Development Of Level A Leveled Reading Books For Elementary School Students
DOI:
https://doi.org/10.31949/jee.v8i4.16397Abstract
The use of picture storybooks can effectively attract children's attention due to their visually appealing design. Picture storybooks function as both decorative and supportive elements that help students better understand the story’s content. This study aimed to develop a Level A leveled storybook for first-grade students at SDN 043 Tarakan. The development was motivated by the limited availability of storybooks that match students’ reading levels, despite their relatively high interest in reading activities. The research followed the ADDIE development model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. Data were collected using validation sheets, student response questionnaires, and documentation. The feasibility of the product was assessed by experts in design, language, and content. The results showed that the design validation obtained a score of 97% (highly feasible), language validation 82% (highly feasible), content validation 93% (feasible), and practitioner validation 92% (highly feasible). Based on these results, the Level A storybook was found to be highly suitable for use in first-grade reading activities. Student response data also indicated strong engagement, with limited trials scoring 100% and field trials 99% in the “highly feasible” category. Therefore, the developed Level A storybook is considered highly appropriate for use in supporting early reading activities in elementary schools.
Keywords:
leveled reading book, early literacy, picture storybook, elementary school, local contextDownloads
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