Parental Perception of Using Stories in Developing Children’s English Language Literacy
DOI:
https://doi.org/10.36663/tatefl.v6i1.932Keywords:
English Stories, Literacy Skills, Parental Involvement, PerceptionAbstract
This study explored parental perceptions of their involvement in supporting children's English literacy in grades 4th, 5th, and 6th by using stories as reading media at home. Using an explanatory sequential mixed-method approach, this study involved parents from two junior high schools in Buleleng, Bali. The data were analyzed descriptively using the PAIT (Psychometric Analysis of Item Theory) and CTT (Classical Test Theory) methods, which focused on the reliability and validity of the questionnaire. The results showed that parents had positive perceptions of their engagement in developing children's literacy at home. The cognitive engagement aspect showed a very positive perception, while the behavioral engagement and emotional engagement aspects were classified in the positive category. These findings highlight the need for literacy strategies that not only improve reading skills, but also strengthen children's emotional bonds. Educators need to support parents in balancing academic expectations which fostering children’s love of reading. In addition, policies should promote literacy as a shared responsibility between schools and families, with programs that equip parents as literacy role models from an early age.
Downloads
References
Bingham, G. E., Jeon, H., Kwon, K., & Lim, C. (2017). Parenting styles and home literacy opportunities: Associations with children’s oral language skills. Infant and Child Development, 26(5). https://doi.org/10.1002/icd.2020 DOI: https://doi.org/10.1002/icd.2020
Boudreau, D. (2005). Use of a parent questionnaire in emergent and early literacy assessment of preschool children. Language, Speech, and Hearing Services in Schools, 36(1), 33–47. https://doi.org/10.1044/0161-1461(2005/004) DOI: https://doi.org/10.1044/0161-1461(2005/004)
Brown, C. S. (2014). Language and literacy development in the early years: Foundational skills that support emergent readers. Language and Literacy Spectrum, 24, 35–48.
Cahyani, N. K. Y., Artini, L. P., & Wahyuni, L. G. E. (2022). Reading-related activities in English textbook and how the texts are exploited in junior high schools. Journal of Education Research and Evaluation, 7(1), 115–120. https://doi.org/10.23887/jere.v7i1.48784 DOI: https://doi.org/10.23887/jere.v7i1.48784
Caliskan, E. F., & Ulas, A. H. (2022). The effect of parent-involved reading activities on primary school students reading comprehension skills, reading motivation, and attitudes towards reading. International Electronic Journal of Elementary Education, 14(4), 509–524. https://doi.org/10.26822/iejee.2022.260 DOI: https://doi.org/10.26822/iejee.2022.260
Candiasa, I. M. (2010). Statistik univariat dan bivariat disertai aplikasi SPSS. Universitas Pendidikan Ganesha.
Chavez, J. V, Adalia, H. G., & Alberto, J. P. (2023). Parental support strategies and motivation in aiding their children learn the English language. Forum for Linguistic Studies, 5(2), 1–16. http://doi.org/10.59400.fls.v5i2.1541 DOI: https://doi.org/10.59400/fls.v5i2.1541
Dore, R. A., Hassinger-Das, B., Brezack, N., Valladares, T. L., Paller, A., Vu, L., Golinkoff, R. M., & Hirsh-Pasek, K. (2018). The parent advantage in fostering children’s e-book comprehension. Early Childhood Research Quarterly, 44, 24–33. https://doi.org/10.1016/j.ecresq.2018.02.002 DOI: https://doi.org/10.1016/j.ecresq.2018.02.002
Fatmawati, E., Saputra, N., Ngongo, M., Purba, R., & Herman, H. (2022). An application of multimodal text-based literacy activities in enhancing early children’s literacy. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(5), 5127–5134. https://doi.org/10.31004/obsesi.v6i5.2782 DOI: https://doi.org/10.31004/obsesi.v6i5.2782
Febriyanti, E. R., & Hidayat, F. (2023). Developing picture storybook in English with wetlands theme for young learners. Acitya: Journal of Teaching and Education, 5(1), 171–187. https://doi.org/10.30650/ajte.v5i1.3515 DOI: https://doi.org/10.30650/ajte.v5i1.3515
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 (TATEFL), 2(2), 169–182. https://doi.org/10.36663/tatefl.v2i1.123 DOI: https://doi.org/10.36663/tatefl.v2i2.123
