Building vocabulary using the teaching proficiency through reading and storytelling method

The aim of this research study was to find out how to use the TPRS method for teaching vocabulary to elementary students, whether it would be more effective than other methods to enhance the students’ vocabulary, and what would be the responses of the students to its implementation. A classroom action research study was carried out in three cycles. The subject of this research was a class of 27 fifth grade students. The data were obtained by using tests, observation sheets and a questionnaire. The test results were analyzed using statistics while the results from the observations and the questionnaire were analyzed using descriptive explanations. The results showed that the teacher’s performance in implementing the activities using the TPRS method improved from cycle 1 to cycle 3, while the students’ scores increased about 17% over each cycle. Thus the TPRS method was effective to enlarge the students’ vocabulary and the data from the questionnaires showed that the students responded well to the use of the TPRS. Overall it could be seen that the use of the TPRS method was effective for teaching-learning English especially vocabulary