English speaking confidence and participation among junior high school students: a qualitative exploration of the PPP model

John, Vinsensius Maksi (2026) English speaking confidence and participation among junior high school students: a qualitative exploration of the PPP model. Masters thesis, Widya Mandala Surabaya Catholic University.

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Abstract

The capacity for effective communication in English constitutes a fundamental competency for junior high school students. Nonetheless, numerous students encounter challenges such as diminished confidence and restricted participation during speaking activities, often stemming from a fear of errors, inadequate vocabulary, and anxiety related to speaking. This research aimed to investigate the impact of the Presentation, Practice, and Production (PPP) model on the enhancement of students' speaking confidence and engagement within English language classrooms. Utilizing a qualitative research methodology, this study focused on eighth-grade students at a private junior high school in Surabaya. Data were gathered through classroom observations, semi-structured interviews, and focus group discussions (FGDs). The analysis of the collected data was conducted through thematic analysis, allowing for the identification of patterns and themes pertinent to students’ experiences and perceptions regarding the PPP model. The results indicated that the PPP model exerted a beneficial influence on students’ speaking confidence and their participation in the classroom. During the Presentation phase, students acquired a clearer comprehension of linguistic structures and speaking tasks, which subsequently enhanced their readiness for communication. The Practice phase facilitated structured opportunities for guided speaking exercises, enabling students to bolster their confidence through repetition, collaboration, and support from instructors. In the Production phase, a notable increase in students' willingness to articulate ideas, engage in discussions, and actively participate in communicative tasks was observed. Additionally, constructive feedback from teachers and a positive classroom environment were identified as factors that alleviated speaking anxiety, thereby fostering increased participation. The study concludes that the PPP model represents an effective instructional strategy for augmenting students’ speaking confidence and involvement. The methodical progression from teacher-led guidance to independent language application cultivates a supportive learning atmosphere that promotes active engagement in speaking activities. These findings provide practical implications for English language educators and contribute to the expanding literature on communicative language teaching and speaking instruction within junior high school contexts.

Item Type:	Thesis (Masters)
Department:	S2 - Pendidikan Bahasa Inggris
Contributors:	Contribution Contributors NIDN / NIDK Email Thesis advisor Tamah, Siti Mina NIDN0725066201 UNSPECIFIED
Uncontrolled Keywords:	PPP Model, Speaking Confidence, Student Participation, English Language Teaching, Qualitative Research
Subjects:	English Education
Divisions:	Graduate School > Master Program in Teaching English as a Foreign Language
Depositing User:	Vinsensius Maksi Yohn
Date Deposited:	15 Jul 2026 06:15
Last Modified:	15 Jul 2026 06:15
URI:	https://repositori.ukwms.ac.id/id/eprint/47154

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