Developing Joyful Story Sheets (JoSS): an Effort to Build Character for EYL Learners in Indonesia through Reading JoSS
Keywords:
character education, EYL, Joyful Story Sheets, suburban areas
Abstract
In response to character education stated in Indonesian Curriculum 2013, to build characters for students of early ages is significant. This can be built through establishing reading habits and building character education to young learners living in urban and suburban areas simultaneously. However, there is lack attention paid to those living in suburban areas. Thus, this research is intended to provide them with some appropriate character-based reading materials. In order that they enjoy reading, the reading materials should be joyful and arouse imagining. This research employs Research and Development (Borg and Gall, 1983 & Ari, et.al., 1985) with the data were collected through doing need analysis by means of distributing questionnaire to EYL in suburban areas in East Java Indonesia, interviewing EYL teachers and parents having children at elementary schools. The results of the data collecetd in Need Analysis were used to develop the product. This R and D produced collection of Joyful Story Sheets (JoSS) for EYL of the 3rd, the 4th, the 5th, and the 6th graders with each grade consists of 40 joyful story sheets written based on some characters, i.e. hard working, independence, discipline, honesty, and tolerance. The research reveals that the product of this research-namely JoSS- is proved to inspire the students’ moral values, to build love of reading, and to encourage learning English. This research result is pedagogically implemented not only as a means of character education but as supplementary materials for reading class as well. To prove its effectiveness, it is suggested for further researchers to experimentally investigate.References
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Almerico, G.M. (2014). Building Character Through Literacy With Children’s Literature. Research in Higher Education Journal . Volume 26, pp. 1-13
Aguilar, E. (2013). Ten Ways to Cultivate a Love of Reading in Students. (Online).(www.edutopia.org/blog/cultivating-love-reading-students-elena-aguilar). Retrieved April 10, 2017
Akyay, E. & Ogeyik, M.C. (2009). Investigating Reading Habits and Preferences of Student Teachers at Foreign Language Departments. The International Journal of Language Society and Culture. (Online), (www.educ.utas.edu.au/users/tle/JOURNAL/ISSN 1327-774X, retrieved on December 16, 2009).
Ary, D., Jacobs, L.C., and Razavieh, A. (1985). Introduction to Research in Education. (3th Edition). New York: Longman
Astuti, U.P.(2014). Developing English Supplementary Reading Cards (ESRCs) for Young Learners to Promote Free Voluntary Reading Program. Jurnal Pendidikan Humaniora 2(2): 41-53.
Babauta, Leo. (2017). 14 Ways to Cultivate a Lifetime Reading Habit. (Online)(www.lifehack.org/articles/lifestyle/14-ways-to-cultivate-a-lifetime--reading-habit.html). Retrieved April 10, 2017
Baratz, L., & Hazeira, H. A. (2012). Children’s Literature as an Important Tool for Education of Sustainability and the Environment. International Electronic Journal of Environmental Education, 2(1)
Bohlin, K.E. (2005). Teaching Character Education through Literature: Awakening the Moral Imagination in Secondary Classroom. London and New York: Roudledge Falmer . Taylor & Francis Group
Borg and Gall. (1983). Educational Research: an Introduction. New York. Longman
Connor, C. M., Day, S. L., Phillips, B., Sparapani, N., Ingebrand, S. W., McLean, L., ... & Kaschak, M. P. (2016). Reciprocal Effects of Self‐Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School.Child development, 87(6), 1813-1824
De Bruyne, E., & Valcke, M. (2015). The impact of reading comprehension strategy instruction and text difficulty on learning performance when academic reading in L1 or L2. InML4U: Multilingualism across the Lifespan: Contact, Mobility and Learning.
Ewers, Hans-Heino, (2009). Fundamental Concepts of Children's Literature Research: Literary and Sociological Approaches Children's Literature and Culture. New York and London: Taylor & Francis Routledge
Gambrell, L. B. (2015). Getting Students Hooked on the Reading Habit. The Reading Teacher, 69(3), 259-263.
