Development of English-Speaking SkillsUsing PPP Method for Undergraduate B.A First -Year Students At Dhammaduta Buddhist University, Myanmar
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Abstract
The purposes of this study were 1) to study the use of the PPP (Presentation, Practice, Production) method in developing English-speaking skills of B.A. first-year students at Dhammaduta Buddhist University, Myanmar, 2) to develop students’ English-speaking skills through the PPP method, and 3) to study student satisfaction with the use of the PPP method in English-speaking skill development. The participants were 10 B.A. first-year students from Dhammaduta Buddhist University, Myanmar, who were enrolled in the English-speaking course. This study was conducted as pre-experimental research using a one-group pre-test and post-test design. The research instruments consisted of: a questionnaire on students’ interests in English-speaking activities using the PPP method, a manual for developing English-speaking skills through the PPP method, five lesson plans based on the PPP method, a pre-test and post-test to assess students’ English-speaking performance, and a questionnaire to measure students’ satisfaction with the PPP-based lessons. The data were analyzed using percentage, mean, and standard deviation with the Microsoft Excel program.
The results of the study showed that students had high interest in role-play and daily conversation activities, with male students showing 86.67% interest and female students showing 93.33% interest. The average pre-test score was 38%, indicating a low level of speaking ability. After the intervention, the post-test score improved to 79%, indicating a good level of English-speaking skills. The students’ satisfaction with the use of the PPP method was at a very satisfied level, with an overall satisfaction percentage of 88.50%, a mean score of 4.42, and a standard deviation of 0.58.
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