Friedlander, E. W., & Elliott, W. (2020). The home literacy environment in rural Rwanda and its relationship to early grade reading. Scientific Studies of Reading, 24(2), 123–140. https://doi.org/10.1080/10888438.2019.1642894 DOI: https://doi.org/10.1080/10888438.2019.1642894
Gamage, H. (2024). The impact of socioeconomic status on early childhood literacy development: A longitudinal study analyzing parental engagement, educational resources, and school-based interventions in diverse communities. Innovative Academy, Lincoln University College, 38–63. https://doi.org/10.5281/zenodo.10554267
Hemas, M. D. A., Padmadewi, N. N., & Dewi, P. E. S. (2023). Parent’s involvement in children’s English literacy skills. The Art of Teaching English as a Foreign Language (TATEFL), 4(2), 61–73. https://doi.org/10.36663/tatefl.v4i2.618 DOI: https://doi.org/10.36663/tatefl.v4i2.618
Hume, L. E., Lonigan, C. J., & McQueen, J. D. (2015). Children's literacy interest and its relation to parents’ literacy‐promoting practices. Journal of research in reading, 38(2), 172-193. https://doi.org/10.1111/j.1467-9817.2012.01548.x DOI: https://doi.org/10.1111/j.1467-9817.2012.01548.x
Huyler, D., & McGill, C. M. (2019). Research design: Qualitative, quantitative, and mixed methods approaches. In New Horizons in Adult Education and Human Resource Development (Vol. 31, Issue 3). SAGE Publications. https://doi.org/10.1002/nha3.20258 DOI: https://doi.org/10.1002/nha3.20258
Josuharyadi, K., Padmadewi, N. N, & Suputra, P. E. D. (2021). An analysis of parental involvement programs in teaching-learning process during covid-19 pandemic. Language and Education Journal Undiksha, 4(2), 97–105. https://doi.org/10.23 887/leju.v4i2.34324
Khofifah, S., & Ramadan, Z. H. (2021). Literacy conditions of reading, writing and calculating for elementary school students. Journal of Education Research and Evaluation, 5(3), 342–349. https://doi.org/10.23887/jere.v5i3.37429
Kigobe, J., Van den Noortgate, W., Ligembe, N., Ogondiek, M., Ghesquière, P., & Van Leeuwen, K. (2021). Effects of a parental involvement intervention to promote child literacy in Tanzania: A cluster randomized controlled trial. Journal of Research on Educational Effectiveness, 14(4), 770–791. https://doi.org/10.1080/19345747.2021.1931998 DOI: https://doi.org/10.1080/19345747.2021.1931998
Kiyawa, H. A. (2019). Parent involvement: Exploring the factors influencing children’s reading interests of literature at primary school level. Noble International Journal of Social Sciences Research ISSN, 04(12), 157–161. https://napublisher.org
Korosidou, E., Griva, E., & Pavlenko, O. (2020). Parental involvement in a program for preschoolers learning a foreign language. International Journal of Research in Education and Science, 7(1), 112. https://doi.org/10.46328/ijres.1219 DOI: https://doi.org/10.46328/ijres.1219
Kurnia, R., Ramdha, T., & Putra, Z. H. (2022). Implementation of early literacy activities during covid-19: A parents involvement analysis. International Journal of Instruction, 15(2), 831–846. https://doi.org/10.29333/iji.2022.15245a DOI: https://doi.org/10.29333/iji.2022.15245a
Milala, N. B., Ratminingsih, N. M., & Santosa, M. H. (2024). Analyzing reading activities of Montessori-based instruction method for primary students in Singaraja Montessori school. Jurnal Penelitian Mahasiswa Indonesia, 4(3), 336–347.
Mulyani, P. K. (2022). The effect of parental absence on children’s literacy development: A case study of a fourth-grade elementary school student. Vision: Journal for Language and Foreign Language Learning, 11(2), 107–124. https://doi.org/10.21580/vjv12i116052 DOI: https://doi.org/10.21580/vjv12i116052
Murshidi, G. A., Daoud, S., Derei, R. A., Alhamidi, H., Jabir, W., & Sayed, N. (2023). Parental involvement in English as foreign language learners’ education: Challenges and solutions in a post-pandemic era. International Journal of Educational Research Open, 5, 100297. https://doi.org/10.1016/j.ijedro.2023.100297 DOI: https://doi.org/10.1016/j.ijedro.2023.100297
Moorhouse, B. L., & Beaumont, A. M. (2020). Involving parents in their children’s school-based English language writing using digital learning. RELC Journal, 51(2), 259–267. https://doi.org/10.1177/0033688219859937 DOI: https://doi.org/10.1177/0033688219859937
Okkan, A., & Aydın, S. (2020). The effects of the use of Quizlet on vocabulary learning motivation. Language and Technology, 2(1), 16–25.