Gao, Q., Wang, H., Mo, D., Shi, Y., Kenny, K., & Rozelle, S. (2018). Can Reading Programs Improve Reading Skills and Academic Performance in Rural China?. China Economic Review, 52, 111-125.
Gilkerson, J., Richards, J. A., & Topping, K. J. (2017). The Impact of Book Reading in the Early years on Parent–child Language Interaction. Journal of Early Childhood Literacy,17(1), 92-110.
Golden, D. (2010). The Meeting Point between Israeli Born Children to Immigrant Children in Modern Children's Literature. E. Lomsky-Feder & T. Rapoport (eds), Visibility at immigration – body, view, representation (pp. 40 - 157). Jerusalem: Van Lir Institute and Ha-Kibbutz ha-Meuhad. (Hebrew).
Green, C.(2011). Story Writing Tips for Kids. (Online) http://www.coreygreen.com/storytips.html), retrieved April 12, 2015
Huang, H. C., Tsai, Y. H., & Huang, S. H. (2015). The relevant factors in promoting reading activities in elementary schools.International Journal of Evaluation and Research in Education (IJERE), 4(2), 62-70.
Iftanti, E. (2012). A Survey of the English Reading Habits of EFL Students’ in Indonesia. TEFLIN Journal 23(2): 149-164
Iftanti, E. (2015). What makes EFL students establish good reading habits in English. International Journal of Education and Research, 3(5), 365-374.
Mart, C.T. (2012). Encouraging Young Learners to Learn English through Stories. English Language Teaching 5(5):101-106
McDonald, A. (2013). 15 Reading Materials that Aren’t Books. (Online)(www.scholastic.com/parents/blogs/scholastic-parents-raise-reader/15-reading-materials-aren’t-books). Retrieved April 11, 2017
Owusu-Acheaw, M. (2014). Reading Habits among Students and its Effect on Academic Performance: A Study of Students of Koforidua Polytechnic. Library Philosophy and Practice (e-journal). 1130
Prendergast, M., Harbison, L., Miller, S., & Trakulphadetkrai, N. V. (2018). Pre-service and in-service teachers’ perceptions on the integration of children’s literature in mathematics teaching and learning in Ireland. Irish Educational Studies, 1-19.
Rivers, W. M. (1981). Teaching Foreign Language Skill (2nd) ed. Chicago and London: The University of Chicago Press.
Saucedo, A.C. (2005). Task-Based Instruction and Story Telling with Young Learners: Analysis of Its Advantages. (Online) (https://www.academia.edu/1831619/Task-based_instruction_and_storytelling_with_Young_Learners_Analysis_of_its_Advantage). Retrieved April 12, 2017
Smallwood, B. A. (1988). Using Multicultural Children’s Literature in Adult ESL Classes. Digest, National Center for ESL literacy Education.
Steinbeck, Piotr. (2008). Using Stories with Young Learners 2. Pearson Education.
Thames, J. (2012). Tips to Help Your Child Develop Active Reading Habits. (Online)(www.howtolearn.com/2012/02/tips-to-help-your-child-develop-active-reading-habits/). Retrieved April 10, 2017
Ur, P. (1996). A Course in Language Teaching: Theory and Practice. Cambridge: Cambridge University Press
Van den Brook, P., Kendeou, P., Lousberg, S., & Visser, G. (2017). Preparing for reading comprehension: Fostering text comprehension skills in preschool and early elementary school children. International Electronic Journal of Elementary Education, 4(1), 259-268.
Published
2019-06-15
How to Cite
Iftanti, E., & Madayani, N. (2019). Developing Joyful Story Sheets (JoSS): an Effort to Build Character for EYL Learners in Indonesia through Reading JoSS. Dinamika Ilmu, 19(1), 155-173. https://doi.org/10.21093/di.v19i1.1543
Section
Articles
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