Penelitian ini merupakan penelitian dan pengembangan (Research and Development) dari model Borg and Gall antara lain (1) penelitian dan pengumpulan informasi awal, (2) perencanaan, (3) pengembangan produk awal, (4) uji coba awal, (5) revisi produk, (6) uji coba lapangan, (7) revisi uji coba lapangan, (8) uji lapangan, (9) revisi produk akhir, (10) desiminasi dan implementasi kemudian dimodifikasi oleh Setyosari (2013: 223) yang dibatasi pada tujuh tahap yaitu (1) penelitian dan pengumpulan informasi awal, (2) perencanaan, (3) pengembangan produk awal, (4) uji coba awal, (5) revisi produk, (6) uji coba lapangan, (7) revisi produk akhir. Instrumen penelitian dan pengembangan ini menggunakan lembar pedoman wawancara guru, angket validasi bahasa, dan angket validasi media memiliki 10 aspek penilaian, angket respon guru memiliki 10 aspek penilaian dan angket respon siswa berjumlah 8 aspek. Hasil penelitian dari validasi penyajian media buku cerita bergambar pembelajaran cerita fantasi melalui angket oleh ahli bahasa mencapai presentase 100% dengan kualifikasi layak dan ahli media mencapai presentase 90% dengan kualifikasi sangat layak. Hasil angket respon guru terhadap media buku cerita bergambar pembelajaran cerita fantasi presentasenya sebesar 90% dikualifikasikan sangat praktis dan respon siswa sebesar 99% dengan kualifikasi sangat efektif. Uji coba produk dilaksanakan di kelas VII-1 SMP Negeri 9 Tarakan. Hasil penelitian dan pengembangan media buku cerita bergambar pembelajaran cerita fantasi layak digunakan dalam pembelajaran bahasa Indonesia khusunya pembelajaran cerita fantasi.

This study animed to develop and produce pictorial storybook media for learning fantasy stories that were effective from the feasibility and affectiveness aspects. This Reseach and Development research used the Borg and Gall model, including (1) preliminary research and information gathering, (2) planning, (3) intital product development, (4) intital trial, (5) revision of product, (6) filed trial, (7) revision of field trials, (8) field testing, (9) revision of the final product, (10) dissemination and implementation. This model was then modified by Setyosari (2013: 223) which was limited to seven stages namely (1) premilinary research and information collection, (2) planning, (3) intial product development, (4) intial trials, (5) product revisions, (6) field trials, (7) final product revision. Instruments used in this research were teacher interview guidelines, language validation questionnaires, media validation questionnaires that consisted of 10 aspects of assessment, teacher response questionnaires that consisted of 10 assessment aspects and student response questionnaires totaled 8 aspects. The validation results from linguists reached reached 100% (proper), and validation from media experts reached 90% (very decent). The results of the teacher’s questionnaire respons reached 90% (very practical) and of the student’s response reached 99% (very effective) product trials were carried out in class VII-1 of SMP Negeri 9 Tarakan. The results indicated that the pictorial storybook was suitable for use in Indonesian language learning, especially learning fantasy stories.