CHILDREN’S RESPONSES TO CINDERELLA AND SNOW WHITE
A Research Paper
Submitted to the Department of English Education in Partial Fulfilment of the
Requirement of Sarjana Sastra Degree
By:
Rizka Rizlia
1002705
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF LANGUAGE AND LITERATURE EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
Chil
dren’s Responses to
Cinderella and
Snow White
Oleh Rizka Rizlia
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Sastra
© RizkaRizlia2015
Universitas Pendidikan Indonesia Juni 2015
Hak Cipta dilindungi undang-undang.
PAGE OF APPROVAL
RIZKA RIZLIA
CHILDREN’S RESPONSES TO CINDERELLA AND SNOW WHITE
Approved by:
Main Supervisor
Dr.BachrudinMusthafa, M.A
NIP. 195703101987031001
The Head of Department of English Education
Faculty of Language and Literature Education
Indonesia University of Education
Prof.Dr.DidiSuherdi, M.Ed
TABLE OF CONTENT
PAGE OF APPROVAL ... i
STATEMENT ... iii
PREFACE ... iv
ACKNOWLEDGMENT ... v
ABSTRACT ... vi
TABLE OF CONTENTS ... vii
LIST OF TABLES ... x
LIST OF APPENDICES ... xi
CHAPTER I INTRODUCTION ... 1
1.1. Background of the Research ... 1
1.2. Research Questions ... 4
1.3. Aim of the Research... 4
1.4. Scope of the Research ... 4
1.5. Significance of the Research ... 4
1.6. Research Methodology ... 5
1.7. Clarifications of Key Terms... 5
1.8. Organization of Paper ... 6
CHAPTER II LITERARY REVIEW ... 7
2.1. Reader Response Theory ... 7
2.2 Listening to Storytelling ... 8
2.3Type of Responses ... 9
2.4Children’s Type of Responses ... 10
2.4.1 Analytical ... 10
2.4.1.1 Making Narrative Meaning ... 11
2.4.1.2 Analysis of Illustration and Other Visual Matter ... 12
2.4.2 Intertextual ... 12
2.4.2.1 Associative Links ... 13
2.4.2.2 Analytical Links ... 14
2.4.3.1 Life-to-Text Connections ... 14
2.4.3.2 Text-to-Life Connections ... 15
2.4.4 Transparent ... 16
2.4.5 Performative ... 16
2.5 Children Reader’s Stage ... 18
2.6 Children Reader ... 19
2.6.1 Middle Elementary Children as a Reader ... 22
2.7 Reading or Listening to Fairy Tales ... 23
2.8 Previous Study ... 24
CHAPTER IV FINDINGS AND DISCUSSIONS ... 34
4.1Findings ... 34
4.1.1. Children Readers’ Type of Responses ... 34
4.1.2. Frequences of Occurrences ... 35
4.1.2.1 Overview ... 35
4.1.2.2 The Most Frequent Categories ... 36
a. Analytical ... 37
c. Personal ... 44
d. Transparent ... 46
4.1.2.3 The Least Frequent Categories ... 48
a. Performative ... 48
4.1.3 Children’s Profile ... 48
4.2 Discussion ... 53
4.3 Concluding Remarks ... 55
CHAPTER V CONCLUSION ... 56
5.1 Conclusion ... 56
5.2 Suggestion ... 57
REFERENCES ... 58
LIST OF TABLE
Table 2.3 Five aspects of Literary Understanding of Children ... 17
Table 3.4 Sipe’s (2008) Personal Responses ... 31
Table 4.1 Patterns of Response in General ... 34
Table 4.1.2.1 Patterns of Responses from Five Respondents ... 35
LIST OF APPENDICES
Appendix 1: Questionnaire ... 64
Appendix 2: Result of Questionnaire ... 67
Appendix 3: Transcription of Interview ... 69
Appendix 4: Result of Interview ... 75
Appendix 5: Transcription of Observation During Reading Aloud Session... 79
CHILDREN’S RESPONSES TO CINDERELLA AND SNOW WHITE
(RESPON ANAK-ANAK TERHADAP CINDERELLA DAN SNOW WHITE)
Rizka Rizlia1 and Bachrudin Musthafa2
English Education Department, Faculty of Language and Literature Education, Indonesia University of Education
(email: rizkarizlia@gmail.com)
This research is entitled Children’s Responses to Cinderella and Snow White. The aim of the research is to investigate how children readers respond to the two fairy tales. This research involved five eight-year-old children as a source of data. The data were taken from the transcription of children responses to five read aloud sessions, questionnaire and interview. The framework of the research is qualitative descriptive approach. The data were analyzed using five basic types of children responses proposed by Sipe (2008). The results show that the children has different intensity in responding to the fairy tales. This leads the writer to categorize children into two types of children. First, active children who is defined as the children who can derive meaning from the stories and share it to other well. Second, passive children who is defined as the reader who has difficulties in sharing their ideas to other. Based on the result of study, both teachers and parents are suggested to introduce children to wide variety of books, so that children develop a better interest in reading.
