A Needs Analysis of Reading Media to Support Reading Engagement and Partnerships for the Goals in Early Childhood Education
DOI:
https://doi.org/10.32493/ljlal.v8i2.63317Keywords:
Big Book, Preschool Education, Reading Engagement, Shared Reading, Sustainable Development Goal 17Abstract
This study investigates the need for reading media that support preschool children's reading engagement and integrate Sustainable Development Goal 17 (Partnerships for the Goals) into early childhood education. The study was motivated by the limited availability of developmentally appropriate English reading materials that can facilitate shared reading activities and simultaneously promote collaboration and partnership values among preschool learners. The research aimed to identify the characteristics of an English Big Book needed to enhance reading engagement and support the integration of SDG 17 at Singaraja Montessori School. This qualitative study involved preschool students aged four to six years and a preschool teacher. Data were collected through classroom observations and semi-structured interviews and analyzed using the interactive model of Miles and Huberman. The findings revealed that existing reading materials were limited in terms of visual accessibility, vocabulary suitability, and the incorporation of partnership values. Although shared reading activities had been implemented effectively, the available media did not fully support students' engagement. Therefore, there is a strong need for an interactive and visually accessible appropriate Big Book that integrates SDG 17 values to foster both literacy and social awareness in early childhood education.
References
Abidin, Y. (2015). Pembelajaran multiliterasi. Refika Aditama.
Alverson, R., Ginn, L., & Gilbert, J. (2019). Sustaining collaborative preschool partnerships and the challenges of educating the whole child. International Journal of Child Care and Education Policy, 13, Article 9. https://doi.org/10.1186/s40723-019-0065-6
Astawa, N. L. P. N. S. P., Santosa, M. H., Artini, L. P., & Nitiasih, P. K. (2024). Sustainable development goals in EFL students’ learning: A systematic review. Pegem Journal of Education and Instruction, 14(2), 1–11. https://doi.org/10.47750/pegegog.14.02.01
Cahyani, C. R., & Megawati, F. (2024). Big book: Students’ perception of its benefits to reading skill. Premise: Journal of English Education and Applied Linguistics, 13(2), 530–544. https://doi.org/10.24127/pj.v13i2.8922
Dayu, D. P. K., & Haryanto. (2019). Bigbook writing based brainwriting learning at the primary school. Journal of Physics: Conference Series, 1254(1), 012041. https://doi.org/10.1088/1742-6596/1254/1/012041
Dayu, D. P. K., & Setyaningsih, N. D. (2022). Big book to increase 5th grade students’ reading literacy. Jurnal Prima Edukasia, 10(1), 1–8. https://doi.org/10.21831/jpe.v10i1.41115
Dicataldo, R., & Roch, M. (2022). How does toddlers’ engagement in literacy activities influence their language abilities? International Journal of Environmental Research and Public Health, 19(1), 526. https://doi.org/10.3390/ijerph19010526
Indriani, S., & Suteja, H. (2023). Fostering reading interest through digital storytelling for young learners in the early childhood. Journal of Education and Learning (EduLearn), 17(2), 301–306. https://doi.org/10.11591/edulearn.v17i2.18372
Jannah, N., & Nuraini, K. (2025). Using big books to foster English reading comprehension for children. JELP: Journal of English Language and Pedagogy, 4(1), 26–30. https://doi.org/10.58518/jelp.v4i1.3360
Jayendra, I. M. S., Nitiasih, P. K., & Mahayanti, N. W. S. (2018). The effect of big books as teaching media on the second grade students’ reading comprehension in South Bali. International Journal of Language and Literature, 2(2), 82–89. https://doi.org/10.23887/ijll.v2i2.16097
Loo, F. L. (2025). Sustainable early childhood education: Integrating education for sustainable development (ESD) in Malaysian preschools. Muallim Journal of Social Sciences and Humanities, 9(S1), 40–51. https://doi.org/10.33306/mjssh/330
Ljubetic, M., Reic Ercegovac, I., & Koludrovic, M. (2016). Quality partnership as a contextual prerequisite of successful learning of young and preschool-aged children. Journal of Education and Learning, 5(1), 78–86. https://doi.org/10.5539/jel.v5n1p78
Mahayanti, N. W. S., Artini, L. P., & Nur Jannah, I. A. (2017). The effect of big book as media on students’ reading comprehension at fifth grade of elementary school. International Journal of Language and Literature, 1(3), 142–148. https://doi.org/10.23887/ijll.v1i3.12544
Mahayanti, N. W. S., & Suantari, N. L. P. M. (2017). Developing big book as a media for teaching English at sixth grade students of elementary school at SD Lab UNDIKSHA Singaraja. Journal of Education Research and Evaluation, 1(3), 128–136. https://doi.org/10.23887/jere.v1i3.9511
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage Publications.
