Reading interest and reading culture are fundamental foundations for strengthening literacy from an early age in elementary school. However, students’ reading habits remain low due to learning methods that are less engaging and fail to actively involve them in the process. This study aims to examine the effectiveness of the retelling strategy in teaching fable texts as an effort to develop the reading culture of elementary school students. The study employed a quantitative approach with a quasi-experimental design involving fourth-grade students. Research instruments included pre-test and post-test assessments, a reading culture questionnaire, and observation sheets documenting students’ activities during the learning process. The findings revealed an improvement in students’ reading skills and comprehension of fable texts after the implementation of the retelling strategy. The activity of retelling not only reinforced students’ understanding of the moral messages and meanings within fables but also fostered emotional engagement, enriched imagination, and cultivated sustainable reading habits. Furthermore, this activity helped students enhance their critical thinking skills, organize ideas coherently, and build confidence in expressing their understanding of the text. This approach also has the potential to serve as an alternative language learning method that is more communicative and centered on meaningful learning experiences. In conclusion, the retelling strategy can be effectively applied as a contextual, enjoyable, and engaging learning approach to enhance students’ reading interest and reading culture in elementary schools.
Keywords:Reading Culture;Retelling;Elementary School Students;Fable Texts