PPP (PRESENTATION, PRACTICE, PRODUCTION).

In this approach, there are three stages, first is presentation,

secondly, practice and finally production. Practice stage takes more time then presentation stage. Then, continued
with production stage which is the largest part of the lesson. This approach activate schemata. It means you know
what you are talking about. In this approach, we learn in context for language, meaning that to it is easier to
understand something in the given situation and know how it works if it is in context. Clarify meaning form in
pronunciation is also part of this approach. It is monitor and controlled practice. It has correction in the main stage. At
the end, it has free and authentic practice. There are also listening and reading text in this. PPP is about language
input followed by output. There are many good things about PPP. It is straightforward especially to the novice
teachers. It is also ‘logical’ approach. Most people think it is the best way to learn. It is also easy format for course
books. It is the way most of course books are written. However, PPP has bad press like old fashion. The reasons are
it delivers language in grammar ‘Mcnuggets’ and tendency towards a linear view. It also gives narrow focus on what
we are going to teach. It is also predictable format, therefore it possibly boring to the learners. Another factor is it is
controlled focus.

TTT (TEST, TEACH, TEST). First, give the learners a task. It is a free practice. While the learners doing this, the
teacher will monitoring and listening to what the learners are saying. This gives ideas to the teacher about how much
the learners know and what depth teacher needs to present to them. Next is presentation stage when teacher gives a
context or model. Finally give less control task. Teacher can give same task as the beginning task. Therefore, the
learners can see themselves that they make some progress.

PPPP or also known as TBL which is task based learning. In this approach, it quite different as the output comes first
and then language input come out. In the beginning, the learners are given a task. They have to prepare for the task.
They do the task and rehearse their language to present to group. While they are doing this, teacher monitors and
helps them. The learners present what they have practiced. In this way, the learners listen to native speakers or more
fluent speakers doing the same task and identify how it is different. Teacher gives input on the gap during this
session. The good things about this approach is it motivates a real need for new language. It also deals with learners’
emergent language. In fact, it is very flexible. It also has an organic approach to language. However, it is potentially
unpredictable and because of that it is difficult for course book writers and for teachers.

I always use PPP and TTT approaches in my teaching but for different levels of pupils. Mostly for higher level pupils, I
use TTT approach as they have more ideas to present in the first task stage. Furthermore, they are more active in
voicing out about what they know, so it is easier for me to evaluate the level of their prior knowledge and easier for
me to plan how much details that I have to deliver to them in the next stage. Different to the high level pupils, I usually
use PPP approach to the middle and lower level pupils. The reasons why I prefer to use this approach is this group
needs more guidance from me. I tried to use TTT approach among them, but it seems that I could not get the good
respond that I hope from them. When I give the task in the beginning, they could not accomplish the task and do not
finish it. Poorly, there are some of them do not answer it at all. That is why I prefer to use PPP approach among these
levels of pupils. Therefore, they can learn in the context which might relates more to their daily life. So that, they can
learn the language clearer. For the last approach, TBL approach, I think it is not suitable for my pupils’ level. Most of
my pupils in a class have same fluent level. So, this approach will not help them in learning. This approach also more
suitable to the small group of learners rather than use to my 40 pupils in a class. The reason is teacher needs to give
input in the gap during the pupils present in their group. This approach takes too much time to be done too.