%A  Desmayenni	 Myra
%T INVESTIGATING STUDENTS? SPEAKING ACHIEVEMENT IN

PROCEDURE TEXT USING MODIFIED

PRESENTATION-PRACTICE-PRODUCTION (PPP) PROCEDURE WITH

COMMUNICATIVE LANGUAGE TEACHING (CLT)
%X The aim of this study is to find out the significant difference in learning effectiveness of
the students? speaking achievement in procedure text between the students who were
taught by using modified PPP Procedure with Communicative Language Teaching (CLT)
and the students who were taught by using original PPP Procedure. This study also
investigates the students? perception towards the learning process. A quasi-experimental
design was employed within a quantitative and qualitative research framework, involving
two classes of high school students that consisted of 30 subjects. The experimental group
participated in the learning process applying modified PPP Procedure with CLT, while the
control group was taught through the original PPP Procedure. The data were collected
through speaking tests, specifically pre-test and post-test, and questionnaire. The
researchers used two group pretest-posttest designs which were calculated by using
N-Gain. The Normality gain score is a technical analysis to determine the level of
increase in the students? speaking achievement between two classes. The students?
speaking results, then, were assessed by two raters using five aspects of speaking
suggested by Harris (1969). Subsequently, the data were analyzed by comparing the
N-gain (percentage) mean of each class and running the Independent Sample T-Test to
address the first question. The result depicted a significant increase in the students?
speaking achievement in procedure text after being taught by modified PPP Procedure
with CLT. The increase in the N-gain mean for the post-test of the experimental class was
87.53 compared to 31.06 in the control class. The higher improvement was attributed to
the experimental group activities that were applying CLT principles as the students were
allowed to use a variety of linguistic forms, thus, they had a freedom and found no
hesitation in expressing their ideas to deliver the meaning. As a result, they were able to
elaborate their speaking content better after the treatment. On the other hand, in the
control group, the researcher implemented the original PPP. Overall, all groups exhibited
an increase; however, only modified PPP Procedure with CLT showed a steep increase
since it can offer the students both focus on form and forms at the same time in a more
communicative way than the original PPP. Meanwhile, this study also found positive
results on students? perception towards the learning process in the experimental class.
Thus, this study affirms the feasibility of applying modified PPP Procedure with CLT in
teaching speaking by incorporating CLT principles within the PPP steps. In brief, the
strength of PPP Procedure gives an impactful result in the students? accuracy, meanwhile
CLT helps the students? to increase their fluency in learning and speaking English
simultaneously.
Keywords: PPP, CLT, speaking achievement, students? perception
%D 2024
%I UNIVERSITAS LAMPUNG
%L eprints87161