The Use of Teaching Proficiency through Reading and Storytelling (TPRS) to Promote English Reading Aloud of Young Learners
DOI:
https://doi.org/10.14456/jlapsu.2025.5Keywords:
Teaching Proficiency through Reading and Storytelling (TPRS), English reading aloud, StorytellingAbstract
The objectives of this research were: 1) to examine the effects of Teaching Proficiency through Reading and Storytelling (TPRS) on second-grade students' English reading aloud, and 2) to study students’ opinions about learning English using TPRS. The samples were six second-grade students at Ban E-Tom School, Kanthararom District, Sisaket Province. They were selected by using cluster random sampling. The research instruments were the two lesson plans based on TPRS, an English reading aloud test, a questionnaire, and a semi-structured interview. The data were analyzed to test the normal distribution of the pre-test and post-test using the K-S test. Mean (X̅), Standard Deviation (S.D), and t-test for a dependent sample were also used. The results revealed that the post-test mean score (X̅=9.67, S.D. = 1.86) of the English reading-aloud of the participants who learned English using TPRS was significantly higher than the pre-test one (X̅=5.17, S.D. = 1.33) at the .05 level. Moreover, the participants had positive opinions towards learning English using TPRS. Most students strongly agreed that the learning activities made them enjoy learning English (X̅ = 4.83, S.D. = 0.41), and most students agreed that learning English through the lessons can improve their English reading aloud (X̅ = 4.00, S.D. = 0.63) as well. The findings of the individual semi-structured interview revealed that the students enjoyed the lesson and increased their confidence in reading aloud. This study showed that learning English using TPRS could effectively improve second-grade students’ English reading aloud.
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