Improving Early Literacy Through Kamishibai Storytelling: Action Research in an Indonesian Kindergarten

E-ISSN: 2502-3519 P-ISSN: 2798-3234 JGA, Vol. 10(1), March 2025 (101-113) DOI: https://doi.org/10.14421/jga.2025.101.08 Improving Early Literacy Through Kamishibai Storytelling: Action Research in an Indonesian Kindergarten Nurhenti Dorlina Simatupang 1, Sefy Amaliatus Sholichah2, Irena Agatha Simanjuntak3 1 Universitas Negeri Surabaya, Indonesia, 2TK Kurnia Putra, Indonesia, 3SDS Ciputra, Indonesia Keywords: Kamishibai, Early childhood education, Literacy development, Storytelling method, Classroom action research Correspondence to Nurhenti Dorlina Simatupang, Universitas Negeri Surabaya, Yogyakarta, Indonesia. e-mail: . id Received 04 06 2024 Revised 06 02 2025 Accepted 28 03 2025 Published Online First 31 03 2025 © Author(s) (or their employer(s)) 2025. Re-use is permitted under CC BYNC. No commercial re-use. See rights and permissions. Published by JGA. Abstract This study investigates the effectiveness of the Kamishibai storytelling method in improving early childhood literacy skills among children aged 5–6 years. A classroom action research design was employed, consisting of two cycles conducted at TK Aisyiyah 16 Surabaya. Cycle I was implemented from February 12–13, 2024, and Cycle II from February 19–20, 2024. Each cycle followed the four core stages of action research: planning, action, observation, and reflection. The research involved 15 children from Group B1 and utilized participatory observation as the primary data collection technique. Data were analyzed using descriptive statistical methods based on literacy performance indicators, including the ability to appreciate reading, respond to story content, recognize narrative elements, and retell stories. The results demonstrated a substantial improvement in children's literacy development following the application of the Kamishibai method. In Cycle I, 13% of participants were categorized as Beginning, 47% as Achieving, and 20% as Exceeding. By Cycle II, no children remained in the Beginning category, while 66.67% were categorized as Achieving and 33.33% as Exceeding. These outcomes indicate that the Kamishibai method—when applied with appropriate storytelling techniques such as expressive voice, visual cues, and interactive engagement—can significantly enhance children's reading interest, comprehension, and narrative skills. The study contributes to the field of early childhood education by emphasizing the role of expressive, visual-based storytelling in fostering foundational literacy. However, limitations include the small sample size and single-site design, which restrict generalizability. Future research should explore the long-term impacts of Kamishibai through longitudinal and mixedmethod studies in diverse educational settings. The findings support the potential of Kamishibai as an engaging and inclusive literacy strategy that integrates narrative structure with multimodal learning to support early language development. To cite: Simatupang, N. D., Sholichah, S. A., & Simanjuntak, I. A. (2025). Improving early literacy through Kamishibai storytelling: Action research in an Indonesian kindergarten. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 10(1), 101-113. https://doi.org/10.14421/jga.2025.10-08 Introduction There are many emerging phenomena in society resulting from the rapid advancement of technology. One major issue that requires serious attention—apart from the problem of device addiction—is the low interest in literacy among Indonesians. This disinterest in reading affects both adults and children. Several studies have highlighted a significant gap in children’s reading literacy skills. In fact, reading literacy is essential for understanding educational materials and completing academic tasks. Based on research findings, out of 100 students studied, 75% paid little attention to punctuation, 60% had difficulty comprehending the reading content, 10% exhibited low reading fluency, 22% lost meaning due to unreadable letters or words, and 21% made errors when pronouncing letters with similar shapes or sounds (Rahmawati & Nawangsari, 2022). Additionally, the national Alibaca Index categorizes literacy activity as low, with nine provinces falling into the moderate category, 24 into the low category, and one into the very low category. This indicates that no province in Indonesia has yet achieved a high literacy level (Oktaviana et al., 2021). 101 102 Kindergarten literacy skills include a variety of early literacy and writing exploration abilities that increase in complexity. These skills comprise both constrained and unconstrained components. Constrained components, also referred to as technical or decoding skills, include print awareness, phonics, and letter recognition. Although essential, these skills are insufficient on their own for achieving full literacy. The most effective approach to teaching and assessing them is within a comprehensive language and literacy framework. Unconstrained or meaningbased components include oral communication, vocabulary, and comprehension. These skills require consistent routines and intentional practice, and they continue to develop throughout a person's life (Maureen et al., 2020). Furthermore, building meaning-based skills such as vocabulary acquisition, oral language proficiency, and reading comprehension necessitates repeated and meaningful daily activities. Based on observations at Pertiwi 1 Kindergarten in Tirtobangun, Nganjuk Regency, it was found that while some children exhibited strong literacy abilities, limited vocabulary and lack of exposure to meaningful stories hindered their understanding of story content (Nikmah & Darwati, 2021). Therefore, early childhood reading strategies must consider children's local contexts, including their culture, commonly spoken language, and home and school practices. Because reading requires long-term habituation, it is essential to foster a culture of literacy from an early age. Children should be exposed to reading both at home and at school, with consistent guidance to help them develop interest and enthusiasm for reading. The goal of establishing a literacy culture is to prepare children for school by equipping them with reading and writing skills before entering formal education (Simatupang et al., 2023). Rather than beginning with alphabet instruction, this literacy strategy emphasizes making reading an enjoyable experience. Since early childhood education belongs to the pre-reading phase, changes in literacy practices must be contextual and developmentally appropriate. According to preliminary observations conducted at Aisyiyah 16 Kindergarten in Surabaya, about 11 of the 15 children observed lacked literacy skills appropriate for their developmental stage. Identified issues included difficulty retelling stories, recognizing story elements, responding to readings, and showing appreciation for reading. Among the observed children, three had an average performance of 60%, four scored 40%, s (...truncated)