The Role of Reading Story Books in Enhancing Students’ English Skills at Junior High School Level

Elsa  Fitrasari; Tahrun Tahrun; Aswadi Jaya

Authors

Elsa Fitrasari Universitas PGRI Palembang Author
Tahrun Tahrun Universitas PGRI Palembang Author
Aswadi Jaya Universitas PGRI Palembang Author

Keywords:

reading, story books, English learning, motivation, junior high school.

Abstract

Reading is not only seeing the word by word but also understanding the words to become meaning so that it has a clear meaning. One of the ways to master reading skill is to make reading an interesting activity, for example through reading story books that are suitable for learner’s age. Reading story books is one of the most effective and enjoyable ways to support students’ English language learning, particularly at the junior high school level. This article discusses the theoretical background and pedagogical value of using story books in the classroom. The study highlights how story books can improve vocabulary, grammar awareness, reading comprehension, and motivation to learn English. It also describes practical classroom activities that integrate story reading with speaking and writing tasks. The findings suggest that reading story books provides students with meaningful exposure to authentic language and enhances their cognitive and emotional engagement in learning English. Furthermore, this study emphasizes the importance of selecting appropriate story books that match students’ linguistic levels and cultural backgrounds to maximize learning outcomes. Through qualitative analysis and classroom-based observations, it was found that students demonstrated increased participation, creativity, and confidence in using English after engaging with story-based learning activities. Overall, the use of story books not only supports linguistic development but also fosters positive attitudes toward English learning, making it an essential component of effective language pedagogy at the junior high school level.

References

Agustiani, N., Lukman, H. S., & Setiani, A. (2024). Critical thinking ability of junior high school students in game-based learning using Gemas game. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 13(2), 485. https://doi.org/10.24127/ajpm.v13i2.8623

Ajani, Y. A., Oladokun, B. D., Olarongbe, S. A., Amaechi, M. N., Rabiu, N., & Bashorun, M. T. (2024). Revitalizing indigenous knowledge systems via digital media technologies for sustainability of indigenous languages. Preservation, Digital Technology and Culture, 53(1), 35–44. https://doi.org/10.1515/pdtc-2023-0051

Al-alami, A. M., & Alhamami, M. (2024). Saudi K–12 teachers’ views on English teaching using technology. English Learning Innovation (Englie), 5(1), 38–52.

Al Ayub Ahmed, A., Hassan, I., Pallathadka, H., Keezhatta, M. S., Haryadi, R. N., Al Mashhadani, Z. I., & Rohi, A. (2022). MALL and EFL learners’ speaking: Impacts of Duolingo and WhatsApp applications on speaking accuracy and fluency. Education Research International, 2022, Article 6716474. https://doi.org/10.1155/2022/6716474

Cahyono, A. O. M., & Perdhani, W. C. (2023). Using TikTok in EFL class: Students’ perceptions. Journal of English Education and Teaching (JEET), 7(1), 59–77. https://doi.org/10.33369/jeet.7.1.59-77

Cumbo, B., & Selwyn, N. (2022). Using participatory design approaches in educational research. International Journal of Research & Method in Education, 45(1), 60–72. https://doi.org/10.1080/1743727X.2021.1902981

Darzhinova, L. (2025). Technology-enhanced scenario-based reading assessment of pre-service English teachers (1st ed.). Routledge.

Dash, B. B. (2022). Digital tools for teaching and learning English language in 21st century. International Journal of English and Studies, 4(2), 8–13. http://dx.doi.org/10.47311/IJOES.2022.4202

Dwinanda, I. Z., & Sulistyowati, C. (2021). The effect of credit risk and liquidity risk on bank stability. Jurnal Ilmu Ekonomi Terapan, 6(2), 255. https://doi.org/10.20473/jiet.v6i2.31144

El-Mahdy, M. M. A., Qoura, A., & El Hadidy, M. (2019). Developing creative writing skills through a short story-based program. Journal of Research in Curriculum Instruction and Educational Technology, 4(4), 153–166. https://doi.org/10.21608/jrciet.2019.31962

Gogahu, D. G. S., & Prasetyo, T. (2020). Pengembangan media pembelajaran berbasis e-book story untuk meningkatkan literasi membaca siswa sekolah dasar. Jurnal Basicedu, 4(4). https://doi.org/10.31004/basicedu.v4i4.493

Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, 101586. https://doi.org/10.1016/j.ijer.2020.101586

Han, L. (2022). A study on developing learner autonomy through the reading circle method. English Language Teaching, 15(7), 149–157. https://doi.org/10.5539/elt.v15n7p149

Haq, A. S. (2024). An analysis of teacher method in teaching speaking at twelfth grade students of SMAN 1 Teras in the academic year 2023/2024 (Undergraduate thesis). UIN Raden Mas Said Surakarta.

