Development of English Speaking Skills Taught by Using Total Physical Response and Storytelling (TPRS) Teaching Method of Grade 1 Primary School Students
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The purpose of this research is to organize teaching using the Total Physical Response and Storytelling (TPRS) teaching method to study the development of English speaking skills of grade 1 students at Wat Polmanee School. The population used in this research is 130 grade 1 students at Wat Polmanee School and the sample used in the research is 1 grade 1 student at Wat Polmanee School. A room totaling 35 people using the Cluster Random Sampling method. The tools used in this research were (1) 9 learning management plans (2) a test for developing English speaking skills before class. and after learning using the teaching method of responding with Total Physical Response and Storytelling (TPRS) for grade 1 students and (3) English speaking skills assessment Analyze data By finding the average Standard deviation and dependent t test
The results of the research found that students who received learning management using the teaching method of responding with Total Physical Response and Storytelling (TPRS) teaching method according to the teaching steps, step 1 teaching new vocabulary and following instructions, step 2 speaking practice, and step 3 speaking, telling stories and evaluation students had a significantly higher mean score of English speaking skills after learning than before learning at the level. .05 (t = 14.999, df = 34, Sig. = .000) Students were able to speak and communicate in vocabulary and sentences, including pronunciation and gestures, in terms of speaking knowledge and understanding and speaking fluency. Students who received learning management using the teaching method of responding with Total Physical Response and Storytelling (TPRS) had a speaking skill score after learning equal to 12.57 and a standard deviation of 1.685 and a pre-study speaking skill score of 8.46 and a standard deviation of 1.197, all according to the assumptions.
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