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

Dewi Permata Sari, Taranindya Zulhi Amalia

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.

Keywords


Teaching method; teenagers; TPRS; English speaking

Full Text:

PDF

References


Alfarisy, F. (2021). KEBIJAKAN PEMBELAJARAN BAHASA INGGRIS DI INDONESIA DALAM PERSPEKTIF PEMBENTUKAN WARGA DUNIA DENGAN KOMPETENSI ANTARBUDAYA. Jurnal Ilmiah Profesi Pendidikan, 6(3), 303–313.

Asmalı, M. (2019). How effective is TPRS for adult EFL learners with limited English proficiency? Focus on ELT Journal, 1(1). https://doi.org/10.14744/felt.2019.00005

Candraloka, O. R., & Rosdiana, A. (2019). Investigating Problems and Difficulties of Speaking That Encounter English Language Speaking Students of Junior High School. Journal of English Language and Education, 5(2), 130–135.

CİMEN, B. A., & ÇEŞME, H. (2022). THE IMPACT OF TOTAL-PHYSICAL-RESPONSE STORYTELLING ON EFL LEARNERS’ SPEAKING ANXIETY AND SELF-ASSESSED SPEAKING SKILLS. International Journal of Language Academy, 10(2), 232–247. https://doi.org/10.29228/ijla.62630

Davidheiser, J. (2002). Teaching German with TPRS (Total Physical Response Storytelling). Die Unterrichtspraxis / Teaching German, 35(1), 25–35. https://doi.org/10.2307/3531952

Febriana, M., Nurkamto, J., Rochsantiningsih, D., & Muhtia, A. (2018). Teaching in Rural Indonesian Schools: Teachers’ Challenges. International Journal of Multicultural and Multireligious Understanding, 5(5), 11–20. https://doi.org/10.22437/ijolte.v2i2.5002

Hansen-Thomas, H., Grosso Richins, L., Kakkar, K., & Okeyo, C. (2016). I do not feel I am properly trained to help them! Rural teachers’ perceptions of challenges and needs with English-language learners. Professional Development in Education, 42(2), 308–324. https://doi.org/10.1080/19415257.2014.973528

Lichtman, K. (2015). Research on TPR storytelling. In B. Ray & C. Seely (Eds.), Fluency Through TPR Storytelling 7 (pp. 364–379).

Mena, A. D. A. (2022). THE INFLUENCE OF THE TPRS METHOD ON THE SPEAKING FLUENCY OF ENGLISH LANGUAGE LEARNERS. UNIVERSIDAD DE GUAYAQUIL FACULTAD.

Muzammil, L., & Andy. (2017). TEACHING PROFICIENCY THROUGH READING AND STORYTELLING (TPRS) AS A TECHNIQUE TO FOSTER STUDENTS’ SPEAKING SKILL. Jeels, 4(1), 19–36.

Namkatu, N. U. (2017). Teaching proficiency through reading and storytelling: a method to improve students’ speaking ability (class a of access microscholarship program batch 5 ambon). Advances in Social Science, Education, and Humanities Research, 145(Iconelt 2017), 175–179. https://doi.org/10.2991/iconelt-17.2018.39

Nugraha, M. A. (2021). THE EEFECT OF TEACHING PROFICIENCY THROUGH READING AND STORYTELLING (TPRS) METHOD ON TEACHING SPEAKING SKILL. Journal of English Pedagogy and Applied Linguistics, 2(1), 42–54.

Numpaque, N. R., & Rojas, A. (2010). TPR-STORYTELLING A key to speak fluently in english Contar historias a través del método. Cuadernos de Lingüística …, 15, 151–162.

Silaban, R. (2022). THE EFFECTIVENESS OF USING TOTAL PHYSICAL RESPONSE STORYTELLING IN TEACHING SPEAKING FOR MID WIFE STUDY PROGRAM UNIVERSITY AUDI INDONESIA ACADEMIC YEAR 2021/2022. SKYLANDSEA PROFESIONAL Jurnal Ekonomi, Bisnis Dan Teknologi, 2(1), 69–77.

Zaini, H. (2017). TEORI PEMBELAJARAN BAHASA DAN IMPLEMENTASI STRATEGI PEMBELAJARAN AKTIF. Jurnal An-Nabighoh, 19(02), 194–212.




DOI: http://dx.doi.org/10.21043/icetli.v2i1.759

DOI (PDF): http://dx.doi.org/10.21043/icetli.v2i1.759.g538

Copyright (c) 2023 Proceedings of The International Conference on English Teaching and Learning Issues

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) License
 
View MyStatCounter
Flag Counter


Editorial and Administration Office: 

International Conference on English Teaching and Learning Issues

Tadris Bahasa Inggris, Fakultas Tarbiyah, IAIN Kudus
Jl. Conge Ngembalrejo Po Box 51, Kudus, Jawa Tengah, Indonesia, Kode Pos: 59322

Email: tbi@iainkudus.ac.id