Nalantha, I. M. D., Artini, L. P., & Mahayanti, N. W. S. (2018). The effect of big books as teaching media on the third grade students’ reading comprehension in South Bali. International Journal of Language and Literature, 2(2), 72–81. https://doi.org/10.23887/ijll.v2i2.16096
Novitasari, N. F., & Nurfiqih, D. (2021). Big books: Big, bold, and beautiful with impacts. KnE Social Sciences, 5(3), 250–257. https://doi.org/10.18502/kss.v5i3.8547
Oktaviana, W., Warmansyah, J., & Trimelia Utami, W. (2021). The effectiveness of using big book media on early reading skills in 5–6 years old. Al-Athfal: Jurnal Pendidikan Anak, 7(2), 157–166. https://doi.org/10.14421/al-athfal.2021.72-06
Rahmasari, B. S. (2022). Big book: An attractive way to comprehend reading text for young learners. Journal of Teaching and Learning in Elementary Education (JTLEE), 5(1), 48–55. https://doi.org/10.33578/jtlee.v5i1.7905
Schapira, R., & Grazzani, I. (2025). Shared book reading and promoting social and emotional competences in educational settings: A narrative review. Frontiers in Psychology, 16, 1622536. https://doi.org/10.3389/fpsyg.2025.1622536
Seong, J., & So, Y. (2024). A case study of three Korean elementary school students’ English reading experiences assisted by hyperlinked resources. The Journal of Asia TEFL, 21(3), 536–552. https://doi.org/10.18823/asiatefl.2024.21.3.2.536
Styliaras, G., Tzima, S., Bassounas, A., & Tzima, M. (2020). Harnessing the potential of storytelling and mobile technology in intangible cultural heritage: A case study in early childhood education in sustainability. Sustainability, 12(22), 9416. https://doi.org/10.3390/su12229416
Susanti, E. R. (2020). Using big books to promote the elementary school students’ participation in English classes. PANYONARA: Journal of English Education, 2(2), 97–108. https://doi.org/10.19105/panyonara.v2i2.3620
Tiari, N. P. E. I., Nitiasih, P. K., & Rismadewi, N. W. M. (2026). Need analysis for developing an SDG 15 (Life on Land) big book to support preschoolers’ English learning through shared reading. Abdi Cendekia: Jurnal Pengabdian Masyarakat, 5(2), 1547–1554. https://doi.org/10.61253/abdicendekia.v5i2.757
USAID. (2014). Buku sumber untuk dosen LPTK: Pembelajaran literasi kelas awal di LPTK. https://ierc-publicfiles.s3.amazonaws.com/public/resources/Buku_Sumber_untuk_Dosen_LPTK_-_Pembelajaran_Literasi_di_Kelas_Awal_di_LPTK.pdf
Yanti, N. P. D., Budiarta, L. G. R., & Adnyayanti, N. L. P. E. (2026). A need analysis of reading media to support reading engagement and gender equality in early childhood education. STRATEGY: Jurnal Inovasi Strategi dan Model Pembelajaran, 6(2), 397–407. https://doi.org/10.51878/strategi.v6i2.9757
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Annisa Dextraliani Pertiwi, Putu Kerti Nitiasih, Luh Gd Rahayu Budiarta
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
