The Role of Imaginative Fairy Tales in Reading Literacy

Authors

  • Chandra Chandra Universitas Negeri Padang, Indonesia, Indonesia
  • Muhammad Habibi Universitas Negeri Padang, Indonesia, Indonesia
  • Ari Suriani Universitas Negeri Padang, Indonesia, Indonesia
  • Annisa Kharisma Universitas Pendidikan Indonesia, Indonesia, Indonesia

DOI:

https://doi.org/10.31004/basicedu.v5i6.1516

Keywords:

Fairy Tales, Reading Literacy, Imaginative, Elementary School, Education

Abstract

The School Literacy Movement program in Indonesia which has been run in elementary schools was still minimal with current reading resources, less inviting students to think ahead, and developing a monotonous attitude. It was necessary to produce the latest children's reading books such as imaginative tales that present stories related to technological developments. Producing imaginative fairy tales was the aim of this research. The study was conducted using a mixed-method with the Plomp development model. The Plomp development model has three steps: preliminary research, prototyping phase, and assessment stage. The research results at the preliminary research that students like imaginative tales and need new stories every morning before learning begins. In the prototyping phase is produced a valid and practical imaginative fairy tale book. Imaginative fairy tale book was designed using the Adobe Photoshop program. The imaginative fairy tale book that was developed was able to provide new ideas for students who read it. Besides, the development of a positive attitude is also included in the story, making it easier for teachers to educate students in elementary school

Author Biographies

Chandra Chandra, Universitas Negeri Padang, Indonesia

Pendidikan Dasar

Muhammad Habibi, Universitas Negeri Padang, Indonesia

Pendidikan Dasar

Ari Suriani, Universitas Negeri Padang, Indonesia

Pendidikan Dasar

Annisa Kharisma, Universitas Pendidikan Indonesia, Indonesia

Pendidikan Dasar

References

Banat, S. M., & Pierewan, A. C. (2019). READING LITERACY AND METACOGNITIVE STRATEGY FOR PREDICTING ACADEMIC ACHIEVEMENT. LITERA, 18(3). https://doi.org/10.21831/ltr.v18i3.24806

Chandra, C., Arief, D., Kharisma, A., Habibi, M., & Suriani, A. (2020). Writing Literacy As An Effort To Build Positive Character Of Elementary School Students. JURNAL PAJAR (Pendidikan Dan Pengajaran), 4(1). https://doi.org/10.33578/pjr.v4i1.7863

Chandra, C., Rahman, R., Hartati, N., Kharisma, A., Fauziah, M., & Wismaliya, R. (2019). Early Reading and Writing by Using the Manakok Game as a Manifestation of Basic Literacy. https://doi.org/10.4108/eai.29-8-2019.2288919

Chandra, Mayarnimar, & Habibi, M. (2018). Keterampilan Membaca dan Menulis Permulaan Menggunakan Model VARK untuk Siswa Sekolah Dasar. Jurnal Inovasi Pendidikan Dan Pembelajaran Sekolah Dasar, 2(1), 72–80. https://doi.org/https://doi.org/10.24036/0201821100050-0-00011

Cheng, Y. (2014). Growth of Compounding Awareness Predicts Reading Comprehension in Young Chinese Students : A Longitudinal. 91–104. https://doi.org/10.1002/rrq.155

Collins, J. L., & Madigan, T. P. (2017). Bringing Together Reading and Writing : An Experimental Study of Writing. 311–332. https://doi.org/10.1002/rrq.175

Cross-, R. P. A., & Capps, M. (2012). U.S. and Chilean College Students’ Reading Practices: A Cross-­ Cultural Perspective. 455–471. https://doi.org/10.1002/rrq.144

Habibi, M., & Chandra. (2018). Strategi Direct Writing Activity Sebagai Upaya Peningkatan Keterampilan Menulis Deskripsi Bagi Siswa Kelas Ii Sd. Jurnal Inovasi Pendidikan Dan Pembelajaran Sekolah Dasar, 2(1). http://e-journal.unp.ac.id/index.php/jippsd

Habibi, M., Chandra, C., Mahyuddin, R., & Hendri, S. (2018). Validity of Teaching Materials for Writing Poetry Based on Creative Techniques in Elementary Schools. Mimbar Sekolah Dasar, 5(3), 145. https://doi.org/10.17509/mimbar-sd.v5i3.14501

Habibi, M., Sukma, E., Chandra, C., Suriani, A., & Fadillah, N. (2020). Models of Literacy Media in Improving Reading Skill of Early Grade Students. https://doi.org/10.4108/eai.11-12-2019.2290809

Hamilton, S., & Long, D. L. (2016). Inference Generation During Reading. 1–12. https://doi.org/10.1002/rrq.148

Hendrizal, & Chandra. (2018). Preliminary Research Description In Developing Tematics Learning Materials by Using Character Building and Discovery Learning to Establish Children aged 6-9 Years. International Conference of Early Childhood Education, 169, 95–101. https://www.atlantis-press.com/proceedings/icece-17/25889741

