples of games that can be applied in teaching English, it can make the relationship between teachers and students to be better. In addition, keeping in mind that our students felt afraid of speaking during the classes, we considered games as the best motivation to help them to speak in an appropriate atmosphere.[9] The games also provided them with opportunities for free expression. According to the idea mentioned above, stated that "games and fun activities have always been one of everybody's favorite things to do in a class, both for teachers and students".[10]

c)      Production (Encouraging students to produce new vocabulary).[11]

The production stage of the lesson allows for the proper assessment of student development, where the teacher can discover just how much the students have learned.

Production is seen as the culmination of the language learning process, where by the learners have started to become independent users of the language rather than students of the language.[12]  The teacher's role here is to somehow facilitate a realistic situation or activity where the students instinctively feel the need to actively apply the language they have been practicing.  The teacher does not correct or become involved unless students directly appeal to him/her to do so.

Therefore, from the three of the PPP techniques above, we give an illusion of mastery because learners are able to produce the required form confidently in the classroom, but once they are outside the classroom and the drill, learners seem to forget it completely. Therefore, since learners are require to produce forms which have been specified in advance, the last stage of a PPP lesson is nowadays referred to as a freer or less controlled practice of the target structure.

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[1]N.n., Presentation, Practice and production, (accessed from: http://www.myenglishlanguage.com/ppp-technique.htm.11.35 WITA, 1 April 2017.), p.1

[2]Gwinn, Presentation (accessed from: http://www.nwlink.com/~donclark/leader/leadpres.html 12.01 pm, 19 Februari 2011), p. 1

[3]Thomas. How to Model Deliberate Practice in the Classroom. (accessed from: http://www.openeducation.net/2008/11/05/how-to-model-deliberate-practice-in-the-classroom/ 12.15 pm. 19 Februari 2017), p.3

[4]Jasmansyah., Teachers’ Technique To Increase Students Spoken Interaction In EFL Classroom, (accessed from : jasmansyah.co.cc/wp.../teachers-problem-in-the-sepaking-class1.doc. 14.21 WITA. JMaret 28 2017. p. 4

[5] Ibid., p. 2

[6](accessed from: http://www.englishonline.org.cn/en/teachers/teaching-articles/plan-preparation/ppp), p.1

[7]N.n., Presentation, Practice and production, (accessed from http://www.myenglishlanguage.com/ppp-technique.htm.11.35 WITA, 1 April 2017.),  p. 3

[8] Ibid.

[9](accessed from http://132.248.9.1:8991/hevila/ProfileBogota/2010/vol11/no1/1.pdf  17.02 WITA. January 13^th 2017). p. 1

[10]Ibid.

[11]N.n., Presentation, Practice and production (accessed from: http://www.myenglishlanguage.com/ppp-technique.htm.11.35 WITA, December 29^th 2010.),  p. 3

[12] Achmad Muhammad ma’shum Muhibbaddin ‘Ainul Yaqin dan Allohurabbi. Presentation, Practice and production (accessed from: ammashumam.blogspot.com/2010/10/ppp.html 15.30 WITA, 3 April 2017). p. 1