Picture storybooks can significantly improve both reading interest and early literacy skills among elementary school students. This finding comes from Elva Susilawati, Dr. Sekar Purbarini Kawuryan, and Dr. Setiawan Edi Wibowo of the Faculty of Education, Universitas Negeri Yogyakarta (UNY), Indonesia. Conducted during the 2024/2025 academic year at State Elementary School 12 Buntok, Central Kalimantan, the study was published in the International Journal of Education and Life Sciences (IJELS) in February 2026. The research highlights the potential of illustrated storybooks as an engaging learning medium that strengthens children's motivation to read while enhancing their foundational literacy skills.
Low reading interest remains a major challenge in Indonesian primary education. Many young learners struggle to recognize words, comprehend texts, and maintain enthusiasm during reading activities. Traditional learning materials, which often rely heavily on text with limited visual support, may fail to capture children's attention. These conditions underscore the need for more engaging teaching media that align with the developmental characteristics of early-grade students.
To address this issue, the research team introduced picture storybooks into classroom reading instruction. The study employed a classroom action research approach involving 12 second-grade students at State Elementary School 12 Buntok. Across two learning cycles, students participated in reading activities, discussions, observations, and evaluations to monitor improvements in both reading interest and early reading ability.
The results demonstrated consistent improvements throughout the intervention.
Improvement in Reading Interest
- Initial condition: 52%
- Cycle I: 61%
- Cycle II: 77% (Good category)
Improvement in Early Reading Ability
- Initial condition: 59%
- Cycle I: 64%
- Cycle II: 82% (Good category)
Beyond the numerical improvements, students also displayed noticeable behavioral changes. They became more enthusiastic about reading, paid greater attention during lessons, actively participated in classroom discussions, and found it easier to understand reading materials through colorful illustrations. By the end of the study, none of the students remained in the low-reading-performance category.
According to Elva Susilawati and her colleagues from Universitas Negeri Yogyakarta, picture storybooks help children recognize letters and words while simultaneously improving reading comprehension through visual storytelling. Attractive illustrations make reading more enjoyable, encouraging students to participate actively and strengthening their literacy development from an early age.
The findings have important implications for primary education. Teachers are encouraged to incorporate picture storybooks into reading instruction, particularly in lower elementary grades. Schools can also enrich their library collections with age-appropriate illustrated books to foster a stronger reading culture among children. By creating more interactive and visually engaging learning experiences, educators can help students develop stronger literacy skills and cultivate lifelong reading habits.
Author Profile
- Elva Susilawati- Universitas Negeri Yogyakarta
- Sekar Purbarini Kawuryan - Universitas Negeri Yogyakarta
- Dr. Setiawan Edi Wibowo - Universitas Negeri Yogyakarta
Research Source
Article Title: Improving Reading Interest and Ability Using Pictured Story Book Media for Grade 2 Students of State Elementary School 12 Buntok
Journal: International Journal of Education and Life Sciences (IJELS), Vol. 4, No. 2, February 2026.
DOI: https://doi.org/10.59890/ijels.v4i2.282
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