Asian Journal of Education and Social Studies

This study investigated the application of the Presentation, Practice, and Production (PPP) method in enriching students’ English vocabulary at the pre-secondary level. This research uses qualitative methodology with interview approach with semi-structured interview technique to one English teacher and 4 students in EBC São José Baguia, Baucau, Timor-Leste. This research used thematic analysis techniques to analyse and organize the data according to themes. The findings reveal that the PPP method provides a structured and meaningful learning process that supports students’ vocabulary development. During the presentation stage, the use of contextual explanations, translation into local languages, and real-life examples helped students understand new vocabulary. The practice stage enhanced accuracy through controlled activities such as pair and group work, while the production stage encouraged students to use vocabulary independently, increasing their confidence and willingness to communicate in English. Although some students continued to experience vocabulary limitations, the overall results indicate that the PPP method effectively enriches students’ vocabulary by promoting active participation, contextual learning, and student-centred instruction. The study concludes that the PPP method is a suitable and effective approach for teaching English vocabulary in the Timor-Leste context and recommends its continued use and integration into English lesson planning.