Abstrak: Penelitian ini berjudul Respon Anak-Anak terhadap Cinderella dan Snow
White. Tujuan dari penelitian ini adalah untuk mencari tahu bagaimana anak-anak sebagai pembaca memberikan respon pada kedua cerita tersebut. Penelitian ini melibatkan lima anak berumur delapan tahun sebagai sumber data. Data penelitian ini diambil dari hasil transkrip respon anak-anak saat sesi membaca cerita sebanyak lima kali, angket dan wawancara. Penelitian ini menggunakan metode deskriptif kualitatif. Data yang sudah diambil kemudian dianalisis dengan menggunakan teori tentang lima jenis respon anak dari Sipe (2008). Hasil penelitian ini menunjukkan bahwa ketika anak-anak merespon sebuah cerita, mereka memiliki frekuensi yang berbeda saat merespon. Hasil dari penelitian ini juga mengarah pada dua jenis anak. Pertama, anak yang aktif, adalah anak yang dapat menyerap makna dari cerita yang dibacakan dan kemudian dapat menyampaikannya dalam diskusi dengan baik. Kedua, anak yang pasif, adalah anak yang memiliki kesulitan dalam menyerap makna dan menyampaikannya dalam diskusi. Berdasarkan hasil penelitian, para guru dan orang tua disarankan untuk mengenalkan anak-anak terhadap berbagai jenis bacaan, sehingga ketertarikan anak-anak akan membaca berkembang lebih baik.
CHAPTER I
INTRODUCTION
This chapter consists of background of the research, research questions, aims of the
research, scope of the research, significance of the research, research methodology,
clarification of key terms, and organization of paper.
1.1 Background of the research
Reading is one of the most important skills in human life because it can make
someone think critically. In the case of children, reading is very important as stated
by Taylor (2000), when children want to integrate their skills in listening, speaking,
reading and writing, a good starting point is to read stories. Reading story itself can
be done by letting the children read stories by themselves or doing reading aloud
session (letting the children to listen to the stories which is read by others to them).
Nowadays, most children are not really aware of reading, especially in Indonesia.
International Education Achievement had conducted a survey in 2000, which result
that Indonesian children’s interest in reading is in the rank of 29th
from 31 countries
(Bimbingan Minat Baca dan Belajar Anak, 2013). According to Bimbingan Minat
Baca dan Belajar Anak (2013), they prefer watching television and going to the mall
to reading, especially reading fairy tales, whereas most fairy tales contain more
valuable things to be learned by them.
Fairy tales are the easiest reading for children. Many stories in fairy tales are
appropriate for children because they have universal themes (Jones, 2002). The
content of the stories introduces children readers to characters, places, and situations
that they may not experience before. It may have led the children to think critically.
Bettelheim (1976 in Milner 1982) found it to be beneficial for both cognitive and
emotional development. Baker (1981 in Milner 1982) stated that most fairy tales give
children a life lesson. It is supported by O'Donnell (1978 in Milner 1982) who
believes that self-understanding development, language development, and awareness
2
In addition, giving children fairy tales in reading aloud session is also one of
the ways to increase children’s development in many ways like oral development. Milner (1982) states that the importance from giving fairy tale curriculum to children
by letting them listening to the stories while the teacher read the stories to them is
gaining oral language development. Besides, Favat (1977 in Milner 1982) adds that
children are also increasing their interest toward fairy tales by listening to them.
