Kolaborasi antara Orang Tua dan Guru dalam Pembelajaran Bercerita untuk Meningkatkan Kosakata Anak di SDN 3 Jaraksari Wonosobo

Rafli Fahrur Rivaldi

doi:10.26740/jpus.v10n1.p69-79

Authors

Rafli Fahrur Rivaldi STPI Bina Insan Mulia Yogyakarta

DOI:

https://doi.org/10.26740/jpus.v10n1.p69-79

Keywords:

parent–teacher collaboration, storytelling, vocabulary mastery, elementary school, Home-School Literacy Collaboration

Abstract

The relatively low vocabulary mastery of elementary school students highlights the need for continuous learning support across school and family environments. This study aims to describe forms of parent–teacher collaboration in storytelling activities, analyze the relationship between such collaboration and students’ vocabulary mastery, and identify supporting and inhibiting factors affecting its implementation at SDN 3 Jaraksari Wonosobo. The study employed a quantitative correlational design involving 60 students and 60 parents or guardians selected through purposive sampling. Data were collected using a parent–teacher collaboration questionnaire and a vocabulary mastery test, then analyzed using descriptive statistics and simple linear regression. The results showed that parent–teacher collaboration was at a moderate level. Regression analysis indicated a significant predictive relationship between parent–teacher collaboration and students’ vocabulary mastery, with a coefficient of determination of 38.9%. The findings also emphasize the importance of continuity in storytelling activities between school and home to support a more consistent language-learning environment. Based on these findings, the study proposes Home-School Literacy Collaboration (HSLC) as a preliminary conceptual framework that positions storytelling as a bridge between language stimulation at home and learning at school. Further development and testing are needed across broader contexts and populations and diverse elementary school settings internationally.

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