Series of Nusantara Folklore Storybooks as the Media for Extensive Reading for Indonesia Elementary Students

Anisa, Rochmatika Nur

doi:10.35706/eltinfc.v2i2.3057

Cited by 2 publications

(2 citation statements)

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“…The t-test yielded a significant result (p < 0.05), indicating the effectiveness of incorporating Sulawesi folktales in teaching reading comprehension. Lastly, a research was conducted by Anisa (2019), which aimed find a correlation between Extensive Reading, narrow reading, and a series book theory as a method for teaching English to Young Learners in Indonesian elementary schools. Descriptive qualitative analysis was used to examine the reading activities and data was collected through library research and relevant journals.…”

Section: Quasiexperimentalmentioning

confidence: 99%

Exploring The Utilization of Folktales as Reading Materials for EFL Students

Safitri

2024

JEFLE

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This literature review examines the utilization of folktales as reading materials for English as a Foreign Language (EFL) students. Folktales have long been recognized as valuable cultural resources that can enhance language learning and promote cultural understanding. The purpose of this review is to explore the existing research on the use of folktales in EFL classrooms and identify their potential benefits and challenges. The review follows a systematic approach, gathering relevant studies from various sources such as academic databases, books, and journals. The selected studies cover a wide range of contexts, including different grade levels, language proficiency levels, and cultural backgrounds. The findings indicate that incorporating folktales into EFL instruction offers several advantages. Firstly, folktales provide authentic and engaging reading materials that can capture students' interest and motivation. They also expose learners to diverse language structures, vocabulary, and cultural aspects, promoting both linguistic and cultural competence. Moreover, folktales encourage critical thinking, imagination, and creativity through the exploration of themes, morals, and characters. Strategies such as pre-reading activities, vocabulary support, and post-reading discussions are suggested to overcome these challenges and maximize the benefits of using folktales. As a result, the literature review underscores the potential of folktales as effective reading materials for EFL students. It calls for further research and practical applications that consider context-specific factors to optimize the integration of folktales in EFL classrooms and facilitate language learning and cultural appreciation.Keywords: Folktales, reading materials, EFL classrooms

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Section: Quasiexperimentalmentioning

confidence: 99%

Exploring The Utilization of Folktales as Reading Materials for EFL Students

Safitri

2024

JEFLE

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“…Indonesia, which consists of various ethnic groups, certainly has its own folklore and is adapted to local wisdom in each of these areas. As research conducted by Anisa in 2019 provides extensive reading which is good for children's literacy development, as an authentic medium that can stimulate children's development, especially in English development [30]. Then to answer the development of the era of research by Widhiyanti in 2021, the introduction of stories or folklore to children can be done in various media variations such as story books, video stories, and puppets, but packaged digitally which is up to date [31].…”

Section: Introductionmentioning

confidence: 99%

Engaging Early Childhood Learners of EFL through Balinese Folklore Picture Books during Distance Learning in Singaraja Bali

Purandina¹,

Ar²

2022

Proceedings of the 67th TEFLIN International Virtual Conference &Amp; The 9th ICOELT 2021 (TEFLIN ICOELT 2021)

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Balinese folklore is an attractive English learning medium for children. During distance learning, in several kindergartens in Singaraja, the teachers provided illustrated storybooks to children, in the form of Balinese folklore as reading material at home for the introduction of English as a foreign language. This study aims to describe the stages of introducing English to early childhood through Balinese folklore Picture Books during distance learning in Singaraja, Bali. As well as describing how early childhood vocabulary development in the introduction of English as a foreign language through Balinese Folklore Picture Books during distance learning in Singaraja Bali. The research was designed using a qualitative approach. The data was the children in three kindergartens in Singaraja Bali, amounting to 34 children who were taken randomly. Supporting data is also obtained from the teachers and parents of the child as additional data. The data were collected through observation, interview, and questionnaire then analyzed qualitatively. The result showed that the stages of introducing English as a foreign language were initiated by compiling a weekly learning plan containing collaborative activities between children and parents. By giving Balinese Folklore picture books written in English, both printed and digital. Then given training in the form of matching pictures with vocabulary, mentioning story characters, and finding moral values that can be taken from the stories. The development of children's vocabulary in English can develop properly where children were able to mention some vocabularies in English and also children are motivated to increase their enthusiasm for learning English during distance learning.

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Series of Nusantara Folklore Storybooks as the Media for Extensive Reading for Indonesia Elementary Students

Cited by 2 publications

References 0 publications

Exploring The Utilization of Folktales as Reading Materials for EFL Students

Exploring The Utilization of Folktales as Reading Materials for EFL Students

Engaging Early Childhood Learners of EFL through Balinese Folklore Picture Books during Distance Learning in Singaraja Bali

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