Using Stories in English Language Learning: Students Perceptions on Their English Literacy

Authors

  • I Gusti Ayu Putu Gita Parameswari Parameswari Universitas Pendidikan Ganesha Author
  • Ni Made Ratminingsih Universitas Pendidikan Ganesha Author
  • Made Hery Santosa Universitas Pendidikan Ganesha Author

DOI:

https://doi.org/10.55115/edukasi.v7i1.584

Keywords:

English stories, literacy skills, students’ perceptions

Abstract

This study aimed to examine students’ perceptions of the use of stories in English learning related to their literacy. This study has focused on survey research using mixed methods involving quantitative and qualitative approaches to investigate students’ perceptions more deeply. The researcher took students in grades 4, 5, and 6 in SD 3 Banjar Jawa and SD Lab Undiksha. The researcher used a questionnaire and interviews. The data was analyzed using descriptive statistics with PAIT (Psychometric Analysis of Item Theory) calculations. The overall interview results showed very positive results on the use of English stories for literacy by getting a mean score of 22.21 taken from three dimensions, namely 1) Behavioral Engagement, 2) Emotional Engagement, and 3) Cognitive Engagement. Based on the findings above, the use of stories received a very positive perception from students, concluded that students had a high interest in using English stories for literacy. 

Downloads

Download data is not yet available.

Author Biographies

  • Ni Made Ratminingsih, Universitas Pendidikan Ganesha

    Prof. Dr. Ni Made Ratminingsih, M.A. adalah dosen Program Studi S1 Pendidikan Bahasa Inggris, Fakultas Bahasa dan Seni dan Program Studi S2 Pendidikan Bahasa Inggris Pascasarjana Universitas Pendidikan Ganesha (Undiksha) Singaraja, Bali. Dilahirkan di Desa Sukasada, pada tanggal 8 September 1966. Sejak kecil memiliki ketertarikan menjadi guru, dan telah ditempa menjadi guru sejak sekolah menengah, yaitu SPGN Singaraja. Pada saat duduk di bangku SMP, bahasa Inggris adalah mata pelajaran yang menjadi favoritnya, sehingga memilih LPTK, yaitu FKIP UNUD menjadi institusi tempat menempa ilmu. Memulai karier sebagai dosen di Jurusan Pendidikan Bahasa Inggris sejak 1991, dan bidang ilmu yang menjadi ketertarikannya adalah English Language Teaching (ELT) dalam konteks pembelajaran bahasa Inggris sebagai bahasa asing (EFL) dan pembelajaran bahasa Inggris untuk anak-anak (TEYL). Menyelesaikan studi S2 kependidikan bahasa Inggris di Deakin University dengan beasiswa pemerintah Australia dengan skema Equity Merit Scholarship Scheme (AIDAB) tahun 1997, mendapatkan kesempatan Sandwich Program ke Bloomington, USA pada tahun 2009, dan menamatkan studi S3 di Universitas Negeri Jakarta tahun 2011 yang juga melalui beasiswa yang didapatkan dari pemerintah Indonesia. Sejak tahun 2005, aktif menjadi pemakalah dalam berbagai ajang seminar/konferensi nasional dan internasional yang diselenggarakan di dalam negeri dan di luar negeri. Menjadi anggota tetap organisasi di bidang kependidikan bahasa Inggris internasioanal (TEFLIN) yang berpusat di Indonesia dan Asia TEFL yang berpusat di Korea. Sejak 25 tahun mengajar, Ni Made Ratminingsih telah menghasilkan beberapa publikasi artikel pada jurnal nasional (JPP Undiksha, IKA Undiksha, PRASI FBS Undiksha, Lingua Scientia FBS Undiksha, Bahtera Pascasarjana UNJ, dan Parameter UNJ Jakarta, dan JIP Malang) serta jurnal internasional (New English Teacher, Thailand dan Internasional Journal for Cross-Disciplinary Subjects in Education Canada). Buku yang sudah dipublikasikan berupa bahan ajar “Speaking 1” (2013), “TEFL 1” (2014), Metode dan Strategi Pembelajaran Bahasa Inggris (2017), dan Asesmen Autentik Dalam Pembelajaran Bahasa Inggris (2017). Di samping itu, Prof. Dr. Ni Made Ratminingsih, M.A juga aktif sebagai penulis artikel opini pada salah satu koran nasional, Bali Post.

