Aug 2026· ETERNAL (English Teaching Journal)· Vol 17, pp. 416-425· 0 citations· 17 references
Abstract
This study presents a systematic literature review on the role of storytelling in elementary education, with a particular focus on its impact on literacy development and vocabulary acquisition in Indonesian EFL context. Drawing on 75 articles published in Scopus, Eric and Sinta database from 2020 to 2025 between synthesized findings across diverse methodologies, and mixed method design. Results consistently enhance vocabulary mastery, learner engagement, and early literacy skills by providing contextualized language input, repeated word exposure, and opportunities for meaningful communication. Storytelling activities were also found to foster motivation, cultural identity, and multimodal literacy awareness, making them developmentally appropriate and pedagogically effective for young learners. The review concludes that storytelling is not merely a complementary classroom activity but a powerful instructional strategy that supports holistic literacy development and strengthens vocabulary acquisition in Indonesian elementary education.
This study conducted an integrative literature review to examine the educational meanings and effects of digital storytelling on literacy among young children and lower-grade elementary students. The study analyzed 15 studies published between 2015 and 2025 using an integrative literature review approach. The findings...
Yun-Kyung Song, Bo-Ram Lee· Korean Society of Children's...· 0 citations
Introduction. Strengthening foundational literacy in primary education remains a global priority, particularly
following learning disruptions that have widened achievement gaps. Integrating literary texts into language
learning is increasingly viewed as a promising approach to support literacy development through mea...
Diplan Diplan, Rini Rini, Alimuddin A. Djawad et al.· Perspectives of science and...· 0 citations
The literacy process faces the constant challenge of fostering fluid reading and writing skills while overcoming the misconception that play is incompatible with formal learning. In this context, reclaiming oral tradition genres through play stimulates reflection on the writing system and strengthens children's autonom...
Karla Dayanne Braga Abreu Aguiar, Tyciana Vasconcelos Batalha, Andréia de Sousa Marques Oliveira et al.· Revista de Estudos Interdisc...· 0 citations
Reading for Pleasure (RfP) is associated with literacy development and reading enjoyment, yet formal education can turn reading into an assessment-driven obligation. This narrative review examines how formal education conceptualizes RfP and how it relates to reading pedagogy. Ten peer-reviewed studies published between...
Meinia Prasyesti Kurniasari, Arya Wijaya Pramodha Wardhana, Nor Erlissa Abd Aziz et al.· Journal of General Education...· 0 citations
Indonesian language learning in elementary schools continues to face challenges in improving students’ reading comprehension, critical thinking, and oral and written communication skills. Limited instructional media and a lack of contextual learning resources grounded in local culture often reduce student engagement an...
Muhammad Yusnan, Isaac John Ibanga, F. Saputra et al.· Diglosia: Jurnal Kajian Baha...· 0 citations
This study examined the pedagogical approaches in oral narratives by describing the storytelling strategies used by Grade 2 teachers to support reading comprehension. A descriptive-quantitative research design was employed involving 36 Grade 2 teachers from a selected elementary school. Data were collected using a vali...
Jobelle Martos Santiago, Celso C. Dumalig· International Journal of Sci...· 0 citations
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