Triple P Strategies in Improving Vocational Students English Speaking Skill: An Empirical Study

Abstract

This study aims to analyse the effectiveness of the Triple P (Presentation, Practice, Production) strategy in improving vocational school students English speaking skills. The research method used is classroom action research (PTK) with the research subject of DKV class X students at SMK Diponegoro Depok. Data were collected through observation, interviews, and speaking ability tests before and after implementing the Triple P strategy. In addition, students show a positive perception of this method, which motivates them to be more active in learning English. The Triple P (Presentation, Practice, Production) strategy effectively enhances the English-speaking skills of vocational students. This study at SMK Diponegoro Depok shows improvements in fluency, accuracy, pronunciation, and use of descriptive text. Results from pre-and post-tests, observations, and interviews confirm these enhancements. The strategy's relevance lies in its practical benefits for vocational education, addressing students' challenges like limited English exposure. However, the study's focus on one school and student group limits generalizability. Future research should explore broader student populations and technology integration. This study provides a roadmap for implementing Triple P, improving students' employability and professional performance.