Fairy Tale Books Research Articles

ASESMEN DIAGNOSTIK DALAM MATERI DONGENG PADA MATA PELAJARAN BAHASA SUNDA DI KELAS VII SEKOLAH MENENGAH PERTAMA (SMP) YAYASAN WANITA KERETA API (YWKA) BANDUNG

The purpose of this study was to find out the diagnostic assessment in fairy tale material in Sundanese language subjects. The background of the diagnostic assessment is the change in face-to-face teaching and learning activities to distance learning (PJJ), the decline in the ability of students, the failure to achieve learning objectives and the competency gaps of students. One effort to overcome this problem is to carry out an assessment at the beginning of learning which is called a diagnostic assessment. The approach used in this study uses a quantitative approach with quantitative descriptive methods, meaning that data is collected from instruments in the form of non-cognitive diagnostic assessments of fairy tales and then analyzed based on students' answers to each question, then set forth in tables and diagrams and percentages are taken. The population consists of two classes in class VII with a total of 51 students. a sample of 26 students in class VII. That directly or indirectly the role of parents affects children regarding their likes or dislikes of fairy tales. This role is not only in the form of storytelling for children, but rather encourages children to like reading fairy tale books. When children like fairy tales, this material will be easier to teach because the child's ability to understand is sufficient to explore it. It's different if the child doesn't like fairy tales. The first thing the teacher does for students like this is of course to motivate them to like the material first and the role of parents influences children regarding their likes or dislikes of fairy tales.

Digital Humanities: Spike Up Literature and Language Learning Via Social Media

From the early morning newspaper to the fairy-tale books for kids that are usually read before bedtime are now available in the tip of fingers in the form of e-news and e-books. This paper highlights the influence of social media on language learning and literature in our daily lives. During the pandemic, the usage of digital humanities heightened. Social media plays a prominent role in spreading knowledge about foreign languages and cultures. The effect of social media has encouraged plenty of common people to acquire knowledge about their targeted language through online platforms. For example, the K-wave during 2019 and 2020 had a great impact on youngsters which made them learn the Korean language and culture to get greater insight about current trends. Devolved nations are now completely digitalized and as a developing nation, India is also moving towards digitalization. Digital humanities definitely will ameliorate the learning of new languages.

Model Inkuiri Terbimbing Berbantuan Buku Dongeng Movable Berbasis Etnosains untuk Meningkatkan Literasi Sains Siswa

Science literacy is an essential skill that elementary school pupils need to be mastered. This study aimed to enhance the sixth-grade students' scientific literacy of SDN Cililitan 02 by implementing a guided inquiry model assisted by an ethnoscience-based movable storytale book. The Kemmis & McTaggart model was utilized in this classroom action research and carried out for 2 cycles of planning, implementation, observation, and reflection. The subjects of this research were 32 sixth-grade students of SDN Cililitan 02 in the academic year 2021-2022. Data collection techniques used in this study included observation, interviews, and tests. The results showed that applying the guided inquiry model assisted by an ethnoscience-based movable storytale book improved the sixth-grade students’ scientific literacy of SDN Cililitan 02. The average scientific literacy percentage of the students in the pre-cycle test was 41.25%. The average percentage of students who completed scientific literacy tests was 67.19% in the first cycle and grew to 85.94% in the second. Applying the guided inquiry model assisted by ethnoscience-based movable fairy tale books makes learning more contextual through scientific methods by presenting local cultural content close to students' daily lives.

동화를 활용한 관계틀 이론의 다중반응교수법(MEI)이 발달장애아동의 관점수용 학습에 미치는 영향*

Perspective-taking, which requires understanding oneself and others, is an important social skill in interacting with others. However, children with developmental disabilities have limited understanding of others and barriers to accepting others’ perspectives in many situations. This study to investigates the effects of the Multiple Exemplar Instruction(MEI) based on Relational Frame Theory(RFT) on response with reversed relation and double reversed relation as sub-components of perspective-taking skills using fairy tale books. Participants in the study are a 10-year-old girl with autism spectrum disorder and an 8-year-old boy with a language development delay, who need to improve their perspectives-taking skills. A multiple probe design across participants was employed in the study. The MEI was used for intervention targeting to establish reinforcement history with a frame for the reversed relation, and the double reversed relation perspective-taking using fairy tales. As a result of the study, it was demonstrated that the MEI had an increased rate of perspective-taking responses, and the changes were maintained after the intervention. As a suggestion for future studies, it is necessary to replicate this study in various environments such as peer group situations and peer class situations within school-age grades.

