Reconceptualizing Storytelling as Social Constructivist Literacy Practice in Nonformal Education Settings

Desika Putri Mardiani; Tri Lestari; Gunarti Dwi Lestari; Tri ‘Ulya Qodriyati

doi:10.56741/IISTR.ijlree.002137

Authors

Desika Putri Mardiani
desikamardiani@unesa.ac.id
Universitas Negeri Surabaya https://orcid.org/0009-0009-5336-9200
Tri Lestari Universitas Negeri Surabaya
Gunarti Dwi Lestari Universitas Negeri Surabaya https://orcid.org/0000-0003-4688-844X
Tri ‘Ulya Qodriyati Universitas Negeri Surabaya https://orcid.org/0009-0005-2615-3456

DOI:

https://doi.org/10.56741/IISTR.ijlree.002137

Keywords:

Community Libraries, Dialogic Literacy, Literacy Ecosystem, Nonformal Education, Storytelling

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.

Downloads

Download data is not yet available.

Author Biographies

Desika Putri Mardiani, Universitas Negeri Surabaya

is affiliated with Universitas Negeri Surabaya, Indonesia. She frequently serves as the Publication Chair for international conferences and is actively involved in research and community service. Desika also contributes as a lecturer and academic assistant, combining research, teaching, and community engagement with a strong dedication to improving inclusive and transformative education. (email: desikamardiani@unesa.ac.id).

Tri Lestari, Universitas Negeri Surabaya

is a student in the Non-Formal Education Study Program, Faculty of Education, Universitas Negeri Surabaya. Her research interests include literacy education, storytelling practices, and community-based nonformal education. (email: tri.22017@mhs.unesa.ac.id).

Gunarti Dwi Lestari, Universitas Negeri Surabaya

is an education scientist, senior lecturer, and currently the Coordinator of the Doctoral Degree of Educational Science, Universitas Negeri Surabaya (UNESA). She is a Professor of Early Childhood Education. She is active in teaching, research, and community service in the fields of community education, early childhood education (PAUD), learning model development, and education policy. (email: gunartilestari@unesa.ac.id).

Tri ‘Ulya Qodriyati, Universitas Negeri Surabaya

is a lecturer at the Non-Formal Education Department of the Faculty of Education, Universitas Negeri Surabaya (UNESA). She is active in teaching, research, and community service in the fields of family and informal. (email: triqodriyati@unesa.ac.id).

References

OECD, “Indonesia,” OECD. [Online]. Available: https://www.oecd.org/en/publications/pisa-2022-results-volume-i-and-ii-country-notes_ed6fbcc5-en/indonesia_c2e1ae0e-en.html

S. L. Gillam et al., “Contextualized, multicomponent language instruction: From theory to randomized controlled trial,” Lang. Speech Hear. Serv. Sch., vol. 55, no. 3, pp. 661–682, 2024, doi: 10.1044/2024_LSHSS-23-00171. DOI: https://doi.org/10.1044/2024_LSHSS-23-00171

A. Ramadhani, K. Abdullah, and T. Handayani, “The effect of big book media on beginning reading skills in 1st-grade students,” Int. J. Learn. Reform. Elem. Educ., vol. 4, no. 4, pp. 143–154, 2025, doi: 10.56741/ijlree.v4i02.1014. DOI: https://doi.org/10.56741/ijlree.v4i02.1014

D. Mushi, S. Long, F. Martin, and W. Wang, “Elementary school learner comic-based digital storytelling on digital safety,” in Proc. the 18th Int. Soc. Learn. Sci. - ICLS 2024, pp. 2127–2128, 2024, doi: 10.22318/icls2024.307950. DOI: https://doi.org/10.22318/icls2024.307950

W. Yulianingsih, G. D. Lestari, and R. A. Rahma, “Parenting education dalam literasi budaya dan kewargaan," in Pros. Sem. Nas. Temu Kolegial Jurusan PLS Se-Indonesia, vol. 55, e58, 2019. [Online]. Available: https://ojs.unm.ac.id/prosidingpls/article/view/10102

E. Sulzby, “Writing and reading: Signs of oral and written language organization in young children,” in Writing and Reading: Signs of Oral and Written Language Organization in Young Children, W. H. Teale and E. Sulzby, Eds. Norwood, NJ, USA: Ablex Publishing Corporation, 1986.