In terms of reading and listening to fairy tales, two of the most famous ones
are Cinderella and Snow White. There are similar patterns in both stories such as (1)
Cinderella and Snow White lived with their stepmother and stepsister and were
treated badly by them; (2) both stories contained magical things; (3) Cinderella and
Snow White lived happily ever after (happy ending). Those similar patterns show the
strengths and weaknesses in human nature by contrasting good and evil; rich and
poor; and villain and virtue to children. In fact, the stories introduce the children to
learn the good and bad things with its consequences.
During reading, most children usually have some responses to what they read
with their experiences like what Rosenblatt (1994 in Bressler 2007) and Church
(1997) state that there is a relationship between the reader and the text. Relationship
between the reader and the text is not only gained from reading but also from
listening to the text. McGee (1992 in Morrow and Temlock-Fields 2004) states that
there is process of making meaning in listening to the text between the listeners and
the text. When parents or teachers read stories to the children, the children will
respond to that. According to Allan and Pearson (2005), there is a literature circle,
allowing children to respond to what they read by sharing their opinion with others.
Allan and Pearson (2005, p. 16) also add that “literature circles demand concentration
on talking and listening.” Furthermore, Huck and Kiefer (2004, p. 55) said that “the
meaning of response of a story will be different from reader to reader depending on
age, knowledge about literature and experience.” In addition, the differences of
children responses are influenced by different cognitive development between each
3
One study about children’s responses to fairy tales was conducted by Sipe
(2008). His findings showed that there were five basic types of children’s response,
namely analytical, intertextual, personal, transparent, and performative. First,
analytical, the way children interpret narrative structure of the story. Second,
intertextual, is children’s abilities to relate the story to other cultural products. Third,
personal, the ways children make connections between their lives and the stories.
Fourth, transparent, is when children act as if they were actually in the story. The last
is performative, in which children use the story for their creative purposes (Sipe,
2008). From his research it can be concluded that literary knowledge is important and
also leads the children to their intellectual and emotional growth. Besides, there is
also a research about children’s responses which is conducted by Milner (1982).
Milner’s research tells about how curriculum intervention using fairy tales affect preschool children's empathy level, reading readiness skills, oral language
development and concept of a story. Children in the age of three to five years old are
involved in Milner’s research. The results show that curriculum unit based on fairy tales can have positive effects on young children's development (Milner, 1982).
Considering the two previous studies above, this research offers two new
aspects which were not discussed in the previous studies. First, this research used
fairy tales entitled Cinderella and Snow White. There are at least two reasons why this
research uses Cinderella and Snow White as the instrument of the research. First,
Cinderella and Snow White are familiar to children. Second, the moral values in
Cinderella and Snow White are very close to children’s daily life. In addition, the
similar pattern in the story can be used as a tool to show their ability to recognize and
distinguish the plot. Second, this research involves middle elementary students in the
age of eight rather than middle school students or college students. It is because the
implied reader of the text is middle elementary children.
Departing from Sipe’s (2008) and Milner’s (1982) findings and pattern of the two stories, this research aims to investigate children response in order to know the
4
Therefore, this research will investigate children’s responses to Cinderella and Snow White by employing qualitative approach under reader response criticism.
1.2 Research questions
This research is conducted to answer two following questions:
1. How do children respond to Cinderella and Snow White?
2. What do their responses mean?
1.3 Aim of the research
The aim of the research is to:
1. Examine the way children respond to literature especially fairy tales.
2. Discover the meaning behind their responses
1.4 Scope of the research
This research is limited to discussion and analysis of how children respond to the
stories without considering their action during giving response. This research focuses
on what children say, interpret, reflect and comment to the stories while listening to
the stories. From the analysis, the research will show how children’s ability is in
responding to the fairy tales.
1.5 Significance of the research
The findings of the research are expected to make people aware that the children also
think critically when responding to the text, especially fairy tales. Hopefully, this
research can make a contribution to reader response approach. In addition, it is
expected that this research will make contribution to pedagogical values such as
suitable reading for children, increasing children awareness of reading and
5
1.6 Research Methodology
Since this research aims to retrieve descriptive data from the transcription of
children’s responses, qualitative method is applied. Alwasilah (2007) states that
qualitative research is objective to find the descriptive data. In addition, qualitative
research also focuses more in words rather than in number. As stated by Bricki and
Green (2002, p. 2), “Qualitative research is characterized by its aims, which relate to
understanding some aspect of social life, and its methods which (in general) generate
words, rather than numbers, as data for analysis.” Qualitative method helps the
researcher to understand the meaning from the transcription of children’s responses.
