Journal of Physics: Conference Series

PAPER • OPEN ACCESS You may also like

- Determining the imaging plane of a retinal
Using PPP Method in the Process of Online capillary layer in adaptive optical imaging
Le-Bao Yang, , Li-Fa Hu et al.
Training and Strengthening EFL Teachers’ - Utilizing a web-based technology in
blended EFL academic writing classes for
Pedagogic Competence university students
D Turmudi

To cite this article: S Wiyanah et al 2021 J. Phys.: Conf. Ser. 1823 012010 - Unlocking digital literacy practices of EFL
teachers
Utami Soifah, Padrul Jana and Bambang
Widi Pratolo

View the article online for updates and enhancements.

This content was downloaded from IP address 136.158.1.88 on 23/03/2022 at 04:48

UPINCASE 2020 IOP Publishing
Journal of Physics: Conference Series 1823 (2021) 012010 doi:10.1088/1742-6596/1823/1/012010

Using PPP Method in the Process of Online Training and

Strengthening EFL Teachers’ Pedagogic Competence

S Wiyanah1*), R Irawan2 and J Kurniawan3

1,2, 3
Department of English Language Education, Faculty of Teacher Training and
Education, Universitas PGRI Yogyakarta, Jl. PGRI I No. 117, Sonosewu, 55182,
Yogyakarta, Indonesia

*)
Corresponding author: [email protected]

Abstract. English at the elementary school level serves as local content by the policies of each
school; as a result, it makes the time allocation of English subject reduced and likewise, the
teachers' pedagogical competence. The study aims to describe the process of online training
and strengthening in fostering EFL teachers’ pedagogic competence. It used a qualitative
descriptive method and involved three teachers from Rejodadi Elementary School, which
observation and interview are the research instruments. The results showed that the process of
training and strengthening in fostering teachers’ English pedagogic competence used
Presentation, Practice, and Production (PPP) method. “Presentation” was applied to explain the
materials related to teaching English at an elementary level such as the students’
characteristics, teaching methods, strategies and media, “Practice” was implemented to drill the
teachers’ skills about the materials presented, and in “Production”, teachers implemented what
they had got from the previous steps by conducting a micro-teaching activity. Therefore, the
process of online training and strengthening in fostering EFL teachers’ pedagogic competence
used PPP method in achieving its goal.

1. Introduction
English is a language communication tool for international relations. Moreover, English is widely used
in science and technology in the millennial era. English language skills will be needed in
communicating and socializing in an open and sophisticated world. The introduction of English to
children is essential to prepare the next generation who is reliable and competent in the future. Second
language learning theory (SLA Theory) shows that a child learns because of a need for it, and they can
fulfill it through language learning. The approach also says that language skills develop gradually
from easy to more complex ones. Therefore, language learning is an acquisition process to achieve
communication skills.
English lessons in elementary level in Indonesian Curriculum 2013 are placed as local content
according to school conditions and policies. Teachers and students may think that English at the
elementary level is not that important because it is not a compulsory subject. This condition resulted in
schools not paying more attention to the teaching and learning process of English. Therefore, it is
necessary to structure English learning in elementary schools.
The teacher has a very vital role in guiding and preparing students in learning English. Besides,
improving teachers’ ability to teach English is needed to support the improvement of the quality of
learning in the classroom. On the other hand, English teachers in elementary schools have limited
Content from this work may be used under the terms of the Creative Commons Attribution 3.0 licence. Any further distribution
of this work must maintain attribution to the author(s) and the title of the work, journal citation and DOI.
Published under licence by IOP Publishing Ltd 1
UPINCASE 2020 IOP Publishing
Journal of Physics: Conference Series 1823 (2021) 012010 doi:10.1088/1742-6596/1823/1/012010