NILAI-NILAI PENDIDIKAN KARAKTER DALAM DONGENG DOMBA DAN SAHABAT RIMBA KARYA KAK THIFA SEBAGAI ALTERNATIF BAHAN AJAR PESERTA DIDIK KELAS II SEKOLAH DASAR

The high number of cases of violence and bullying that occur is a character crisis or the fading of character values in children. These challenges and problems are easy to face if children have good character values from various aspects through character education. The purpose of this research is to describe the character values that exist in fables, describe the use of fables as an alternative teaching material in elementary schools, and describe the efforts that can be implemented to instill character education values. This type of research is descriptive research. This study uses the qualitative data analysis technique of Miles and Hibermas. The results of the study show that there are 13 character education values in the book “Fairy Tales of Sheep and Friends of the Jungle” by Kak Thifa. Fairy tale books can be used as an alternative teaching material for second grade elementary school students in the form of worksheets. Efforts or methods made by IIC SD class teachers in instilling character education can be done in various ways, namely through exemplary, collaborative and active learning in the classroom, stories and literature, character assessment or reflection, advice and punishment, and giving motivation. Based on the results of the study, it can be concluded that there are 13 character education values in the book "Tale of the Sheep and Friends of the Jungle" by Kak Thifa. Fairy tales can be used as an alternative teaching material for second grade elementary school students as well as the efforts or methods carried out by teachers in instilling character education can be done in various ways.

How VIRTUE-BOOK Improves Integrity and Recovers Learning Loss for Elementary School Students

Digital-based learning media plays a vital role in improving the quality of student character and post-COVID-19 learning. This research aimed to explain how VIRTUE-BOOK improves integrity and recovers learning loss for elementary school students. This research is a research and development (RD) with the ADDIE model. This research focuses on the implementation (I) and evaluation (E) stages. The research was carried out from August to September 2022. Implementation was carried out through a quasi-experiment with the subject of 3rd-grade elementary school students. There were 15 students for each of the experimental and control classes. Data collection used questionnaires (scales) and tests. Data analysis was performed by calculating the percentage of increasing the integrity index and decreasing learning loss, then calculating its effectiveness using MANOVA with a significance level of 5% (0,05); N-Gain test; and effect size test. The results of this research indicate that the digital fairytale book "VIRTUE-BOOK" can (1) increase the students' integrity index by 49,5% on the core values of integrity, namely honesty, responsibility, and discipline; (2) decrease the learning gap between what the students have learned and what the students were expected to learn (learning loss) by 116%; and (3) be effective in those improvement and recovery based on the results of the independent t-test, paired t-test, MANOVA test, N-Gain test, and effect size test. Therefore, it is concluded that VIRTUE-BOOK can improve students' integrity by increasing the integrity index and recovering the learning loss among students by decreasing the learning gap.

Home reading environment, sociometric and demographic factors associated with dyslexia in primary school students in China: A case-control study

BackgroundDevelopmental dyslexia (DD) has been generally recognized as a multifactorial psychological disorder in recent decades. However, studies on reading and learning environment, social and demographic factors affecting Chinese developmental dyslexia (DD) are still scarce in China. This study aims to explore multidimensional home influencing factors associated with DD before and after birth. MethodsA total of 60 dyslexic and 252 normal elementary school students graded 2–5 were recruited in Shantou, China. The Least Absolute Shrinkage and Selection Operator (LASSO) regression model was used for the social and demographic variables screening. Odds ratios (ORs) with 95 % confidence intervals (CIs) for associations between DD and related factors were estimated by multivariate logistic regression models. ResultsThrough LASSO regression, we ultimately identified 13 key variables, including maternal education level and family monthly income, among others. The logistic regression analyses showed that the risk of DD was higher in children with lower maternal education levels. Divergent parenting styles may be a risk factor for developing DD as opposed to consistent parenting styles (OR = 4.93, 95%CI: 1.11–21.91). Children whose mothers suffered from malnutrition during pregnancy were more likely to develop DD (OR = 10.31, 95%CI: 1.84–37.86), as well as exposure to second-hand smoking at home every day (OR = 5.33, 95%CI: 1.52–18.66). Interestingly, children's active reading (OR = 0.26, 95%CI: 0.08–0.84; OR = 0.17, 95%CI: 0.04–0.76 for “sometimes” and “often” compared to none, respectively), children having extracurricular reading fairy tale books (OR = 0.37, 95%CI: 0.15–0.90), and children having extracurricular reading composition books (OR = 0.25, 95%CI: 0.09–0.69) were significant protective factors for DD. ConclusionsHome reading environment, several educational, sociometric and demographic factors may influence the development of dyslexia. We should pay attention to these factors on the development of dyslexia, so as to provide the well social and familial environment to ensure the healthy development of children.

