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All Journal International Journal of Learning Reformation in Elementary Education JBSI: Jurnal Bahasa dan Sastra Indonesia
Tri Lestari
Universitas Negeri Surabaya
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Social Sciences

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Reconceptualizing Storytelling as Social Constructivist Literacy Practice in Nonformal Education Settings Desika Putri Mardiani; Tri Lestari; Gunarti Dwi Lestari; Tri ‘Ulya Qodriyati
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 02 (2026): Article in Press - International Journal of Learning Reformation in Elementary
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ijlree.002137

Abstract

The study explores storytelling as a social constructivist literacy practice in a non-formal education setting, specifically within a community library in Surabaya. Using a qualitative descriptive approach, data were collected through in-depth interviews, participant observation, and documentation involving library coordinators, tutors, parents, and children aged 7–12.  Data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that storytelling functions as a dialogic literacy space where children actively participate in narrative reconstruction, collaborative meaning-making, and socially mediated interaction. Through expressive storytelling, reflective questioning, and storytelling practices, children demonstrated improvements in reading comprehension, oral communication, confidence, and participation in literacy activities. The study highlights the role of tutors, peer interaction, and family support in shaping a literacy ecosystem that enhances children's reading comprehension, communication skills, and confidence. The research contributes to the conceptual understanding of literacy as a socially mediated and contextually grounded practice in non-formal education.
Implementasi Metode Bercerita untuk Meningkatkan Kemampuan Literasi Anak Usia 7-12 Tahun di Perpustakaan Rungkut Surabaya: Implementation of Storytelling Methods to Improve Literacy Skills of Children Aged 7-12 Years at the Rungkut Library in Surabaya. Tri Lestari; Desika Putri Mardiani
JBSI: Jurnal Bahasa dan Sastra Indonesia Vol. 6 No. 01 (2026): Artikel Riset Periode Mei 2026
Publisher : Information Technology and Science(ITScience)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/jbsi.v6i01.8222

Abstract

The literacy crisis among elementary school children in Indonesia shows that reading ability is still limited to deciphering texts, without optimal contextual understanding. This condition is exacerbated by the dominant use of gadgets, which has shifted children's reading habits and social interactions. This study aims to analyze the implementation of storytelling as a dialogic literacy practice in a literacy ecosystem involving children, tutors, families, and the learning environment at the Rungkut Library in Surabaya. The research method used was a descriptive qualitative approach, involving in-depth interviews, participant observation, and documentation of six purposively selected informants. Data analysis used the interactive model of Miles, Huberman, and Saldana (2014). The results showed that storytelling activities create a dialogic space that allows children to engage in narrative reconstruction through interactions with tutors and peers, thereby constructing meaning together through the communication process. The 5W+1H approach and story retelling have been shown to improve children's reading comprehension, oral communication skills, and self-confidence. Family involvement is a real supportive factor through the habit of storytelling at home, while excessive gadget use and inconsistent attendance are the main inhibiting factors. This study provides a conceptual contribution to storytelling as a social literacy practice in community-based non-formal education.
Co-Authors Desika Putri Mardiani Gunarti Dwi Lestari Tri ‘Ulya Qodriyati