English teaching skills because of different background knowledge between primary school teachers
and the appropriate teacher in English. Moreover, they do not have sufficient knowledge to teach
English to primary school children in terms of using unusual methods, strategies and media. Then,
most of them teach memorizing vocabulary by repeating and translating Indonesian words directly
without using them in the form of sentences to communicate. Also, elementary school teachers pay
less attention and teach language in simple communication using language classrooms. Therefore, in
their field they are less capable of teaching English which is exciting and challenging.
Various articles discuss PPP method in ELT teaching such as “A Critical Look at the Presentation,
Practice, Production (PPP) Approach: Challenges and Promises for ELT” by Parviz Maftoon & Saeid
Najafi Sarem [1], “A potted history of PPP with the help of ELT Journal” by Jason Anderson [2] and
“Effects of the Presentation, Practice, Production Method on Iranian EFL Learners' Autonomy in
Speaking” by Mitra Hajforoush [3] but none discusses the implementation of this method in the online
learning. Therefore, study aims to describe the process of training and strengthening in fostering
teachers’ English pedagogic competence. This study was expected for English teachers at Rejodadi to
gain insight and skills proper English teaching techniques for elementary school students. It also
provides sufficient space for them to share knowledge and experiences with students who are also
trainers.

2. Literature Review

2.1. Online training and strengthening

In this period of pandemics, online education has an increasing influence due to the benefits associated
with it, including the ability to combine education and training through geographical and time
restrictions, and many contend that online education and training is cost-effective. The advent of the
Internet and the general adoption of disruptive technological programs have contributed to a growing
emphasis on online education and training in both the academic and corporate environments. In the
academic setting, universities today can provide online distance learning programs to students —
traditional or non-traditional, full-time or part-time, and international — who may have restricted
access to advanced educational opportunities.
Far from Covid-19 appeared, the use of distance learning for other educational purposes is not a
novel concept. At the end of the 19th century, the American public became involved in
correspondence education through the postal system. With the introduction of radio broadcasting, then
local television, such as PBS, and progressive telephone and video-based classes, distance learning
advanced steadily.
Far from Covid-19 arouse, the use of distance learning for other educational purposes is not a new
phenomenon. At the end of the nineteenth century, the American public became interested in
correspondence education through the postal system. Distance learning gradually progressed with
technology with the advent of radio programming, then local television, such as PBS, and gradual
telephone and video-based courses. In recent years, the affordability of Internet access and the
mainstream use of low-cost personal computers have rendered online education the primary field of
distance learning [4]. In the early nineteen-nineties, online education was limited to a limited one.
Several pricey automated classrooms owned and managed by major colleges and businesses, but today
the technology is universal and accessible to broad parts of the public [5].
There are many advantages of online preparation and strengthening throughout the pandemic
period. The use of online and distance learning has minimized the need to travel and join the learning
process [6]. Online instruction is student-centered, allowing learners more significant control over the
pace, sequence and design of the course [7]. Moreover, there is flexibility for learners to take part in
the forums at every time of the day; students can work at their place; they can meet various styles of
learning through different practices [8].

2
UPINCASE 2020 IOP Publishing
Journal of Physics: Conference Series 1823 (2021) 012010 doi:10.1088/1742-6596/1823/1/012010

2.2. PPP teaching methodology

Centered on behavioural philosophy, PPP suggests that learning a language is just like mastering some
other function. The high degree of instructor supervision that characterizes the first and second phases
of this process decreases as the class advances, allowing the learner to steadily shift away from the
teacher's guide for more autonomous learning and comprehension [1].
PPP is a three-part learning paradigm: Presentation, Practice and Production [9]. The first step,
which is Presentation, enables learners to acquire new linguistic information or to restructure
information that has been wrongly portrayed. The hope is that interlanguage students will be able to
understand as soon as a foreign language is clarified. In subsequent lessons, the latest vocabulary will
'build' on top of what has already been taught.
The stage of practice is usually divided into two steps, supervised and free. In supervised practice,
the student is engaged in mechanical creation, literally repeating the aim, without having to think
about whether to use it. In free exercise, the student prefers to use the target and could be required to
control the form. The assumption here is that the learner knows the types of the target language, but
that repetition is essential to internalize the framework. It is a conceptual approach to learning, a
process that leads to mastery.
The stage of production is when the student has to decide if and when to use the 'learning' system.
It is a matter of much controversy whether this section of the class is communicative, but this stage of
the lesson should be shown to the PPP instructor whether the student mastered the 'language unit' by
using it in the 'natural' context or action.

