English is an important subject that is taught at all educational levels.
Teachers need strong technique when teaching English to their students. The PPP
(Presentation, Practice, Production) strategy is one method for teaching student
simple language. The aims at this study are to describe the use of PPP techniques
in teaching English and to find out the impact of using PPP techniques in teaching
English. Teachers employ this method because students are active participants in
the learning process and always generate products using their own ideas and
language.
This study is a qualitative study with a descriptive study design. The subject
of this research was one of the English teachers at Mtst Iqdamul Ulm Martapura.
Data were collected by observation, interviews, and documentation. Data were
analyzed by data reduction, verification and conclusion. The study concludes that
the application of PPP techniques in English language teaching can be divided into
three activities: presentation, practice, and production. (1) Presentation The teacher
presents the materials using media such as pictures. (2) Exercises: Teachers practice
difficult vocabulary and give practice to students. (3) Production requires students
to use their own ideas and language to create a product.
PPP (Presentation, Practice, and Production) techniques have both
advantages and disadvantages on students and teachers. Students were more likely
to understand the materials, become more active and confident in the learning
process, and become more interested in learning English as a result of the
advantages, and teachers are more likely to prepared the materials and assess their
students. The disadvantages, that some students lost concentration during the
presentation stage. Although some students may talked to friends, be noisy, or
require a lot of time during the practice and production phases, the exercises are
predictable.