This thesis examines the folktales/fairy tales across nation from two perspectives first according the comparative study dealing with its social, cultural, and historical viewpoint. In this part, the folktales/fairy tales are observed according to its process of adaptation and dialectical among the tales in the world. the second perspective focuses to bring the folktales/ fairy tales in the formal education (classroom) as the instruction. The cultural transmission theory from Jack Zipes (the same as adaptation), ATU index from Hans Jorg Uther contributes to figure out the universality, dialogic, and the interconnection among the folktales/fairy tales across nation. Though the central point is the folktales/fairy tales from three countries, Czech, Slovenia (West and South Slavic), and Madura Island (Indonesia), but the interrelation with other tales such as the Grimm Tales, Jack Tales, and Perrault is unavoidable. While in the folktales/fairy tales instruction the constructivism method is applied. The scaffolding learning method with K-W-L chart is one of the analytic instruments for the learners to observe the comparative folktales/fairy tales.Hans Jorg Uther contributes to figure out the universality, dialogic, and the interconnection among the folktales/fairy tales across nation. Though the central point is the folktales/fairy tales from three countries, Czech, Slovenia (West and South Slavic), and Madura Island (Indonesia), but the interrelation with other tales such as the Grimm Tales, Jack Tales, and Perrault is unavoidable. While in the folktales/fairy tales instruction the constructivism method is applied. The scaffolding learning method with K-W-L chart is one of the analytic instruments for the learners to observe the comparative folktales/fairy tales.