2.3. Teacher’s pedagogic competence

2.3.1. Definition of pedagogical competence

The complex and ever-changing role of teachers does not contribute to a clear definition of
pedagogical competence. The fundamental factors that establish this are how competent teaching is
represented, and the situations are compensated for by the teachers who guarantee it. In order to decide
the appraisal criteria for pedagogical competence and to select the test protocols for entering the
discipline, it is essential to know about the qualifications and appraisal of the competence of the
teachers.
The essential criteria is the number of metrics used for pedagogical 'measuring.' Competence is
defined at any given time and the measurement of 'scientific skill' as a whole. The concept of
'technical competence' is complex and can be measured as follows: in the first place, teaching abilities
can be categorized into four groups, depending on the range of personality traits, teaching and
pedagogical capabilities, the specialist body of experience, attitudes and beliefs on teaching, learning
and the role of a teacher [10]. Furthermore, knowledge fields are necessary for any teacher, or at least
to fulfil the critical functions of his or her role [11]. (a) Knowledge of the pupils; (b) Knowledge of the
teaching technique; (c) Knowledge of the curriculum; (d) Knowledge of the meaning; (e) Knowledge
of self; (f) General pedagogical knowledge; and (g) Pedagogical approach to the teaching material.

2.3.2. Indonesian teacher’s pedagogical competence

In terms of the learning process, pedagogical integrity is the capacity of the teacher to handle student
learning. It must be possible for any teacher to be able to educate a nation's life. Also, the clarification
in point (a) of Article 28(3) of the National Education Standards states that what is meant by
pedagogical competence is the capacity to handle student learning, including the comprehension of
students, the design and implementation of learning, the evaluation of learning outcomes and the
growth of students to recognize the complexity of their abilities.
Competent Indonesian teachers must have the following aspects: (a) understanding of educational
concepts and foundations; (b) understanding student; (c) developing curricula/program; (d) designing
a material; (e) applying educational and dialogical learning; (f) applying learning technology; (g)
evaluating of learning outcomes; and (h) improving students to improve their knowledge [12];

3
UPINCASE 2020 IOP Publishing
Journal of Physics: Conference Series 1823 (2021) 012010 doi:10.1088/1742-6596/1823/1/012010

Furthermore, it is the skill of the teacher to act as a teacher, a guide or a class administrator [13]. A
professional teacher is either a person who has the qualifications and experience in the field of teacher
teaching or, in other words, is well-educated and well-trained. Training is the mastery of different
methods or techniques in teaching and learning practices and the mastery of educational principles, as
specified in the skill of the teacher.
The professional conduct of highly trained teachers is more influenced by initial conduct than by
the instruction and growth of professional teachers. Many highly trained teachers have exhibited the
ethical conduct of an ethical instructor. Although some teachers are very fine, they do not have the
habit of enforcing a variety of measures of professional conduct of teachers, especially in terms of
self-reflection on (a) their personality and job, (b) work ethic, and (c) professional behaviour [14].

3. Method
This study used a qualitative descriptive method and involved three teachers from Rejodadi
Elementary School, which observation and interview are the research instruments. The observation
stage is carried out to get an overview of the main problems in teaching English and measure the
readiness of teachers in using methods, strategies and media in teaching English and students'
readiness for English material. In comparison, the interview was used to know deeply about the real
condition of the English teaching process at Rejodadi Elementary School and the competence of
teachers. The data obtained were then analysed using three steps of qualitative analysis, data
reduction, data display and conclusion drawing and verification.

4. Results and Discussions

The training and strengthening were held online using WhatsApp and ZOOM application because
considering several things related to COVID-19 health protocol. WhatsApp group was used to convey
information, whereas ZOOM was used for delivering material, discussion of assignments and question
and answer.

Figure 1 the Process of Online Training and Strengthening

The results showed that the process of training and strengthening in fostering teachers’ English
pedagogic competence used Presentation, Practice, and Production (PPP) method. “Presentation” was
applied to explain the materials related to teaching English at an elementary level. The first material
taught was Second Language Acquisition (SLA). Language learning is an acquisition process to
achieve communication skills. Second language learning theory (SLA Theory) shows that a child
learns because of a need for it, and they can fulfil it through language learning. The theory also says
that language skills develop gradually from easy to more complex ones.
Next, methods and strategies that are suitable for application in learning English for elementary
school students were presented. These methods include Total Physical Response (TPR), The Reading
Method, Songs and games, Field Study. Total Physical Response (TPR) is a technique in the
preproduction stage of teaching English. There are several stages in carrying out learning using TPR,
namely: Physical Response, where students respond to the command sentences uttered by the teacher.
In this stage, students do not utter words at all but only respond physically. Then the final material