This method is applied to elaborate and identify the responses from the children. This
research involves five middle elementary children at the age of eight. They are
regarded as considerable source because in that age, they are relatively able to
respond to the fairy tales well.
The data were collected through questionnaire, classroom observation
(reading aloud session) and interview. Meanwhile, the analysis was conducted over
this procedure: (1) giving the questionnaire with guidance question to the children;
(2) reading the two fairy tales to the children; (3) interviewing the children toward the
fairy tales; (4) transcribing children’s responses; (5) identifying and categorizing the responses in accordance with Sipe’s (2008) five basic types of children responses; (6)
interpreting the results of data analysis; and (7) making conclusion and suggestions
for further research.
1.7 Clarification of Key Terms
There are some important terms in this paper. To avoid misunderstanding, the terms
are clarified in this section:
1. Reader Response Theory: the way a reader and listener (people who listen to
story being read to them) interpret the meaning from the text that they read or
6
2. Fairy Tales: fictional stories, often in timeless settings like “once upon a time”, unidentified place, with one-dimensional characters (completely good or bad), involving magical, characters, events, or symbols. The function is to
entertain, inspire, and enlighten the reader. (Magoulick, 2014).
3. Children (middle elementary): Young human in the age of eight until nine
who develop standards of right and wrong and begin to see viewpoints of
others. (Huck and Kiefer, 2004, p. 49).
1.8 Organization of the paper
The research will be organized as follows:
Chapter I Introduction
This chapter consists of background of the research, research questions, aims of the
research, scope of the research, significance of the research, research methodology,
clarification of key terms, and organization of paper.
Chapter II Literature Review
This chapter discusses related theories of the research which are used to analyze and
interpret the data of the research. This chapter also presents some previous studies
that are related to the issue.
Chapter III Research Methodology
This chapter provides the methodology of the research to answer the research
questions.
Chapter IV Findings and Discussions
This chapter consists of findings and the discussion of the research.
Chapter V Conclusions and Suggestions
This chapter presents the conclusion of the research. It also provides suggestion for
CHAPTER III
METHODOLOGY
This chapter explains the methodology of the research. It consists of research design
that discusses the design of qualitative approach, research procedure that explains the
steps taken in conducting this research, data collection and analysis that describes the
way data are collected and analyzed. The synopsis of the fairy tales is also included.
3.1Research Design
This research employs a qualitative descriptive approach. Qualitative descriptive
approach focuses more in words rather than in number. It is stated by Bricki and
Green (2002, p. 2) who explain that “qualitative research is characterized by its aims, which relate to understanding some aspect of social life, and its methods which (in
general) generate words, rather than numbers, as data for analysis.” Creswell (2012) adds that qualitative research aims to examine the problems and evolve detail
understanding of a phenomenon. Since the aim of this research is to identify the
transcription of responses from the respondents to lead them to five basic types of
children responses, the use of qualitative descriptive approach is applied to develop
every detail from children’s responses. In addition, qualitative descriptive approach is
also applied to interpret the responses from children as findings. In line with that,
Creswell (2012) states that qualitative descriptive approach characteristic is to
analyze the data by interpreting the meaning of the findings. Based on the purposes of
this research which attempt to discover the way children readers respond to
Cinderella and Snow White, the use of a qualitative descriptive approach is
considered as the most suitable approach to this research.
3.2 Research Procedure
There are six steps in conducting this research. First is selecting the topic. The topic
chosen is children response to Cinderella and Snow White. This research utilizes
reader response strategy which has been described in Chapter I refers to a way
28
There are two research questions that can be guidance in this research. By those two
research questions, the aim of the research which is to investigate children responses
can be achieved. Third step is collecting related studies. Related studies are collected
from books, journals, articles and previous related studies. Fourth is collecting the
data. The data are collected through the responses from the class observation. It is
used as the primary source of this research. This research requires four steps in
collecting the data. The first step is giving the questionnaire to the five respondents.
