Utilizing the Big Book to Facilitate Indonesian EFL Young Learners' Literacy
Authors
- Siti Mariam Universitas Islam Negeri Walisongo, Indonesia
- Catur Kepirianto Universitas Diponegoro, Indonesia
- Sayyidatul Fadlilah Universitas Islam Negeri Walisongo, Indonesia
Abstract
This study investigates how Big Books promote literacy development in young Indonesian EFL learners. It used a qualitative method and descriptive case study research design with twenty fifth-grade kids from a primary school in Semarang, Central Java. Data were gathered through classroom observations, semi-structured interviews with the teacher and chosen pupils, and an examination of teaching materials and pupils’ work. The findings show that Big Book-based training improves student engagement by providing engaging and dynamic learning experiences. Multimodal features, such as expanded texts and visual graphics, improve reading comprehension by allowing for a variety of meaning-making processes. Teacher mediation through dialogic reading and scaffolding has a substantial impact on literacy development. Furthermore, culturally sensitive content boosts learner motivation and contextual knowledge. Based on sociocultural, multimodal, and emergent literacy perspectives, the study emphasizes literacy as a socially mediated activity. It provides both practical and theoretical insights into effective literacy instruction for young learners in EFL settings.
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