EFFECTS OF TEACHING PROFICIENCY THROUGH READING AND STORYTELLING (TPRS) ON THE SPEAKING ABILITY OF FIFTH-GRADE STUDENTS
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Abstract
The research objectives of this study were: 1) to investigate the effects of Teaching Proficiency through Reading and Storytelling (TPRS) on fifth-grade students’ English-speaking ability and 2) to study students’ opinions towards learning English using TPRS. The sample consisted of 25 fifth-grade students from one of the primary schools in Huay Khot district, Uthai Thani Province. They were selected using cluster random sampling. The instruments were the two lesson plans based on TPRS, an English-speaking ability test, and a questionnaire. The data were analyzed to test the normal distribution of the pre-test and post-test using the K-S test, then using mean (M), Standard Deviation (SD), and t-test for the dependent.
The results of this research showed that the mean score of the post-test of the English-speaking ability of the participants who learned English using TPRS was significantly higher than the pre-test one at the .05 level. The participants had favorable opinions towards learning English using TPRS. This study indicated that Teaching Proficiency through Reading and Storytelling could effectively develop fifth-grade students’ speaking ability.
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