Peran Guru AUD Dalam Menstimulasi Perkembangan Bahasa Anak di TK Ikhlasul ‘Amal Medan


 This study aims to determine the role of the aud teacher in stimulating children's language development in Kindergarten Ikhlasul 'Amal Medan. In this study, the authors found that in Ra, the teacher's role in teaching focuses on children's "Calistung", the teacher uses reading books, or fairy tale books to teach children to read and write in teaching children. This research uses a type of qualitative research with a descriptive approach. The approach taken is literary in nature and is included in the category of approaches used in library research. The method given by the teacher in learning is a system of writing, reading, spelling. Furthermore, the children will be given the task to improve their writing and reading. The teacher at Ra also differentiates children's language development through their age.
 Keywords: Early childhood, child language development

Improving Storytelling Ability Using Implications of The Read-Aloud Method in Early Childhood

Basically, a school for early childhood takes work. Many factors influence this, including the shy factor that makes you afraid to speak or tell stories. If the problem is not resolved immediately, it will be difficult for the child to express his feelings. The Read-Aloud method trains children to be able to retell the contents of fairy tales and stories to increase children's vocabulary. Packaging the Read Aloud method uses the media of illustrated children's story books and fairy tale books that can make young children interested in following them. In this study, the authors used a qualitative descriptive method. Data collection techniques used are observation, interviews, and documentation. The results of this study indicate that the implications of the Read Aloud method can stimulate early childhood development by increasing vocabulary so children's language skills can develop properly. Obstacles in this study were limited by changes in the behavior of research subjects which made researchers increase research time.

Поэтика абазинских сказок

Poetics is an an essential component of literary and folklore works, and therefore, the appeal of this literary problem is relevant. Some issues of the poetics of Abaza fairy tales were touched up-on in the works of V.B. Tugov, but as an independent scientific problem, it is posed for the first time, which ensures the novelty of the work. The purpose of the article is to study the verbal and figurative structure features of the na-tional fairy-tale prose texts. The direct tasks include comprehending such significant composi-tional elements as: a fantastic verse, the ways of manifestation of the narrator, the antithesis tech-nique, realistic and psychological details, portraits of people and animals, landscapes and their functions, semantic content of the names of the cardinal directions, images of a hill and a furnace, toponyms, hydronyms, phytonyms, food names. The research material was three main collections of the Abaza fairy tale epic: “Abaza fairy tales” (Mineralnye Vody, 2015), where two independent editions of T.Z. Tabulov, 1947 and 1955, are brought together; “Tales of Abazashty” (Stavropol, 2016), which is also a reprint of three col-lections released at the time by V.B. Tugov; “Abaza folk Fairy tales” (Cherkessk, 1986), compiled by V.N. Meremkulov. In some cases, we turned to the fairy tales included in the book “Abaza ma-terials A.N. Genko” (Sukhum, 2019) and “Abaza Folk Tales” (Moscow, 1985), which is a book of Abaza fairy tales translated into Russian. The main method of research is descriptive: the authors record observations, reinforce them with examples from various works, comment and draw conclusions. As necessary, a comparative method is used when studying the image of the furnace in Abaza and Russian fairy tales or when correlating individual folklore phenomena with literary ones. In some cases, a psychological method is used when the emotional state of the characters is considered, and a method of motiva-tional analysis is used when studying the motives of ingratitude, betrayal, and cruelty.

