DESIGNING EFFECTIVE SPEAKING PEDAGOGY THROUGH CHILDREN’S LITERATURE IN ELEMENTARY CLASSROOMS
DOI:
https://doi.org/10.18623/rvd.v23.5203Keywords:
Speaking Instruction, Children’s Literature, Elementary Education, Culturally Responsive Pedagogy, Qualitative Case Study, Authentic AssessmentAbstract
The growing emphasis on oral communication competence in primary education demands instructional frameworks that move beyond procedural techniques toward theoretically grounded and context-responsive models. This study develops and conceptualizes a strategic model for utilizing children’s literature in primary school speaking instruction. Employing an in-depth qualitative case study design conducted in an Indonesian elementary school setting, the research explores how locally grounded children’s literature is systematically integrated into instructional planning, classroom interaction, pedagogical mediation, and authentic assessment practices. Data were generated through prolonged classroom observations, in-depth interviews with teachers and students, and document analysis of instructional plans and assessment instruments. The data were analyzed through a recursive coding procedure that integrated thematic analysis with an examination of interrelated instructional elements in order to formulate a structured strategic model. The results indicate an interconnected configuration that links socio-cultural foundations, instructional planning, engagement with literary texts, dialogic interaction in the classroom, and authentic, performance-oriented assessment. Rather than functioning merely as instructional media, children’s literature operates as a pedagogical axis that connects cultural relevance, linguistic scaffolding, and the development of performative speaking. The proposed model highlights a recursive instructional cycle in which authentic assessment serves as reflective feedback for subsequent planning and implementation. This dynamic structure strengthens both classroom-based speaking competence and performative oral abilities beyond the classroom context. Theoretically, the study extends existing discussions on speaking pedagogy by positioning culturally embedded children’s literature as a central strategic instrument within a holistic instructional ecology. Practically, the model offers an adaptable framework for primary education systems seeking to integrate cultural literacy and oral language development in a structured and sustainable manner.
References
Alexander, R., & Dialogic, T. (2020). A Dialogic Teaching Companion. Routledge.
Brown, H. D. (2015). Teaching by Principles. Pearson.
Bygate, M. (1987). Speaking. Oxford University Press.
Cekaite, A., & Björk-willén, P. (2018). Enchantment in storytelling : Co-operation and participation in children ’ s aesthetic experience. Linguistics and Education, 48, 52–60. https://doi.org/10.1016/j.linged.2018.08.005
Chomsky, N. (1957). Logical structure in language. Journal of the American Society for Information Science, 8(4), 284.
Cui, R., & Teo, P. (2021). Dialogic education for classroom teaching : a critical review. Language and Education, 35(3), 187–203. https://doi.org/10.1080/09500782.2020.1837859
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140.
Dick, W., Carey, L., & Carey, J. O. (2015). The Systematic Design of Instruction. Pearson.
Eemeren, V., H., F., Haaften, V., & Ton. (2023). The Making of Argumentation Theory: A Pragma-dialectical View. Argumentation, 37(3), 341–376. https://doi.org/10.1007/s10503-023-09618-5
Hildayani, Rini, Saritri, Yulia, L. S., & Handayani. (2013). Psikologi Perkembangan Anak. Tangerang Selatan: Universitas Terbuka.
Hsiang, T. P., Graham, S., Liu, X., & Zhou, Z. (2023). Teachers’ beliefs and practices in textbook selection and use when teaching Chinese as a second language. Reading and Writing, 36(7), 1651–1684. https://doi.org/10.1007/s11145-022-10336-9
Joyce, B., Weil, M., & Calhoun, E. (2018). Models of Teaching. Pearson.
Lee, D. H., Kwak, S. G., Kim, J. W., Park, D. J., Yang, J. H., & Lee, M. H. (2022). Development of Education System in the Republic of Korea. In Education in South Korea: Reflections on a Seventy-Year Journey. In Singapore: Springer Nature Singapore. https://doi.org/10.1007/978-981-16-5229-5_2
Li, G., Gunderson, L., Sun, Z., & Lin, Z. (2021). Early Chinese heritage language learning in Canada: A study of Mandarin- and Cantonese-speaking children’s receptive vocabulary attainment. System, 103, 102636. https://doi.org/10.1016/j.system.2021.102636
Liu, P., Leadership, E., Culture, A., Sensitive, C., Practices, L., & Thien, L. M. (2025). Understanding Teacher Leadership in Educational Change.