  • Made Hery Santosa, Universitas Pendidikan Ganesha

    Made Hery Santosa teaches at the English Language Education Study Program, Universitas Pendidikan Ganesha, Bali, Indonesia. He serves as the Head of Virtual Lab and Digital Learning, Executive Board of Asia Pacific Association for Computer-Assisted Language Learning (APACALL), and Director of Community Service in Indonesia Extensive Reading Association (IERA). He is the editor-in-chief of Indonesian Technology Enhanced Language Learning (iTELL) and International Journal of Digital Arts on Languages and Arts (IJODLLA) journals, Editor in TESL-EJ and SAGE Open, a reviewer in System, TESOL Journal, TESL EJ, Springer, Cogent Arts & Humanities, Frontiers in Psychology, JLTR, LLT, Kasetsart Journal, among others, and, a visiting professor in Soka University, Japan. He has published articles, books, and chapters in reputable journals and publications. He has been invited as keynotes and speakers in international and national academic forums. He is also the director of Manik Cendekia Foundation, founder of Bali Edukasi, Pejuang Beasiswa Bali, Indonesian Community of Education, Language Learning, and Technology (ICELLT), and members in several English Teaching Associations, like TESOL International, ASIA TEFL, TEFLIN, CamTESOL, APACALL, AsiaCALL, iTELL, IERA, and PELTIN. His research interests include English as a Foreign Language (EFL), Computer Assisted Language Learning (CALL), Artificial Intelligence (AI), Mixed/Augmented/Virtual Reality (MAVR), and Innovative Pedagogies. E-Mail: mhsantosa@undiksha.ac.id.

References

Andriani, K. (2022). Teaching media in EFL classrooms: what are they and why select them? Journal of Language Testing and Assessment, 2(1), 87–97. https://ojs.fkip.unismuh.ac.id/index.php/jlta

Anggraini, E. R., & Herlina, R. (2021). Using storytellling to enhance students’ interests in reading ( a case study at tenth grade students of a vocational school in a regency ). Journal of English Education Program (JEEP), 8(1), 22–34. https://jurnal.unigal.ac.id/index.php/jeep

Aniuranti, A., Faiza, D., Wulandari, Y., & Nahdlatul Ulama Purwokerto, U. (2021). Enhancing students’ understanding of English grammar through literary works and exploring students’ voice on their use. Scholaria: Jurnal Pendidikan Dan Kebudayaan, 11(3), 264–270.

Ardhian, T., Ummah, I., Anafiah, S., & Rachmadtullah, R. (2020). Reading and critical thinking techniques on understanding reading skills for early grade students in elementary school. International Journal of Instruction, 13(2), 107–118. https://doi.org/10.29333/iji.2020.1328a

Ayu, M., Dahlan Diem, C., & Vianty, M. (2017). Secondary school students’ English literacy: Use of interactive read aloud instructional strategy. International Journal of Applied Linguistics and English Literature, 6(7), 292–299. https://doi.org/10.7575/aiac.ijalel.v.6n.7p.292

Br Milala, N., Ratminingsih, N. M., & Sentosa, M. (2024). Analyzing reading activities of montessori-based instruction method for primary students in Singaraja Montessori school. Jurnal Penelitian Mahasiswa Indonesia, 4(3), 336–347.

Candiasa, I. M. (2010). Statistik univariat dan bivariat disertai aplikasi SPSS. Unit Penerbitan Universitas Pendidikan Ganesha.

Cekaite, A., & Björk-Willén, P. (2018). Enchantment in storytelling: Co-operation and participation in children’s aesthetic experience. Linguistics and Education, 48, 52–60. https://doi.org/10.1016/j.linged.2018.08.005

Chauvin, I. A., Latoya, P. A., & Janelle, M. R. (2019). Narrative reframing of stories and fables: Implications for counseling. International Journal of Humanities and Social Science, 9(6), 12–16. https://doi.org/10.30845/ijhss.v9n6p2

Damaianti, V. S., Abidin, Y., & Rahma, R. (2020). Higher order thinking skills-based reading literacy assessment instrument: An Indonesian context. Indonesian Journal of Applied Linguistics, 10(2), 513–525. https://doi.org/10.17509/ijal.v10i2.28600

