THE ROLE OF TPRS (TEACHING PROFICIENCY THROUGH READING AND STORYTELLING) IN DEVELOPING REPRODUCTIVE SKILLS IN ENGLISH LANGUAGE LEARNING

Abstract

This study investigates the effectiveness of Teaching Proficiency through Reading and Storytelling (TPRS) in developing reproductive skills in English language learning. Reproductive skills defined as learners’ ability to reproduce language structures, vocabulary, and discourse patterns accurately and fluently are fundamental in the early and intermediate stages of second language acquisition. The research explores how TPRS methodology enhances learners’ speaking and writing performance through structured storytelling, repeated comprehensible input, and guided retelling activities.

The study employed a quasi-experimental design involving two groups of undergraduate students majoring in English Language Teaching. The experimental group was instructed using TPRS strategies over a twelve-week period, while the control group followed a traditional grammar-translation and textbook-based approach. Data were collected through pre- and post-tests, oral performance assessments, and written narrative tasks.

The results demonstrate statistically significant improvement in the experimental group’s fluency, grammatical accuracy, lexical retention, and narrative coherence. The findings confirm that TPRS provides a supportive cognitive and affective environment that strengthens reproductive skills through meaningful repetition and contextualized language exposure. The study concludes that integrating TPRS into English language curricula significantly contributes to the development of reproductive competence and communicative proficiency.