Challenging teenagers to explore the Total Physical Response Storytelling (TPRS) method in English speaking

Abstract

Teaching and learning English as a foreign language, conducted by educators in rural areas of Indonesia, is challenging. Therefore, they need to use fun teaching methods to improve student English skills. Teenagers in their first year of high school require more speaking skills. The present study explores the challenges teachers and students faced and the solutions taken to the exploration of the TPRS method in English for seven graders in a rural school in Kudus, Central Java, Indonesia. This employs a qualitative-descriptive approach. While the data collection was conducted through classroom observations, interviews, and documentation. The results revealed that various challenges emerged for students as well as teachers. The students need more English proficiency, the teacher has difficulty in effectively managing the classroom environment, and the individual teen learner needs more confidence in English speaking. Efforts made by the teacher to overcome the challenges faced include providing feedback to motivate students, more in-depth directions for developing students' speaking skills, and applying appropriate English learning methods. This study implies that educators, especially those who teach teen students in rural areas, should better apply fun English teaching methods and increase the students’ learning motivations.