E. Korosidou and E. Griva, “Fostering students L2 writing skills and intercultural awareness through digital storytelling in elementary education,” Int. Electron. J. Elem. Educ., vol. 16, no. 5, pp. 585–597, 2024, doi: 10.26822/iejee.2024.355. DOI: https://doi.org/10.26822/iejee.2024.355

I. Ludiana and D. Fitriani, “Implementasi program literasi: Buku cerita istimewa,” Aulad J. Early Child., vol. 8, no. 1, pp. 499–510, 2025, doi: 10.31004/aulad.v8i1.1069. DOI: https://doi.org/10.31004/aulad.v8i1.1069

V. Y. Erviana, B. Divia, and M. Yiheng, “The effectiveness of problem-based learning on elementary students’ critical thinking and problem solving skills,” Int. J. Learn. Reform. Elem. Educ., vol. 5, no. 1, 2026, doi: 10.56741/IISTR.ijlree.001330. DOI: https://doi.org/10.56741/IISTR.ijlree.001330

J. W. Creswell and C. N. Poth, Qualitative Inquiry and Research Design: Choosing Among Five Approaches. SAGE Publications, 2016.

D. Z. E. Hasibuan, Metodologi Penelitian Pendidikan. AE Publishing, 2024.

Sugiyono, Metode Penelitian Kualitatif. Bandung: Alfabeta, 2022. [Online]. Available: https://repository.unpas.ac.id/58429/1/Buku%20Metode%20Penelitian%20Kualitatif%20Sugiyono.pdf

H. R. Setiawan, “Manajemen kegiatan evaluasi pembelajaran,” Sem. Nas. Teknol. Edukasi Sos. Hum., vol. 1, no. 1, pp. 507–511, 2021, doi: 10.53695/sintesa.v1i1.350.

Kemendikdasmen. “Kampus mengajar dukung program buku bacaan bermutu untuk literasi Indonesia,” Kemendikdasmen.go.id. Accessed: Mar. 5, 2026. [Online]. Available: https://www.kemendikdasmen.go.id/berita/4116-kampus-mengajar-dukung-program-buku-bacaan-bermutu-untuk-lit

N. Nurbaeti, A. Mayasari, and O. Arifudin, “Penerapan metode bercerita dalam meningkatkan literasi anak terhadap mata pelajaran bahasa Indonesia," J. Tahsinia, vol. 3, no. 2, pp. 98–106, 2022, doi: 10.57171/jt.v3i2.328. DOI: https://doi.org/10.57171/jt.v3i2.328

T. Z. Maharani, V. Purnamasari, and S. Patonah, “Analisis kemampuan literasi dalam pelajaran bahasa Indonesia melalui metode storytelling pada siswa kelas IV SD," J. Cerdas Mendidik, vol. 4, no. 2, pp. 357–369, 2025, doi: 10.26877/cm.v4i2.25217. DOI: https://doi.org/10.26877/cm.v4i2.25217

Salix, “Storytelling method in learning process – Thematic analysis,” West Sci. Bus. Manag., vol. 2, no. 04, pp. 1329–1335, 2024, doi: 10.58812/wsbm.v2i04.1725. DOI: https://doi.org/10.58812/wsbm.v2i04.1725

N. Asifudin, N. M. Umaya, and S. Sudaryono, “Enhancing children’s language skills through storytelling method with audio-visual media,” J. Indones. Sos. Sains, vol. 6, no. 1, pp. 119–127, 2025, doi: 10.59141/jiss.v6i1.1531. DOI: https://doi.org/10.59141/jiss.v6i1.1531

N. F. K. Khatima, A. Agusniatih, H. P. Setianingsih, S. N. Zuama, and J. Lima, “The effect of storytelling method on children’s cognitive development at the age of 5–6 years,” IJECER - Indones. J. Early Child. Educ. Res., vol. 4, no. 2, pp. 359–370, 2025, doi: 10.31958/ijecer.v4i2.15853. DOI: https://doi.org/10.31958/ijecer.v4i2.15853

J. Lindgren, “Age and task type effects on comprehension and production of narrative macrostructure: Storytelling and retelling by Swedish-speaking children aged 6 and 8,” Front. Commun. Sec. Lang. Commun., vol. 8, e1252260, 2023, doi: 10.3389/fcomm.2023.1252260. DOI: https://doi.org/10.3389/fcomm.2023.1252260

L. Xing, Y. Tang, Q. Liu, H. Chen, J. Zeng, and J. Su, “The effects of interactive reading on young children’s narrative abilities: A meta-analytic study,” Front. Psychol., vol. 16, e1653511, 2025, doi: 10.3389/fpsyg.2025.1653511. DOI: https://doi.org/10.3389/fpsyg.2025.1653511

J. Lee and W. Moussa, “The role of home environments in children’s literacy skills in Ghana: Parents, siblings, and books,” Int. J. Educ. Dev., vol. 107, e103037, 2024, doi: 10.1016/j.ijedudev.2024.103037. DOI: https://doi.org/10.1016/j.ijedudev.2024.103037

M. Valcárcel Jiménez, J.-H. Heine, T. Schiele, A. Mues, and F. Niklas, “The role of parental attitudes, home literacy environment, and migration background in preschool children’s emergent literacy skills,” J. Appl. Dev. Psychol., vol. 99, e101830, Jul 2025, doi: 10.1016/j.appdev.2025.101830. DOI: https://doi.org/10.1016/j.appdev.2025.101830