Hussain, I., Farhat, P. A., & Sheikhupura, D. (2023). Impact of visual aids and pictorial images on creative writing skill of ESL students at secondary level.

Jaihow, P., & Sinwongsuwat, K. (2024). Corpus-based teaching of English conversation and potential integration of conversation analysis (CA) for the benefit of EFL teachers and learners. LEARN Journal: Language Education and Acquisition Research Network, 17(1), 264–285.

Jani. (2024). The use of LCD projectors in the learning process and learning motivation towards learning achievement in the IPS course. Proceeding of International Conference on Education, Society and Humanity, 2(1), 946–952.

Kumar, J. A. (2021). Educational chatbots for project-based learning: Investigating learning outcomes for a team-based design course. International Journal of Educational Technology in Higher Education, 18(1). https://doi.org/10.1186/s41239-021-00302-w

Lady Pratiwi, T. (2023). The effect of using Kahoot in writing functional text for senior high school students. Enggang: Journal of Education, Language, and Literature, 3(2). https://doi.org/10.37304/enggang.v3i2.8999

Lindawati, R. (2021). Extensive reading untuk pembelajar bahasa Inggris. Jurnal Abdidas, 2(4), 889–893. https://doi.org/10.31004/abdidas.v2i4.386

Loewen, S., Isbell, D. R., & Sporn, Z. (2020). The effectiveness of app-based language instruction for developing receptive linguistic knowledge and oral communicative ability. Foreign Language Annals, 53(2), 209–233. https://doi.org/10.1111/flan.12454

Miles, M. B., & Huberman, A. M. (2019). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage Publications.

Orakcı, Ş. (2021). Exploring the relationships between cognitive flexibility, learner autonomy, and reflective thinking. Thinking Skills and Creativity, 41, 100838. https://doi.org/10.1016/j.tsc.2021.100838

Ouyang, Z., Jiang, Y., & Liu, H. (2024). The effects of Duolingo, an AI-integrated technology, on EFL learners’ willingness to communicate and engagement in online classes. International Review of Research in Open and Distributed Learning, 25(3), 97–115. https://doi.org/10.19173/irrodl.v25i3.7677

Pardede, P. (2020). Secondary school EFL teachers’ perception of ICT use in learning and teaching: A case study in Greater Jakarta. JET (Journal of English Teaching), 6(2), 111–121.

Rahmawati, A. (2022). EFL students’ critical thinking in speaking activities: A descriptive study at English Conversation Club (ECC). Proceedings of the 6th International Conference on Science, Education and Technology (ISET 2020), 574, 211–220. https://doi.org/10.2991/assehr.k.211125.040

Saimon, M., Lavicza, Z., & Dana-Picard, T. (2023). Enhancing the 4Cs among college students through a project-based learning model. Education and Information Technologies, 28(6), 6269–6285. https://doi.org/10.1007/s10639-022-11406-9

Shi, C., Kassim, A., Raha, N., & Radzuan, M. (2024). Improving EFL learners’ English public speaking performance through project-based learning strategy at tertiary level. Language Teaching Research Quarterly, 42, 126–144.

Suyitno, A., Suyitno, H., & Sugiharti, E. (2021). Integration of 4C competencies in online mathematics learning during the COVID-19 pandemic. Journal of Physics: Conference Series, 1918(4), 042083. https://doi.org/10.1088/1742-6596/1918/4/042083

Tan, C., & Huet, I. (2021). The design of an active learning strategy to promote collaborative and research-based learning in project management education. International Journal of Innovation and Learning, 30(1).

Thankavel, S. (2023). Artificial intelligence integrated language teaching to enhance creative speaking and creative writing of engineering learners. Journal of Research Administration, 5(2).

Thornbury, S. (2023). Language teaching and methodology. In D. Nunan (Ed.), The Routledge handbook of applied linguistics. Routledge. https://doi.org/10.4324/9781003082644-5

Umar, Okilanda, A., Suganda, M. A., Mardesia, P., Suryadi, D., Wahyuni, D., & Kurniawan, F. (2023). Blended learning and online learning with project-based learning: Do they affect cognition and psychomotor learning achievement? Retos: Nuevas Tendencias en Educación Física, Deporte y Recreación, 50, 556–565. https://doi.org/10.47197/retos.v50.99965

Wahyuni, S., Mujiyanto, J., Rukmini, D., & Fitriati, S. W. (2019). Examining teachers’ innovation in EFL classrooms in promoting students’ autonomous learning. International Conference on English Language Teaching, Literature, and Translation, 188, 330–339. https://doi.org/10.2991/eltlt-18.2019.64

Yang, H., & Kyun, S. (2022). The current research trend of artificial intelligence in language learning: A systematic empirical literature review from an activity theory perspective. Australasian Journal of Educational Technology, 38(5), 180–210. https://doi.org/10.14742/ajet.7492