Imaginary Thinking in Children in the Context of Illustrations of Fairy Tale Books for Preschool Period

Okul öncesi dönemde masal kitaplarının niteliksel ve niceliksel kapsamı, çocukların sosyal, bilişsel, davranışsal, duyuşsal ve psikolojik açıdan gelişimi için önemli bir gramer oluşturmaktadır. Masalların hikâye örüntüsü ve illüstrasyonları çocukların ilgi odağı haline gelmekte, bununla birlikte davranışsal ve bilişsel gelişimler bakımından özellikle imgelem gücü ekseninde rol model niteliği taşıyabilmektedir. Bu bağlamda masal kitaplarındaki ilgi çekici olay örüntüsü ile illüstrasyonların bütüncül özellikleri çocukların imgesel gelişimiyle doğrudan temas edebilmektedir. Araştırmanın amacı; okul öncesi dönemde belirleyici bir gramer oluşturan masal kitabı illüstrasyonlarının, çocukların imgesel gelişimlerine ilişkin etkilerini analiz etmek ve kapsam gereği ilgi oluşturan problematiklere kuramsal noktada alternatif çözüm sunabilmektir. Bu amaç doğrultusunda, 4 - 5,5 yaş aralığından oluşan denek ve kontrol grupları belirlenerek, 1 özel psikiyatristin ve Samsun Bahçeşehir Okulları Anaokulu Rehber Öğretmeninin deneyim ve rehberliğinde gruplar tarafından sözel olarak cevaplandırılmak üzere 2 adet veri kayıt formu oluşturulmuştur. Gözlem ve uygulamadan oluşan bu grup çalışması, 2 günde 3 adet masal kitabı okuma ve bu masal kitabı illüstrasyonlarının incelemesi şeklinde gerçekleştirilmiştir.

Workshop Menulis Dongeng Berbasis Augmented Reality untuk Meningkatkan Keterampilan Literasi Digital Guru SD

The location of SD N Tukharjo, which is about 30 km from the Kulon Progo district center, makes educational facilities such as the regional library difficult to reach for students and teachers. The mobile library car run by the Kulonprogo regional library has also not reached SD N Tukharjo. The impact is that students and teachers only use the school library as literacy material. Currently Face-to-Face Learning (PTM) also limits the circulation of borrowed books in the school library. Through this activity, teachers will be given a deeper understanding of the nature of the literacy-numeration school program. Teachers are also encouraged to produce works in the form of fairy tale books that can add to reading material in reading corners or libraries, as well as increase skills regarding digital literacy by making literacy books based on augmented reality (AR). This service activity is carried out through four stages, namely planning, implementation, mentoring, and evaluation and reflection. From the results of the evaluation and reflection activities it can be concluded: 1) there is an increase in knowledge and digital literacy skills for teachers at SD Negeri Tukharjo, and 2) teachers at SD Negeri Tukharjo have succeeded in composing augmented reality fairy tales and have been ISBN-approved.

보육교사의 그림책 선정 요인과 보육교사의 학력, 연령 변인 관계 분석

This study focuses on current trends in which childcare, which used to be completely dependent on mothers, is now handled by childcare teachers in early childhood institutes in reflection of the social trend of dual income families. Picture book reading, which is a form of education and play for young children, is implemented by childcare teachers. At this, analysis was conducted on the relationship between the academic variables and age variables of childcare teachers and picture book selection. The purpose of this study was to provide exploratory base material on children’s fairy tale books through this and in improving the perceptions of teachers on picture books. Research results showed that there were no significant differences among the academic variables and age variables of childcare teachers working in early childhood institutes in the selection of picture books.

Analysis of the Value of Character Education in Arleen Alexandra's Fairy Tale I am a Great Leader and Its Relevance as a Learning Support Book for Elementary School Students