Palardy, J. M. (1997). Another look at literature-based instruction. Education, 118(1), 67-72
Pratiwi, D. I., Juita, P., & Agung, S. (2020). Short story as a media for motivating student’s improvement in reading. Journal of English Education and Applied Linguistics, 9(1), 30–41. https://doi.org/10.24127/pj.v9i1.2620 DOI: https://doi.org/10.24127/pj.v9i1.2620
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 DOI: https://doi.org/10.23887/jipp.v7i1.56108
Purnama, S., Wibowo, A., Narmaditya, B. S., Fitriyah, Q. F., & Aziz, H. (2022). Do parenting styles and religious beliefs matter for child behavioral problem? The mediating role of digital literacy. Heliyon, 8(6). https://doi.org/10.1016/j.heliyon.2022.e09788 DOI: https://doi.org/10.1016/j.heliyon.2022.e09788
Puspitasari, P. I., Padmadewi, N. N., & Dewi, L. P. E. S. (2021). Various English literacy activities in bilingual primary school. International Journal of Elementary Education, 5(1), 48. https://doi.org/10.23887/ijee.v5i1.31550 DOI: https://doi.org/10.23887/ijee.v5i1.31550
Rahmanita, R. A., Ratminingsih, N. M., & Juniarta, P. A. K. (2021). Developing an android-based English reading material for the eighth grade students in Mtsn Karangasem. The Art of Teaching English as a Foreign Language (TATEFL), 2(1), 102–112. https://doi.org/10.36663/tatefl.v2i1.179 DOI: https://doi.org/10.36663/tatefl.v2i1.179
Ratminingsih, N. M., & Budasi, I. G. (2020). Printed Media Versus Digital Media: Which One is More Effective? 3rd International Conference on Innovative Research Across Disciplines (ICIRAD 2019) Printed, 49–55. https://doi.org/10.2991/assehr.k.200115.009 DOI: https://doi.org/10.2991/assehr.k.200115.009
Reynolds, G., & Werfel, K. L. (2019). Home literacy environment and emergent skills in preschool children with hearing loss. Journal of Infectious Diseases, 220(9), 68–79. https://doi.org/10.1093/deafed/enz025 DOI: https://doi.org/10.1093/deafed/enz025
Solichah, N., & Fardana, N. A. (2023). Analysis of parental involvement in early literacy in Malang, Indonesia. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(4), 4441–4450. https://doi.org/10.31004/obsesi.v7i4.4992 DOI: https://doi.org/10.31004/obsesi.v7i4.4992
Suganda, P. I., Santosa, M. H., & Suprianti, G. A. P. (2023). Literacy-based instruction with ICT on English learning in junior high school. Jurnal Inovasi Dan Teknologi Pembelajaran, 10(1), 12–23. https://doi.org/10.17977/um031v10i12023p012 DOI: https://doi.org/10.17977/um031v10i12023p012
Trowler, V. (2010). Student engagement literature review. Department of Educational Research, Lancaster University.
Wang, Y. (2015). A trend study of the influences of parental expectation, parental involvement, and self-efficacy on the English academic achievement of Chinese eighth graders. International Education, 44(2), 45- 68.
Wijaya, A. W. A., Indasari, S. R., Samosir, F., & Petrus, S. (2020). The roles of parents and community in supporting children’s literacy development. Proceedings of the International Conference on Early Childhood Education and Parenting 2019 (ECEP 2019). https://doi.org/10.2991/assehr.k.200808.005 DOI: https://doi.org/10.2991/assehr.k.200808.005
Yabo, A. (2022). Home literacy environment and children’s English as a second language acquisition. Trend in Educational Studies Journal, 14(1), 177–184.
Yulianti, K., Denessen, E., Droop, M., & Veerman, G. J. (2022). School efforts to promote parental involvement: The contributions of school leaders and teachers. Educational Studies, 48(1), 98–113. https://doi.org/10.1080/03055698.2020.1740978 DOI: https://doi.org/10.1080/03055698.2020.1740978
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Putu Angelia Putri Mahayani, Ni Made Ratminingsih, Made Hery Santosa

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
License Terms
- Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in a way that suggests the licensor endorses you or your use.
- ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.