PPP Teaching Method in Enhancing English Writing Skills for Students at Politeknik Unggul LP3M Medan

Abstract

The aim of this study is to examine the learning outcomes of writing English compositions in the General English II course for second-semester students at Politeknik Unggul LP3M Medan before and after applying the PPP teaching method. Data were gathered through observation and documentation, using assignments, questionnaires, interviews, field notes, and descriptive writing samples. The collected data were analysed using a qualitative descriptive approach, and the findings are presented in tables supported by descriptive explanations. The study is based on theories of language learning and teaching, complemented by writing theory and English grammar theory. Quantitative results show an improvement in students’ writing skills. During the pre-action phase, students achieved an average score of 60.8, categorized as “poor.” In Cycle I, the average score increased to 78.5, placing it in the “good” category. After implementing Cycle II to enhance the results of Cycle I, the average score rose further to 83.8, also within the “good” category. Overall, the use of the PPP teaching method successfully increased students’ motivation. This is supported by questionnaire and interview results, indicating that 85% of the 22 students found the teaching materials easy to understand