Secondly, the fairy tales are read to the respondents, then, their direct responses are
transcribed by the researcher. In addition, they have to answer some questions in
interview section. Fifth is analyzing the data. In analyzing the data, the responses
from respondents are categorized based on Sipe’s five basic types of children
responses (2008). Then, the last step in collecting data is drawing conclusion.
Conclusion is made to cover the result of the research and to make suggestion for
further research concerned with children readers’ responses.
3.3Data Collection
3.3.1 Observation
Observation is one way to collect data. According to Kumar (2014, p. 173), “it is a
purposeful, systematic, and selective way of watching and listening to an interaction
or phenomenon as it takes place.” In this research, the way middle elementary children readers respond to the fairy tales being read to them in reading aloud session
is observed.
Kumar (2014) states that there are two situations in which observations can be
made. First is natural: observation under natural conditions. Natural conditions can be
said as the situation when the respondents do not realize that they are being observed.
Second is controlled: observation under controlled condition. Controlled observation
means introducing a stimulus to the group to react to the phenomenon. In this
research, natural situation is used for collecting data through observation. The fairy
tales will be read to the respondents without telling them that they are being
29
Reading-aloud session itself is conducted five times to enrich the responses from the
children. The duration for each reading-aloud session is about ten to twenty minutes.
Based on the explanation above, observation is used as primary source.
3.3.2 Questionnaire
Questionnaire is a written list of questions. According to Kumar (2014, p. 178), “it is
important to make the questions clear and easy to understand.” The questionnaire
consists of the information about children and reading and children and fairy tales.
The questionnaires are made in Bahasa Indonesia because the respondents of this
research are the Indonesian children. The following are the example of some
questions in questionnaire*. These questions are made to measure the ability of
children in knowing the fairy tales.
1. Do you know the story entitled Cinderella and Snow White?
( ) Yes ( ) No
2. What is the genre of the story entitled Cinderella and Snow White?
( ) Jokes
30
In this research, questionnaire is used as an instrument to make sure that the
children have read the fairy tales and to observe how far the readers know about the
fairy tales.
3.3.3 Interview
Interview is one of the ways in collecting information. According to Kumar (2014),
interview is the person-to-person interaction. It is useful to test the varied and
expanded answer from the respondents. The advantages of interview are to clarify the
consistency of the respondents’ responses, whether the respondents pay attention to
the story well or not and whether the respondents understand what the story talks
about and what the interviewer ask for. For example, the researcher asks every child
about the similarities between the two stories. The interview itself is done once in
Bahasa Indonesia in which the duration is about three to six minutes. (To see the full
interview: open appendix II in page 69 )
Besides, Kumar (2014) also states that from interview, the depth information
can be obtained. The interview itself is used to strengthen children’s answer from the questionnaire and children’s responses in the observation session. So, the interview session is done in the last step of collecting data. Besides, the validity and consistency
from the children are also can be gained by seeing children’s answer in interview session. Considering those statements above, interview is used as secondary source.
3.3.4 Respondents
Five middle elementary children are chosen as respondents. They are regarded as
considerable source because in that age, they are relatively able to respond to the fairy
tales with good language. Besides, the fairy tales which contains the strengths and
weaknesses in human nature by contrasting good and evil, rich and poor become an
interesting part for them when responding to the fairy tales. It is because they still
develop standards of right and wrong (Huck and Kiefer, 2004).
The respondents are the students of a course in SDN Ciwangi 1 Purwakarta.
31
as sufficient respondents for this research. They are adequated to represent the whole
class to be respondents. In addition, they are also teacher recommendation. The
respondents are limited into age factors. Since the research deals with middle
elementary children readers, hence, the researcher picks the respondents in the age of
eight (Huck and Kiefer, 2004). After doing those steps, five middle elementary
children as respondents are chosen.
3.4 Data Analysis
Basically, the data were analyzed by categorizing the responses based on Sipe’s five basic types of children responses (2008). The main data were taken from five middle
elementary children’s responses when responding directly to the fairy tales during reading aloud session. Any responses which contain Sipe’s categories (2008) was separated and become textual evidence. Meanwhile, the data were also taken from
questionnaire. Through this way, the researcher is able to find whether the
respondents have read the fairy tales or not. Furthermore, this questionnaire leads
the respondents to their ability in recognizing elements of story in the fairy tales.
The data analysis is analyzed and arranged based on categorization from type of
children’ responses. From that, the patterns of children responses were found.