Erya, W. I., & Pustika, R. (2021). Students’ perception towards the use of webtoon to improve reading comprehension skill. Journal of English Language Teaching and Learning (JELTL), 2(1), 51–56. http://jim.teknokrat.ac.id/index.php/english-language-teaching/index

Ferdiawan, I. K. T., Ratminingsih, N. M., & Adnyani, L. D. S. (2021). Graphic novel development as a reading media for increasing literacy skill of 8th grade junior high school students. The Art of Teaching English as a Foreign Language, 2(1), 89–101. https://doi.org/10.36663/tatefl.v2i1.123

Frankel, K. K., Becker, B. L. C., Rowe, M. W., & Pearson, P. D. (2016). From “what is reading?” to what is literacy? Journal of Education, 196(3), 7–17. https://doi.org/https://doi.org/10.1177/002205741619600303

Ghofur, E. H., & Nurhayati, S. (2023). Multimedia-based storytelling learning media effectivity for early childhood’s expressive language skill development. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(6), 6493–6504. https://doi.org/10.31004/obsesi.v7i6.4682

Gilakjani, P. A., & Sabouri, N. (2016). How can students improve their reading comprehension skill? Journal of Studies in Education, 6(2), 229–240. https://doi.org/10.5296/jse.v6i2.9201

Gilson, C. M., Beach, K. D., & Cleaver, S. L. (2018). Reading motivation of adolescent struggling readers receiving general education support. Reading and Writing Quarterly, 34(6), 505–522. https://doi.org/10.1080/10573569.2018.1490672

Hariyanti Ningsih, I., & Winarni, R. (2019). The importance of early reading Al-Asasiyya. Journal Basic Of Education, 3(2), 196–206. http://journal.uny.ac.id/index.php/jpka/article/view/1434

Iftanti, E. (2015). What makes EFL students establish good reading habits in English. International Journal of Education and Research, 3(5), 365–374. www.ijern.com

İlter, İ. (2017). Improving the reading comprehension of primary-school students at frustration-level reading through the paraphrasing strategy training: A multiple-probe design study. International Electronic Journal of Elementary Education, 10(1), 147–161. https://doi.org/10.26822/iejee.2017131894

Kiszczak, A. (2019). Reading as a core component of developing academic literacy skills in L2 settings. Lublin Studies in Modern Languages and Literature, 43(3), 89–98. https://doi.org/10.17951/lsmll.2019.43.3.89-98

Kokkalia, G., Drigas, A., Economou, A., & Roussos, P. (2019). School readiness from kindergarten to primary school. International Journal of Emerging Technologies in Learning, 14(11), 4–18. https://doi.org/10.3991/IJET.V14I11.10090

Ledy, N. M., Sujarwati, I., & Syafryadin, S. (2023). Elementary school students’ perceptions of learning vocabularies using short stories. ENGLISH FRANCA : Academic Journal of English Language and Education, 7(1), 163–174. https://doi.org/10.29240/ef.v7i1.5890

Mansoor, A. A., Mohammed, O. S. M., Ahmed, H. R., Munasser Awadh, A. N., Abdulfatah, H. M., & Sheikh, E. Y. (2023). English language teaching through a short story: A technique for improving students’ vocabulary retrieving. Cogent Education, 10(1), 1–11. https://doi.org/10.1080/2331186X.2022.2161221

Maretha, S., Maisarah, I., & Wulandari, M. F. (2023). The students’ perception in using short story at efl classroom. Journal of English for Specific Purposes in Indonesia, 2(1), 67–72. https://doi.org/10.33369/espindonesia.v1i2.26216

Moedt, K., & Holmes, R. M. (2020). The effects of purposeful play after shared storybook readings on kindergarten children’s reading comprehension, creativity, and language skills and abilities. Early Child Development and Care, 190(6), 839–854. https://doi.org/10.1080/03004430.2018.1496914

Naul, E., & Liu, M. (2020). Why story matters: a review of narrative in serious games. Journal of Educational Computing Research, 58(3), 687–707. https://doi.org/10.1177/0735633119859904