This study aims to (1) analyze the intrinsic elements in Arleen Alexandra's fairy tale I am a great leader, (2) the value of character education in Arleen Alexandra's fairy tale I am a great leader, (3) the relevance of Arleen Alexandra's fairy tale I am a great leader as a learning support for elementary school students. This type of research uses descriptive qualitative research. The object used in this study was the fairy tale book I am the Great Leader by Arleen Alexandra. This research focused on the educational value of character education contained in Arleen Alexandra's fairy tale I am a great leader and its relevance as a supporting book for elementary school students' learning. The data source is a collection of fairy tales, fairy tale quotes. The research instruments used in this study are data recording cards containing narratives and conversations used in this study are Data logging cards that contain narrations and conversations that are fairy tale quotes. Data collection in this study was carried out using library techniques, reading techniques, and recording techniques. In data analysis techniques, content analysis (contect analysis) is used. The results of the analysis in this study can be concluded that (1) the intrinsic elements of the fairy tale I am the great leader of Arleen Alexandra's jarya consist of: (a) themes, (b) characters and characterizations, (c) plot, (d) setting, (e) point of view, (f) message. (2) the value of character education in Arleen Alexandra's fairy tale I am a great leader, namely: honest, tolerance, hard work, creative, independent, curiosity, respect for achievement, friendly or communicative, peace-loving, social care, responsibility. (3) The fairy tale book I am a great leader by Arleen Alexandra is relevant to be used as a learning support book for elementary school students, namely: sentence length and vocabulary in accordance with the reasoning power and reading ability of students, themed friendship, health and other themes that are relevant to the age and daily experience of students, in accordance with the interests and hobbies of students, In accordance with morals and religion that is conveyed without patronizing, the structure of written language (spelling, grammar, cohence) is correct, which is presented variously (through rhyming words, poetry and dialogue) that is easy to understand, the information in the book does not harass any particular group of people.

그림 동화책을 사용한 대화식 책 읽기 중재가 경도 지적장애학생의 읽기이해와 수업태도에 미치는 효과

Purpose: The purpose of this study was to analyze the effects of dialogic reading intervention using picture fairy tale books on reading comprehension and class attitudes of students with mild intellectual disabilities. Method: A multiple probe design across participants was used to analyze the effects of the intervention. Three students with intellectual disabilities in an elementary school participated in this study. The intervention in 16 sessions was conducted four times per week for approximately 40 minutes. The collected data were analyzed by visual analysis and the percentage of Nonoverlapping data(PND). Result: All participants showed significant improvement in reading comprehension and class attitudes. Also, the effects of the intervention was maintained after the intervention phase. Conclusion: Dialogic reading intervention using picture fairy tale books could be useful in improving reading comprehension and class attitudes of students with mild intellectual disabilities.

Analysis of Fable Character Value Contained In 2nd Grade Theme 7 Books

Background: This research is motivated by the problem of the importance of instilling character values ​​from an early age to grade 2 elementary school students. The title of this study was taken because the researcher wanted to identify the content of character values ​​in the text of fables contained in thematic books on the theme of 7th grade 2 SD based on the Guidelines for Implementation of Character Education as an effort to build student development in education applied by the Ministry of Education and Culture (2011). Purpose: This study was to identify the content of character values ​​in the text of fables contained in thematic books on the theme of 7th grade 2 SD based on the Guidelines for Implementation of Character Education. Design and methods: This study used a qualitative research method with a content analysis research design. The source of the data used is the thematic book of the 7th grade class 2 SD theme. The instrument used is based on the indicators contained in the Guidelines for Implementation of Character Education implemented by the Ministry of Education and Culture (2011). Results: The results of this study indicate that the fables contained in the thematic books on the 7th grade of 2nd grade elementary school contain character values ​​in accordance with the Ministry of Education and Culture's Guidelines for Implementation of Character Education (2011). The character values ​​found are honest, discipline, hard work, curiosity, friendly/communicative, peace-loving, social care, and responsibility. There are ten-character values ​​that are not contained in the 7th grade 2 SD theme book, namely religious character values, tolerance, creative, independent, democratic, national spirit, love for the motherland, respect for achievement, love to read, care for the environment. Of the 8-character values ​​found in the fairy tale book, there are 2 most dominant character values, namely the character values ​​of hard work and love of peace. Then in the suitability analysis that the character values ​​contained in the fables are in accordance with the thematic books on the 7th grade class 2 elementary school theme.

