This study aimed at finding out the implementation of PPP cycle in the online learning for English for active communication class in Aloha Cruise Academy ‘Professional Training Institution for Hotelier and Cruise Ship Staff’ and the students’ perception on it. The method of the study was descriptive qualitative with the data collection method covering in-depth interview, observations, and questionnaire and with the data analysis procedure namely collecting the data, displaying the data, analyzing and describing the data qualitatively, and drawing conclusion. The results of the study, based on observations and in-depth interview, showed that the teachers used ‘Flipped Learning’ in implementing the PPP cycle with the Presentation stage done asynchronously through lesson videos named ‘English Shortcut’ uploaded in the institution’s YouTube Channel, the Practice stage conducted both asynchronously through quiz and homework given during the Presentation stage and synchronously through some learning apps such as Zoom meeting and Google meet, and the Production stage done synchronously in the same apps. The learning activities in: the Presentation stage covered opening, monologue delivery with scripts, and explanation of mechanical aspects and new expressions; the Practice stage covered quiz, homework, arranging jumbled questions and sentences, dialogue fill-gap, translation activity, and question-and-answer session on the selected topic; and the Production stage covered individual presentation followed by questions and answers conducted fully on the learning apps. The students’ perception towards the online learning covered feedback, obstacles, impression, and suggestion. Based on the questionnaire responses, most of the students agreed that the lesson videos have fulfilled all the required activities in the Presentation stage; the lesson videos were beneficial in  equipping the students to do Practice and Production activities; the lesson videos were visually attractive; the students were actively engaged; and the students were highly enthusiastic towards online learning. In addition, the students mostly had positive impression towards the online learning such as: it is useful their future career, it has changed students’ negative attitude into positive one towards learning English, and it is beneficial in increasing students’ motivation. On the other hand, students wished for more variation in the assignment and that the online learning could be alternated at times with the offline one. They also faced obstacles such as technical problems regarding to internet connection and quota and boredom in learning.

Affiliation: Aloha Cruise Academy, Magelang, Central Java

Email: Agni.Aloha@gmail.com