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A mixed quantitative study with an experimental design was conducted with 68 seventh-grade students from SMP Negeri in Bandung Barat, assigned to control and experimental groups. Both groups completed the same pre-test; the experimental group received PPP instruction while the control group used a traditional method. Statistical analysis showed a significant improvement advantage for the experimental group. The study recommends PPP for effective rural EFL vocabulary development.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/vocabulary-enhancement-through-presentation-practice-and-production-ppp-method-in-the-rural-efl-classrooms/492575/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/vocabulary-enhancement-through-presentation-practice-and-production-ppp-method-in-the-rural-efl-classrooms/492575.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"The study aims to improve students’ vocabulary achievement by using the Presentation, Practice, and Production (PPP) method in rural EFL classrooms.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were students assigned in the research?",{"text":117,"@type":113},"Sixty-eight seventh-grade students were split into two groups: a control group and an experimental group.",{"name":119,"@type":110,"acceptedAnswer":120},"What teaching approach did each group receive?",{"text":121,"@type":113},"The experimental group was taught vocabulary using the PPP method, while the control group used a traditional method.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},492575,1791715678,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Vocabulary Enhancement through Presentation, Practice, Production(PPP) Method in the Rural EFL Classrooms  \nCaroline V. Katemba  \n[linakatemba@gmail.com](linakatemba@gmail.com)  \nFaculty of Teachers Training & Educational Sciences Universitas Advent Indonesia  \nDOI: 10.35974/acuity.v7i1.2774  \nAbstract  \nThe purpose of this research was to look into how to improve students' vocabulary achievement by using the Presentation, Practice, and Production method. This study used both quantitative research and an experimental design. In this study, 68 seventh-grade students from SMP Negeri in Bandung Barat participated. They were split into two groups: the control and the experimental. Both groups received the same pre-test. The Presentation, Practice, and Production method was taught to the experimental group, while the traditional method was taught to the control group. Statistical analysis of the data revealed a significant difference in enhancement between the experimental and control groups. Both groups improved, but the control group did not outperform the experimental group. The researcher recommended that the teacher teach vocabulary using the Presentation, Practice, Production method because it is effective in increasing student vocabulary in rural EFL classrooms..  \nKeyword: PPP, vocabulary improvement, Experimental vs Control.  \nINTRODUCTION  \nAll types of English as a foreign language teaching can be effectively developed if we have a thorough understanding of the learner as well as the teaching and learning process. Teaching English as a foreign language necessitates not only brains but also the ability to make students comprehend, appreciate and interested in learning English as a foreign language.  \nEnglish consists of both skills and sub-skills. It has the following abilities: reading, writing, speaking, and listening. Its sub-skills include vocabulary, grammar, and collocation. Among these sub-skills, vocabulary is one of the most important aspects of English, and learning it effectively is crucial. According to Swan and Walter (1984), \"vocabulary acquisition is the largest and most important task confronting the language learner.\" Course books began to include activities that focused on specific vocabulary.\" What is the significance of vocabulary? According to Wilkins (as cited in Thornbury, 2002), \"you can say very little with grammar, but almost anything with words.\"  \nToday, all second language theorists and practitioners recognize the importance of vocabulary in language teaching. For a long time, it was thought that vocabulary could only be taught in isolated word lists; however, there are now numerous ways to teach vocabulary. The most common belief among them is the critical importance of vocabulary in communication and language teaching; the more words we know, the more fluently we can communicate. (Schmitt 2000, Richards and Renandya, 2002)  \nAside from the previously mentioned statements about the importance of vocabulary, \"it is to emphasize that there have been a great number of different approaches to language learning, each with a different outlook on vocabulary\"(Richards & Rodgers, 2001) . \"Vocabulary learning is now widely regarded as oneof the most important aspects of both native language acquisition and foreign language learning (Morra & Camba, 2009) . The importance of vocabulary learning and retention in the minds of learners cannot be overstated. As a result, it should be taught in such a way that learners will be able to recall them easily, knowing how to use and when to use words.  \nUntil recently, vocabulary had a significant problem in that it was not regarded as an important factor in language teaching. Vocabulary was not as important as it is now, and vocabulary instruction was relegated to a secondary role in foreign language instruction. Furthermore, vocabulary instruction was regarded as unimportant, ineffective, and time-consuming. Vocabulary instruction was not given the necessary impo","cbCaiaPc5qjnRpUy","https://ap.wps.com/l/cbCaiaPc5qjnRpUy","pdf",347940,14,"English","# INTRODUCTION","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"The study aims to improve students’ vocabulary achievement by using the Presentation, Practice, and Production (PPP) method in rural EFL classrooms.\"},{\"question\":\"How were students assigned in the research?\",\"answer\":\"Sixty-eight seventh-grade students were split into two groups: a control group and an experimental group.\"},{\"question\":\"What teaching approach did each group receive?\",\"answer\":\"The experimental group was taught vocabulary using the PPP method, while the control group used a traditional method.\"}]","Vocabulary Enhancement through Presentation, Practice, and Production (PPP) Method in the Rural EFL Classrooms | PDF",1790866226,35]