Improving Children’s Literacy Through Indonesian Fairy Tales at Rumah Pintar Yafsi

Rumah Pintar YAFSI is one of the programs managed by Yayasan Fajar Sejahtera Indonesia to help develop character education and child protection programs in the community. Increasing literacy interest in children is an important aspect of character education that must be instilled. Improving children's literacy requires adequate facilities and education of high quality. As a result, in this service activity, the team has provided goods and services to the Rumah Pintar YAFSI, namely the assistance of Indonesian fairy tale books and storytelling training services for Rumah Pintar YAFSI volunteers to further strengthen children's interest in literacy. This is also an effort to achieve inclusive education for children of all socioeconomic backgrounds. The lecture method approach, question and answer or discussion, and deductive model training methods are used in the implementation. This community service improves Rumah Pintar YAFSI volunteers' storytelling skills, which in turn increases children's literacy interest in Rumah Pintar YAFSI. The outcomes of this activity have also been documented in written reports and videos. Furthermore, activities are reported in national online newspapers.

FEATURES OF THE CREATION AND USE OF A BILINGUAL BOOK IN THE EDUCATIONAL PROCESS. EXPERIENCE OF TRADITIONAL CLASSES AND INNOVATIVE ELU COURSE

The “learn by translating” method of teaching translation skills is not new, but this does not make it any less productive. Translation teachers know that the disciplines included in the standard translation theory course are very difficult for students to understand, so some of them try to make the learning process more creative. Earlier, our Literary and Translation School-Studio prepared and published a bilingual (Estonian-Russian) children's book “Loe veel! - Read more!” and a two-volume book "Estonian Writer of the Sixties", which included translations of poetic, prose and dramaturgical works of representatives of the "cassette generation" of Estonian literature. It has long been necessary to publish a book of fairy tales of the peoples of Estonia in the Estonian (state) and Russian (still the most common language of interethnic communication in the post-Soviet space) languages. And this was made possible thanks to the addition of innovative and interdisciplinary ELU courses to the schedule of Tallinn University. The aim of the project was to create a book that would introduce children and their parents to the fairy tales of many peoples living in Estonia. This was also the reason for the objectives of the project: to find out how many and which national cultural societies are registered in Estonia; select one fairy tale of each of the peoples; prepress and release the collection. The relevance of the project lies in the fact that a wider audience - students of various specialties - was involved in work that they had not previously been offered to do, respectively, the existing hopes for obtaining a new quality of study were justified.

Penanaman Sikap Toleransi Anak Usia Dini dalam Buku Dongeng Binatang Penyelamat Penyu Belimbing

The attitude of tolerance is one of the character education that must be instilled and applied in children. The task of parents and educators in providing understanding and example by planting from an early age. This study examines the book The Tale of the Animal Save the Leatherback Turtle by Titi Anisatul Laely and Mokhamad Nur Zaman from the aspect of tolerance for early childhood. Fairy tale books are one of the interesting media in instilling tolerance in early childhood. The purpose of this study was to analyze the inculcation of tolerance in early childhood in the book Tale of Animals to Save Leatherback Turtles by Titi Anisatul Laely and Mokhamad Nur Zaman. This type of research is descriptive qualitative with a textual analysis approach or library research in the form of literature review. The data source is from the book Fairy Tale of Animals to Save Leatherback Turtles by Titi Anisatul Laely and Mokhamad Nur Zaman. Data collection using documentation. Data analysis was carried out in several ways, namely data reduction, data classification, and verification of data information. The results of the study determine and identify that attitudes or behaviors that reflect the cultivation of an attitude of tolerance are mutual respect, help and accept differences (humble). These three attitudes are attitudes of tolerance that must be instilled from an early age in children, so that children can be accepted in a wider environment and can socialize with others.

Analysis of Character Values in Fair Book and Children's Story Books

Instilling character values ​​in early childhood is very important to be carried out since children begin to grow and develop so that when children begin to know our environment as parents or educators, we can instill character education in various ways and methods that we know, such as habituation, example, storytelling or tell children about the character values ​​we want them to have. In fairy tales or children's stories there are many character values ​​that need to be owned by children. Why with fairy tales or stories? Because with fairy tales or stories, children will feel enthusiastic about listening, feel interested and happy to follow the storyline so that we can easily insert the character values ​​that we want can be absorbed by children which in the end they will naturally have these characters. The purpose of this research is to find out the extent to which character values ​​can be instilled in early childhood through fairy tales and stories. This study uses the literature review method on fairy tale books as the object of our research.