The Development of School Readiness of Kindergarten Students Through Storytelling

Keywords: Kindergarten students, School readiness, Storytelling


Complete–playtime is an early concept of kindergarten idea. However, recently, children no longer obtain many opportunities to explore themselves through contextual learning activities such as playing drama or listening to tale. Children are focused on academic-centered activities, so they experience learning boredom at an early age. Moreover, students have not owned a school readiness when entering elementary school.  This research helps kindergarten students have school readiness like academic skill, emotional-social skill, and morality through storytelling classically. This experimental study used True-Experimental Postest-Only Design. The two kindergartens were selected through cluster sampling from 100 target populations—the data was collected using the Bender Gestalt Test and observation. The series of storytelling activities as a treatment given towards students proved that the experimental group had school readiness earlier than the controlled group. The experimental group possessed more school readiness than the control group, with the difference was 37% age equivalent to eight years old and 29.6% equal to 7 years old. Other purposes accomplished were developing school readiness skills in vocabulary building, active question-answering, positive attitude towards peers, concern towards social environment, and literacy development.


Download data is not yet available.

Author Biographies

Arina Mufrihah, Institut Agama Islam Negeri Madura

Department of Islamic Educational Counseling and Guidance

Luthfatun Nisa', Institut Agama Islam Negeri Madura

Department of Early Childhood Islamic Education


Agosto, D. (2013). If Had Three Wishes: The Educational and Social/Emotional Benefits of Oral Storytelling. Storytelling, Self, Society, 9, 53–76.

Berhenke, A., Miller, A. L., Brown, E., Seifer, R., & Dickstein, S. (2011). Observed emotional and behavioral indicators of motivation predict school readiness in Head Start graduates. Early Childhood Research Quarterly, 26(4), 430–441.

Callaghan, G., Madelaine, A., & others. (2012). Leveling the playing field for kindergarten entry: Research implications for preschool early literacy instruction—Australasian Journal of Early Childhood, 37(1), 13.

Curenton, S. M., & Craig, M. J. (2011). Shared‐reading versus oral storytelling: Associations with preschoolers’ prosocial skills and problem behaviors. Early Child Development and Care, 181(1), 123–146.

Dice, J. L., & Schwanenflugel, P. (2012). A structural model of the effects of preschool attention on kindergarten literacy. Reading and Writing, 25(9), 2205–2222.

Eisenberg, N., Valiente, C., & Eggum, N. D. (2010). Self-Regulation and School Readiness. Early Education and Development, 21(5), 681–698.

Fekonja‐Peklaj, U., Marjanovič‐Umek, L., & Kranjc, S. (2010). Children’s storytelling: The effect of preschool and family environment. European Early Childhood Education Research Journal, 18(1), 55–73.

Forry, N. D., Davis, E. E., & Welti, K. (2013). Ready or not: Associations between participation in subsidized child care arrangements, pre-kindergarten, Head Start, and children's school readiness. Early Childhood Research Quarterly, 28(3), 634–644.

Jones, S. M., Brown, J. L., & Lawrence Aber, J. (2011). Two-year impacts of a universal school-based social-emotional and literacy intervention: An experiment in translational developmental research. Child Development, 82(2), 533–554.

Koppitz, E. M., Mardis, V., & Stephens, T. (1961). A note on screening school beginners with the Bender Gestalt Test. Journal of Educational Psychology, 52(2), 80–81.

Korat, O. (2010). Reading electronic books as a support for vocabulary, story comprehension, and word reading in kindergarten and first grade. 8.

Lally, J. R. (2010). School Readiness Begins in Infancy: Social Interactions during the First Two Years of Life Provide the Foundation for Learning. Phi Delta Kappan, 92(3), 17.

Liew, J. (2012). Effortful Control, Executive Functions, and Education: Bringing Self-Regulatory and Social-Emotional Competencies to the Table. Child Development Perspectives, 6(2), 105–111.

Linder, S. M., Ramey, M. D., & Zambak, S. (n.d.-a). Predictors of School Readiness in Literacy and Mathematics: A Selective Review of the Literature. 9.

Linder, S. M., Ramey, M. D., & Zambak, S. (n.d.-b). Predictors of School Readiness in Literacy and Mathematics: A Selective Review of the Literature. 9.

Loizou, E., Kyriakides, E., & Hadjicharalambous, M. (2011). Constructing stories in kindergarten: Children's knowledge of the genre. European Early Childhood Education Research Journal, 19(1), 63–77.

McWayne, C. M., Hahs-Vaughn, D. L., Cheung, K., & Wright, L. E. G. (2012). National profiles of school readiness skills for Head Start children: An investigation of stability and change. Early Childhood Research Quarterly, 27(4), 668–683.

Moody, A. K., Justice, L. M., & Cabell, S. Q. (2010). Electronic versus Traditional Storybooks: Relative Influence on Preschool Children’s Engagement and Communication. Journal of Early Childhood Literacy, 10(3), 294–313.

Nurhafizah, N., & Moh.Kosnin, A. (2016). The Development of Children's Social-Emotional Competencies: A Case Study in UNP's Lab school-Kindergarten, Padang Indonesia. 369–374.

Purpura, D. J., Hume, L. E., Sims, D. M., & Lonigan, C. J. (2011). Early literacy and early numeracy: The value of including early literacy skills in numeracy development prediction. Journal of Experimental Child Psychology, 110(4), 647–658.

Stevens, R. J., Meter, P. V., & Warcholak, N. D. (2010). The Effects of Explicitly Teaching Story Structure to Primary Grade Children. Journal of Literacy Research, 42(2), 159–198.

Suranata, I. K. (2010). Masalah-Masalah Yang Dialami Anak Usia Dini Dan Implika-sinya Bagi Pelaksanaan Bimbingan Dan Konseling Di Taman Kanak-Kanak. Jurnal Pendidikan Dan Pengajaran, 43(2), Article 2.

Weiland, C., & Yoshikawa, H. (2013). Impacts of a Prekindergarten Program on Children’s Mathematics, Language, Literacy, Executive Function, and Emotional Skills. Child Development, 84(6), 2112–2130.

Wright, C., Diener, M. L., & Kemp, J. L. (2013). Storytelling Dramas as a Community Building Activity in an Early Childhood Classroom. Early Childhood Education Journal, 41(3), 197–210.

Wulansuci, G., & Kurniati, E. (2019). Pembelajaran calistung (membaca, menulis, berhitung) dengan resiko terjadinya stress akademik pada anak usia dini. Tunas Siliwangi : Jurnal Program Studi Pendidikan Guru PAUD STKIP Siliwangi Bandung, 5(1), 38–44.

Ziv, Y. (2013a). Social Information Processing Patterns, Social Skills, and School Readiness in Preschool Children. Journal of Experimental Child Psychology, 114(2), 306–320.

Ziv, Y. (2013b). Social information processing patterns, social skills, and school readiness in preschool children. Journal of Experimental Child Psychology, 114(2), 306–320.

How to Cite
Mufrihah, A., & Nisa’, L. (2021). The Development of School Readiness of Kindergarten Students Through Storytelling. Journal An-Nafs: Kajian Penelitian Psikologi, 6(1), 68-78.