Louloudi, E. (2024). Theoretical Foundations: Literacy, Critical Literacies and Children’s Literature in the Western World. In Investigating Teachers’ Perspectives of Critical Literacies: A Comparison of Case Studies in Canada and in Europe. Berlin, Heidelberg: Springer Berlin Heidelberg, 11–106. https://doi.org/10.1007/978-3-662-68548-8_2
Mathews, H. M., Rogers, W., Shaheen, T., Curran, J., & Youngs, P. (2025). Contrasting Opportunities to Learn Across Domains in Special Education Teacher Preparation: A Mixed Methods Study. Teachers College Record, 127(3), 3–39. https://doi.org/10.1177/01614681251341057
Norris, J., Hobbs, K., & Theatre, M. (2024). Playbuilding as arts-based research: Health, wellness, social justice and higher education (2nd Editio). Routledge. https://doi.org/10.4324/9781003002673
OECD. (2020). Global competence for an inclusive world. OECD Education Working Papers.
Panadero, E., García, D., Javier, P., Ruiz, F., Fraile, J., Sánchez, I., & Gavin, I. (2023). during self ‑ assessment : instructor ’ s feedback , rubrics , and year level effects. European Journal of Psychology of Education, 38(3), 1031–1051. https://doi.org/10.1007/s10212-022-00639-4
Petscher, Y., Cabell, S. Q., Catts, H. W., Compton, D. L., Foorman, B. R., Hart, S. A., & Wagner, R. K. (2020). How the science of reading informs 21st‐century education. Reading Research Quarterly, 55, S267–S282. https://doi.org/10.1002/rrq.352
Pradopo, R. D. (2021). Beberapa teori sastra metode kritik dan penerapannya. UGM PRESS.
Raharjo, R. P., & Nugraha, M. P. A. S. (2022). Pengantar Teori Sastra. Perkumpulan Rumah Cemerlang Indonesia.
Rueda-sánchez, L. G. L. G. M. I. (2026). The role of vocabulary in reading efficiency in Spanish. Reading and Writing, 1, 1–23. https://doi.org/10.1007/s11145-026-10759-8
Santoso, A. (2022). Melihat Sastra Anak Dunia Sebagai Alat Perjuangan Ideologi. SEMIOTIKA: Jurnal Ilmu Sastra Dan Linguistik, 23(2), 123–135. https://doi.org/10.19184/semiotika.v7i2.31470
Steube, M., Wilde, M., & Basten, M. (2023). Does role play manipulate students ? Persuasive effects of role play on students ’ attitude and behavior regarding a socioscientific issue. Journal of Research in Science Teaching, 61(7), 1609–1640. https://doi.org/10.1002/tea.21910
Sukmadewi, P. U., & Ganing, N. N. (2020). Model pembelajaran talking stick berbantuan media buku cergam terhadap keterampilan berbicara. Journal for Lesson and Learning Studies, 3(2), 309–318. https://doi.org/10.23887/jlls.v3i2.27281
Tarigan, H. G. (2018). Berbicara sabagai Suatu Keterampilan Berbahasa. Bandung: Angkasa.
Vygotsky, L. S. (2024). The Development of Thinking and the Formation of Concepts in the Adolescent. In LS Vygotsky’s Pedological Works, Volume 4: Pedology of the Adolescent II: Pedology of the Transitional Age as a Psychological and Social Problem. Singapore: Springer Nature Singapore, 41–179. https://doi.org/10.1007/978-981-97-1537-4_10
Downloads
Published
How to Cite
Issue
Section
License
I (we) submit this article which is original and unpublished, of my (our) own authorship, to the evaluation of the Veredas do Direito Journal, and agree that the related copyrights will become exclusive property of the Journal, being prohibited any partial or total copy in any other part or other printed or online communication vehicle dissociated from the Veredas do Direito Journal, without the necessary and prior authorization that should be requested in writing to Editor in Chief. I (we) also declare that there is no conflict of interest between the articles theme, the author (s) and enterprises, institutions or individuals.
I (we) recognize that the Veredas do Direito Journal is licensed under a CREATIVE COMMONS LICENSE.
Licença Creative Commons Attribution 3.0