4
UPINCASE 2020 IOP Publishing
Journal of Physics: Conference Series 1823 (2021) 012010 doi:10.1088/1742-6596/1823/1/012010

taught was Greeting and small talk. This material was prepared by students with prior consultation and
testing with friends in the service team. This material contains several expressions of greetings and
introductions in English. Such as: what is a greeting, examples of greeting phrases, video examples of
using greeting phrases, examples of dialogue and student exercises.
The practice was implemented to drill the teachers’ skills the materials presented. In the end of
teaching materials like characteristics, teaching methods, strategies and media, the teacher gave the
participants assignments which contained about the case problems that needed the elaboration to
answer them. Their answers were based on the knowledge and experience during a teaching at
elementary school. In Production, teachers implemented what they had got from the previous steps by
conducting a micro-teaching activity. This activity aims to provide opportunities for teachers to
practice and practice teaching using several methods, strategies and media that have been given
previously. However, because of the teachers’ busyness and the work situation at school, this activity
cannot be implemented.

5. Conclusion
The process of training and strengthening in fostering teachers’ English pedagogic competence used
PPP method in achieving its goal. To improve the ability and skills to communicate in English, the
school can create an “English day” program to motivate students and teachers to converse in English.
The teacher, as a role model, should give an example to the students by starting a conversation in
English. English language skills need to be improved as an effort to improve human resources in
schools. The school committee facilitates activities to improve teacher skills by providing full support
to teachers in order to achieve the goals of the school concerned. Workshops, seminars and regular
communication in English can support teachers in improving their teaching skills.

6. References
[1] P. Maftoon and S. N. Sarem 2012 A critical look at the presentation, practice, production (PPP)
approach: Challenges and promises for ELT Broad Res. Artif. Intell. Neurosci vol. 3 no 4 pp 31-
36
[2] J. Anderson 2017 A potted history of PPP with the help of ELT Journal ELT J vol 71 no 2, pp.
218–227, 2017.
[3] M. Hajforoush, “Effects of the Presentation , Practice , Production Method on Iranian EFL
Learners ’ Autonomy in Speaking,” vol. 1, no. 1, pp. 29–40.
[4] J. R. Evans and I. M. Haase, “Online business education in the twenty-first century: An analysis
of potential target markets,” Internet Res., vol. 11, no. 3, pp. 246–260, 2001.
[5] T. Kilby, “The direction of Web-based training : a practitioner ’ s view,” vol. 8, no. 5, pp. 194–
199, 2001.
[6] N. Cornford, James; Pollock, Putting the University Online: Information, Technology and
Organizational Change. Philadelphia: Open University Press, 2003.
[7] T. Clarke and A. Hermens, “Corporate developments and strategic alliances in The vital
principles of e-learning are :,” vol. 43, no. 4, pp. 256–267, 2001.
[8] V. Nedeva and E. Dimova, “Some Advantages of E-Learning in English Language Training,”
Trakia J. Sci., vol. 8, no. 8, pp. 21–28, 2010.
[9] D. Evans, “A Review of "PPP‟. University of Birmingham,” no. 3, pp. 1–8, 1999.
[10] M. Liakopoulou, “Teachers’ pedagogical competence as a prerequisite for entering the
profession,” Eur. J. Educ., vol. 46, no. 4, pp. 474–488, 2011.
[11] Turner-Bisset, Expert Teaching: knowledge and pedagogy to lead the profession. London:
David Fulton, 2001.
[12] E. Mulyasa, Standar Kompetensi dan Sertifikasi Guru. Bandung: Remaja Rosdakarya, 2009.
[13] N. Sudjana, Dasar-Dasar Proses Belajar Mengajar. Bandung: Sinar Baru Algesindo, 2011.
[14] Tarto and G. Sridiyatmiko 2020 Professional Behaviour of Educator-Certified Social Studies
Teachers Working in Junior High Schools in the Bantul District Int. J. Innov vol.12 no 11