Padmadewi, N. N., Artini, L. P., Ratminingsih, N. M., Utami, I. G. A. L. P., & Marsakawati, N. P. E. (2022). Needs analysis of literacy assessment using blended learning for beginner EFL learners. Journal of Language Teaching and Research, 13(2), 441–452. https://doi.org/10.17507/jltr.1302.27

Pattiwael, A. S. (2019). Literature for developing students’ humanity awareness. In Journal International Seminar on Languages, Literature, Arts, and Education (ISLLAE), 1(1), 79–88. https://doi.org/10.21009/ISLLAE.01115

Pietarinen, J., Soini, T., & Pyhältö, K. (2014). Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school. International Journal of Educational Research, 67, 40–51. https://doi.org/10.1016/j.ijer.2014.05.001

Prawira, N. N. P., Artini, L. P., Marsakawati, N. P. E., Padmadewi, N. N., Ratminingsih, N. M., & Utami, I. G. A. L. P. (2023). The implementation of literacy activities in primary school. Jurnal Imiah Pendidikan Dan Pembelajaran, 7(1), 150–156. https://doi.org/10.23887/jipp.v7i1.56108

Puspitarini, Y. D., & Hanif, M. (2019). Using learning media to increase learning motivation in elementary school. Anatolian Journal of Education, 4(2), 53–60. https://doi.org/10.29333/aje.2019.426a

Rahiem, M. D. H. (2021). Storytelling in early childhood education: Time to go digital. International Journal of Child Care and Education Policy, 15(1), 4–24. https://doi.org/10.1186/s40723-021-00081-x

Ratminingsih, N. M., Agustini, K., Budasi, I. G., Adnyani, L. P. S., & Ana, I. K. T. A. (2022). Digital versus printed multilingual dictionary: Developing young learners’ English literacy. Theory and Practice in Language Studies, 12(12), 2508–2518. https://doi.org/10.17507/tpls.1212.05

Ratminingsih, N. M., Budasi, I. G., & Kurnia, W. D. A. (2020). Local culture-based storybook and its effect on reading competence. International Journal of Instruction, 13(2), 253–268. https://doi.org/10.29333/iji.2020.13218a

Santosa, M. H., Surya Putra, I. B. Y. B., & Pratiwi, N. P. A. (2024). EFL students’ online learning readiness: Performing out the basic functions of technology. Pedagogy : Journal of English Language Teaching, 12(1), 59–80. https://doi.org/10.32332/joelt.v12i1.3590

Sarroub, L. K., & Pernicek, T. (2016). Boys, books, and boredom: A case of three high school boys and their encounters with literacy. Reading and Writing Quarterly, 32(1), 27–55. https://doi.org/10.1080/10573569.2013.859052

Satriani, I. (2019). Storytelling in teaching literacy: Benefits and challenges. English Review: Journal of English Education, 8(1), 113–120. https://doi.org/10.25134/erjee.v8i1.1924

Setyani, Y., Kamil, A. B., Pendidikan, P., Inggris, B., Keguruan, F., & Pendidikan, D. I. (2024). Exploring students’ perceptions towards the storytelling in english language learning. Jurnal Ilmiah Wahana Pendidikan, Februari, 10(4), 890–896. https://doi.org/10.5281/zenodo.10537410

Sofri, I., Czik, A., & Ziv, Y. (2023). Are you ready for a story? kindergarten children’s emotional competencies during a story-reading situation is associated with their readiness for school. Education Sciences, 13(12), 1169–1187. https://doi.org/10.3390/educsci13121169

Trowler, V. (2010). Student engagement literature review.

Yang, Y. T. C., Chen, Y. C., & Hung, H. T. (2022). Digital storytelling as an interdisciplinary project to improve students’ English speaking and creative thinking. Computer Assisted Language Learning, 35(4), 840–862. https://doi.org/10.1080/09588221.2020.1750431

Published

2026-04-23

Issue

Vol. 7 No. 1 (2026)

Section

Articles

License

Copyright (c) 2026 I Gusti Ayu Putu Gita Parameswari Parameswari, Ni Made Ratminingsih, Made Hery Santosa (Author)

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

How to Cite

Using Stories in English Language Learning: Students Perceptions on Their English Literacy. (2026). Edukasi: Jurnal Pendidikan Dasar, 7(1). https://doi.org/10.55115/edukasi.v7i1.584

Similar Articles

1-10 of 29

You may also start an advanced similarity search for this article.