Enhancing Students’ Vocabulary through the Implementation of Teaching Proficiency through Reading and Storytelling (TPRS) Method (Classroom Action Research at SD Negeri Arun - Batuphat -.Lhokseumawe). Thesis, Study Program English Language Education Graduate Program. Syiah Kuala University. (1) Dr. Sofyan A. Gani, M.A (2) Drs. Syamsul Bahri YS. M.A Teaching Proficiency through Reading and Storytelling (TPRS), Enhancing Vocabulary. The objective of this research is to know (1) the implementation of the Teaching Proficiency through Reading and Storytelling (TPRS) method in teaching vocabulary to elementary students, (2) whether the Teaching Proficiency through Reading and Storytelling is effective to enhance the students' vocabulary mastery, (3) the students’ responses toward the implementation of the Teaching Proficiency through Reading and Storytelling (TPRS) method. The research used classroom action research. The research was carried out from August to September 2015 at SD Negeri Arun - Batuphat- Lhokseumawe. The subject of the research was a grade 5 class which consisted of 27 students. The instruments used to obtain the data were test, observation sheet, and questionnaire. The test was in the form of multiple choice and Indonesian translation into English. The test was used to measure the students’ improvement in mastering vocabulary. The results of the tests showed an increase in the number of students who gained the score > 65, in which there were 54% of the students who got the score of > 65 in cycle 1, 75% in cycle 2, and 87.5% in cycle 3. The observation sheet was used to record the data concerning the researcher’s performance in implementing the TPRS. The data obtained by the observer based on the observation sheet toward the researcher’s performance in implementing the TPRS from the cycle 1 until the cycle 3 was categorized good. The questionnaire was used to get the data about the student’s responses toward the implementation of the TPRS. The questionnaire consisted of 10 questions which were administrated in Bahasa Indonesia. The percentage of the students who chose “agree” toward the positive statements from cycle 1 to cycle 3 increased gradually. From the data above, it can be concluded that the implementation of the TPRS method in the English class was effective to overcome the researcher’s problem in teaching English, especially vocabulary.