The Effect of High-Quality Storybooks with Question-Based Activities on Elementary School Students’ Reading Literacy Skills
DOI:
https://doi.org/10.30605/cjpe.9.4.2026.9594Keywords:
High-Quality Storybooks, Question-Based Learning, Reading Literacy, Elementary School, Quasi-Experimental ResearchAbstract
The urgency of this study is to enhance elementary school students’ reading literacy through high-quality storybooks combined with question-based activities. Reading literacy is one of the fundamental competencies that elementary school students need to develop. However, preliminary observations at SD Negeri 3 Lembuak indicated that fourth-grade students had relatively low reading literacy skills. One instructional strategy that can address this issue is the use of high-quality storybooks accompanied by guiding questions, which encourage students to actively engage with and comprehend reading texts. This study aimed to determine the effect of using high-quality storybooks with question-based activities on the reading literacy skills of fourth-grade students at SD Negeri 3 Lembuak. This research employed a quantitative approach using a quasi-experimental method with a Pretest–Posttest Control Group Design. The participants consisted of an experimental class that received instruction using high-quality storybooks with guiding questions and a control class that received conventional instruction. Data were collected through a reading literacy test and analyzed using the Shapiro–Wilk normality test, Levene’s homogeneity test, and the Independent Samples t-test. The findings revealed that the experimental class achieved a higher Posttest mean score (74.17) than the control class (65.65). Furthermore, the Independent Samples t-test yielded a significance value of 0.001 (p < 0.05), indicating a statistically significant difference between the two groups. Therefore, the use of high-quality storybooks with question-based activities had a significant positive effect on improving students’ reading literacy skills. These findings suggest that this instructional medium can serve as an effective alternative for enhancing reading literacy among elementary school students.
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