Teachers' Perceptions on the Use of Fairy Tales through Visual Media in Teaching English at SDN 006 Kubang Jaya
DOI:
https://doi.org/10.31004/anthor.v5i3.629Keywords:
Dongeng, Media Visual, Persepsi Guru, EFL, Peserta Didik Muda, Kosakata, Sekolah DasarAbstract
This study investigates English teachers' perceptions of the use of fairy tales through visual media in teaching English at the elementary school level. Conducted at SDN 006 Terpadu Kubang Jaya, this descriptive qualitative research involved two English teachers as participants. Data were collected through a Likert scale questionnaire and semi-structured interviews. The findings reveal that both teachers hold highly positive perceptions regarding the integration of animated fairy tale videos in English instruction. Visual media, particularly animated stories accessed via YouTube and projected through LCD projectors, were found to significantly enhance students' vocabulary acquisition, motivation, classroom participation, and overall engagement. The teachers also reported that fairy tales effectively convey moral values alongside linguistic content, making them doubly beneficial for young learners. Despite minor infrastructural challenges such as limited projectors and unstable internet connections, the overall pedagogical impact was considered substantial. The study concludes that fairy tale-based visual media constitute an effective, motivating, and contextually appropriate tool for EFL instruction in Indonesian elementary classrooms, and it calls for greater institutional support to sustain and expand technology-integrated teaching practices.
References
Damayanti, I. L., Suryani, N., & Suherdi, D. (2025). “Is Kancil Kind?”: Exploring the interplay of verbal and visual texts in a picture book for teaching English to young learners. TEFLIN Journal, 36(1), 45–62. https://doi.org/10.15639/teflinjournal.v36i1.2775
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2022). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Dumiat, N. Y., Anggeraini, Y., Afifah, N., & Devana, T. (2024). Telling stories to young learners: The teachers’ beliefs and practices. Channing: Journal of English Language Education and Literature, 9(1), 78–89.
Farida, I., Sani, A., Ramdhani, M. A., & Alam, I. (2021). Technology integration in EFL classrooms: Teachers’ beliefs and practices. Journal of Language Teaching and Research, 12(3), 376–385.
Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2022). Kurikulum Merdeka: Panduan pembelajaran dan asesmen. Kemdikbudristek.
Lightbown, P. M., & Spada, N. (2021). How languages are learned (5th ed.). Oxford University Press.
Mawsally, S. A., & Mahardhika, A. (2025). A systematic literature review on picture-based learning in teaching English to young learners: Challenges and solutions. English Teaching Journal and Research, 4(1), 15–29.
Purnawan, K. A., Artini, L. P., & Indrayani, L. (2026). The power of digital storytelling in engaging and motivating young learners to learn English. Journal of English Language and Education, 11(1), 33–47.
Savera, F. W., Martono, M., & Wahyuni, D. S. (2024). English teachers’ perception of technology integration into EYL (English for Young Learners) activity. English Education Journal, 14(2), 112–124.
Tham, D. M., & Thuy, P. T. T. (2023). The application of digital storytelling in teaching English listening skills to young learners: Teachers’ perceptions of benefits and constraints. VNU Journal of Foreign Studies, 39(4), 55–70.
Widiyanti, A. K., & Nuroh, E. Z. (2025). Teachers’ perception on using digital storytelling in English learning. Indonesian Journal of Education Methods Development, 2(1), 1–12.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Kurnia Budiyanti, Olfita Rosma Sarah, Dinda Salsa Bella, Andika Madani Putra Sirait, Muhammad Dzakwan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