Inoue, T., Georgiou, G. K., Parrila, R., & Kirby, J. R. (2018). Examining an Extended Home Literacy Model : The Mediating Roles of Emergent Literacy Skills and Reading Fluency. Scientific Studies of Reading, 00(00), 1–16. https://doi.org/10.1080/10888438.2018.1435663

Kalindi, S. C., McBride, C., & Dan, L. (2018). Early Literacy Among Zambian Second Graders: The Role of Adult Mediation of Word Writing in Bemba. Reading Research Quarterly, 53(1), 7–27. https://doi.org/10.1002/rrq.180

Kurnia, R., Arief, D., & Irdamurni, I. (2018). Development of Teaching Material for Narrative Writing Using Graphic Organizer Story Map in Elementary School. International Journal of Research in Counseling and Education, 1(1), 22. https://doi.org/10.24036/009za0002

Muhammadi, Taufina, & Chandra. (2018a). LITERASI MEMBACA UNTUK MEMANTAPKAN NILAI SOSIAL SISWA SD. LITERA, 17(2), 202–212. https://doi.org/http://dx.doi.org/10.21831/ltr.v17i2.16830

Muhammadi, Taufina, & Chandra. (2018b). Literasi Membaca untuk Memantapkan Sosial Siswa Sekolah Dasar. LITERA, 17(2), 202–212. https://doi.org/http://dx.doi.org/10.21831/ltr.v17i2.16830

Nurgiyantoro, B., Lestyarini, B., & Rahayu, D. H. (2020). KONSTRUK ASESMEN LITERASI FUNGSIONAL UNTUK SISWA SEKOLAH MENENGAH PERTAMA. LITERA, 19(2). https://doi.org/10.21831/ltr.v19i2.32977

Plomp, & Nieveen. (2013). An Introduction to Educational Design Research.

Puspita, R. D., & Rahman. (2017). A MENINGKATKAN KEMAMPUAN MEMBACA PEMAHAMAN BERBANTUAN PEMBELAJARAN TEMATIK TERPADU BERNUANSA MODEL INTERACTIVE-COMPENSATORY. Pendas: Jurnal Ilmiah Pendidikan Dasar, 2(2), 200–211. https://doi.org/http://dx.doi.org/10.23969/jp.v2i2.557

Rainey, E. C. (2013). Disciplinary Literacy in English Language Arts : Exploring the Social Reading and Reasoning. 1–19. https://doi.org/10.1002/rrq.154

Rodgers, E., & Mauck, S. (2017). of the Observation Survey of Early Literacy Achievement. 0(0), 1–19. https://doi.org/10.1002/rrq.181

Schiefele, U. (2016). Factorial and Construct Validity of a New Instrument for the Assessment of Reading Motivation. 221–237. https://doi.org/10.1002/rrq.134

Schüller, E. M., Birnbaum, L., & Kröner, S. (2017). What Makes Elementary School Students Read in Their Leisure Time? Development of a Comprehensive Questionnaire. Reading Research Quarterly, 52(2), 161–175. https://doi.org/10.1002/rrq.164

Sheriston, L. (2016). Routes to Reading and Spelling : Testing Route Theory. Reading Horizons, 1–15. https://doi.org/10.1002/rrq.143

Shum, K. K., Ho, C. S., & Siegel, L. S. (2016). First-­Language Longitudinal Predictors of Second-­ Language Literacy in Young L2 Learners. 51(3), 323–344. https://doi.org/10.1002/rrq.139

Spichtig, A. N., Hiebert, E. H., Pascoe, J. P., & Pearson, P. D. (2016). Based Silent Reading Efficiency in the United States : A Comparison of Current Data With Performance in 1960. Reading Research Quarterly, 51(2), 239–259. https://doi.org/10.1002/rrq.137

Taufina, & Chandra. (2017). Developing the Big Questions and Bookmark Organizers (BQBO) Strategy-Based Reading Literacy Learning Materials in the 4th Grade of Elementary School. International Conference for Science Educators and Teachers, 118(5), 857–864. https://www.atlantis-press.com/proceedings/icset-17/25886637

Taufina, Chandra, & Kharisma, A. (2019). Technology integration in thematic learning to welcome the era of the industrial revolution 4 . 0 in elementary schools. Proceeding Internasional Seminar of Primary Education, 2, 10–19. https://doi.org/https://doi.org/10.24114/esjpgsd.v9i1.14297

Tompkins, V., Bengochea, A., & Justice, L. M. (2017). Maternal Inferential Input and Children’s Language Skills. 1–20. https://doi.org/10.1002/rrq.176

Downloads

Published

2021-10-25

How to Cite

Chandra, C., Habibi, M., Suriani, A., & Kharisma, A. (2021). The Role of Imaginative Fairy Tales in Reading Literacy. Jurnal Basicedu, 5(6), 5386–5396. https://doi.org/10.31004/basicedu.v5i6.1516

Issue

Vol. 5 No. 6 (2021): December Pages 5001-6500

Section

Articles

Citation Check

License

Authors who publish with this journal agree to the following terms:

  • Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal.
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).