This research employs qualitative descriptive approach in analyzing the data.
However, there is a use of quantitative approach to measure the frequency of each
children’s type of response. By reading them, the answers for the research questions can be achieved. Here is the example of the analysis.
Table 3.4 Sipe’s (2008) Personal Responses
Respondent(s) Result of Observation Analysis
32 story from other products. She also identifies the similarities between the stories are being read to her with another sotory from a movie
R4 I have seen Turbo and
Cinderella is an unfortunate girl who lived with stepmother and two stepsisters. Her
stepmother and stepsisters prohibited her to attend the party in the palace.
Fortunately, she was helped by the fairy, so she could attend the party. The prince fell
in love with her. But unfortunately, Cinderella should go from the party in the
midnight. She slipped and left her shiny glass slipper. The Prince wanted to find out
that beautiful girl whose feet would fit in that shiny glass slipper. He came to
Cinderella’s house. Cinderella tried the glass slipper and it was fit on her feet. The
33
stepsisters. After that, they were married and lived happily ever after (Disney
Enterprises Inc, 2013)
3.5.2 Snow White
Snow White tells about a good girl named Snow White who lived with her
stepmother. The stepmother hated Snow White and she wanted Snow White be gone
from this world because Snow White could be her rival. Snow White’s goodness made her become a fortune girl, when the stepmother tried to hurt her by giving her a
poison apple, the seven dwarves gave her an aid, then they also found the prince
charming to heal Snow White by kissing her. And finally, they lived happily ever
after (Alligator Publishing Ltd, 2014).
3.6Concluding Remarks
This chapter has discussed methodological steps take in conducting this research.
Research Design, Research Procedure, Data Collection, Data Analysis and Synopsis
have been included in this chapter. The next chapter focuses on findings and
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter draws conclusions and suggestions of the research. It gathers the
essence of the result analysis from the previous chapter and construes them in concluding remark for further research dealing with children’s reading responses.
5.1 Conclusions
This research is designed to investigate the way children readers giving response
to Cinderella and Snow White. In this way, this research also seeks to reveal
meaning behind their responses.
In giving response to the stories which were read to the children, the
children have their own way when responding to the two fairy tales, Cinderella
and Snow White. From five middle elementary children as respondents, one child
is reported as an active children, three children as children in the middle
continuum of active and passive and one child as a passive children.
The active children were attached to those who were able to derive
meaning from the stories and share it to other in a good way. The level of how
capable children are in deriving meaning is measured by the way they give
response in detail with additional information, reason and explanation, while the
level of how good children are in sharing ideas is measured by the intensity and
frequency of children in responding to the stories. Meanwhile, the passive
children have difficulties in deriving meaning from the stories and sharing their
ideas to others. Children in this type are those who respond to the story in a very
brief explanation, besides, the intensity and frequency of their responses to the
stories also come rarely.
Learning from the analysis of children’s responses, it is found that there are three reasons that contribute to shape active or passive children. First reason is
environment such as parents and teachers who should be children reading model
in home and school. It is believed that parents and teacher have influences in the
57
have an impact toward children reading level. The last reason is to make children
love reading in the earlier stage. It means that parents should introduce children to
reading from the beginning before they begin to go to school. It is believed to be
one way to make reading as their habitual activity, so it will increase their reading
level.
Considering the explanation above, the research concludes that middle
elementary children in the age of eight years old are considered as potential
For better future research related to children responses, this research suggests
three points. First, it is recommended to involve more elements such as type of
children (preschool, kindergarten and primary children with different age and
gender), type of books (folktales, fable, fiction and nonfiction books).
Second, it is recommended to involve children’s background and action while they are giving responses to the stories. Since this research merely focuses
on how children respond and comment to the stories without considering their
action, their reading background and their family background during giving responses, the involvement of children’s background will enrich and expand the data useful for any further research on this topic.
The last is to involve other related parties such as teacher in data
collection. By facing the difficulties that come from some children in responding
to the stories, it would be better to involve teachers and parents to find a good
method to encourage children to increase their awareness and interest to reading,
so they can respond to the stories better.
The conclusion and suggestion are provided above. Hopefully, this
research gives beneficial impact both for present researcher and future researcher
interested in related studies. The researcher also hopes that any further research
58
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