THE USE OF TEACHING PROFICIENCY THROUGH READING AND STORYTELLING (TPRS) IN READING SKILL

Habsya Afisah (2024), THE USE OF TEACHING PROFICIENCY THROUGH READING AND STORYTELLING (TPRS) IN READING SKILL. Skripsi, Universitas Samudra.

ABSTRAK

This research aimed to find out how the use of Teaching Proficiency through Reading and Storytelling (TPRS) in students’ reading skill. The research was conducted in SMP Negeri 5 Langsa. A total of 20 students of class 9-1 were participated in this research. The data were collected using reading task and questionnaire. Then, the data collected were analyzed using quantitative method. In collecting the data, the researcher gave students’ reading task which consists of pre-test and post-test. The result shows that the use of Teaching Proficiency through Reading and Storytelling improves students’ reading skill by enhancing students’ vocabulary acquisition through interesting stories. It is proved by the improvement of students’ reading score in post-test. Students’ average score were increased from 27 in pre-test to 64.5 in post-test. Furthermore, the students perceive TPRS as a fun and enjoyable method to learn English. It motivates them to be more active in the class because the use of Personalized Questions Answers (PQA) and Personalized Mini Story (PMS). Moreover, the use of Teaching Proficiency through Reading and Storytelling enhances students’ motivation in the learning process by engaging students through interesting stories.

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