Teaching proficiency through reading and storytelling (TPRS) as a technique to improve vocabulary skills of Malaysian secondary school students

Wong, Lin (2025) Teaching proficiency through reading and storytelling (TPRS) as a technique to improve vocabulary skills of Malaysian secondary school students. Final Year Project, UTAR.

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Abstract

This study explores the effectiveness of Teaching Proficiency through Reading and Storytelling (TPRS) as a technique to improve vocabulary skills of Malaysian Secondary School Students. The objectives of the study are to investigate the effectiveness of using TPRS to improve secondary school students’ English vocabulary skills and identify the students’ responses towards the TPRS method. A group of 47 students participated in a four-week program where vocabulary was taught through TPRS method. Pre- and post-tests were conducted to measure the effectiveness of the TPRS method, and the students’ responses were collected through a questionnaire. The pre- and post-test data were analyzed using Microsoft Excel and t-tests while the questionnaire was analyzed using descriptive method and past studies. The findings revealed that there are significant improvements in vocabulary skills after the intervention. The students also demonstrate positive attitude toward the TPRS method. According to the findings, this study suggested that the TPRS method can be an effective approach when it comes to language learning and apply in similar classroom settings to support language learning.

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