ABSTRACT Muhammad Ramadhan Alfaridzi. 2024. Enhancing Reading Comprehension at SMPN 7 Banjarmasin through Teaching Proficiency through Reading and Storytelling (TPRS): An Investigation of Student Achievement. Sarjana’s Thesis English Department, Faculty of Teacher Training and Education, Lambung Mangkurat University, Banjarmasin. The first advisor: Sirajuddin Kamal, S.S. M.Ed the second advisor: Elsa Rosalina, S.Pd. M.Pd Keywords: TPRS, TPR, Reading Comprehension Achievement This research aimed to investigate whether there is a significant difference in reading comprehension achievement between seventh-grade students taught using Teaching Proficiency Through Reading and Storytelling (TPRS) and those taught with the traditional Total Physical Response (TPR) method at SMPN 7 Banjarmasin. In Indonesia’s efforts to enhance English proficiency to meet globalization demands, junior high school students are expected to develop core language skills, including reading comprehension. While conventional text-based approaches align with international standards, innovative techniques like TPRS which integrate storytelling and active participation are emerging as promising methods to boost student engagement and understanding. The study employed a quantitative, quasi-experimental design involving two classes: an experimental group receiving TPRS instruction and a control group taught with TPR. Data collection was conducted through pre-tests and post-tests administered to both groups. The data were analyzed using paired samples t-tests to compare the effectiveness of the two methods. The results showed that the experimental group’s mean score increased from 60.5 to 77.13 (t = -5.189, p < 0.001), while the control group’s score improved from 72.47 to 79.72 (t = -3.231, p = 0.003). Although the control group had a higher post-test average, the experimental group showed a greater improvement overall. The findings demonstrated that TPRS significantly improves students’ reading comprehension compared to traditional TPR. The larger mean difference and stronger t-value in the TPRS group indicate that storytelling and contextual input play a substantial role in enhancing student understanding. While both groups benefitted from their respective instructional methods, TPRS led to more meaningful progress in reading comprehension. These results suggest that TPRS is a more effective approach for developing reading skills among seventh-grade learners. In conclusion, this research confirms that TPRS is more effective than TPR in improving reading comprehension achievement at SMPN 7 Banjarmasin. Based on these findings, it is recommended that English teachers consider implementing TPRS to create more engaging and impactful learning experiences. Students are also encouraged to actively participate in TPRS activities to enhance vocabulary retention and reading skills. Future studies may explore the long-term effects of TPRS and its application across other language skills, educational levels, and classroom contexts.