EMPOWERING MOTHERS AS FAMILY LITERACY FACILITATORS THROUGH ENGLISH READ-ALOUD AND STORYTELLING TRAINING
DOI:
https://doi.org/10.37478/mahajana.v7i3.8789Abstract
Children’s extensive screen use and limited shared-reading routines present challenges for family literacy. A preliminary needs assessment involving 50 respondents in Jebres, Surakarta, found that 75% reported children using digital devices more frequently than reading books, while only 30% of mothers regularly read with their children and 20% felt confident reading stories in English. This community engagement program sought to strengthen mothers’ understanding of family literacy, interactive read-aloud and storytelling techniques, and confidence in using English picture books. Thirty mothers of primary-school-aged children participated in two face-to-face workshops on 20 and 27 June 2026, followed by WhatsApp-based mentoring during July–August. A participatory approach combined demonstrations, guided practice, peer interaction, and feedback. Descriptive pre- and post-training assessments showed increases in mean scores for family literacy knowledge (55 to 82), understanding of storytelling techniques (48 to 78), and confidence in reading English stories (35 to 70). Workshop observations suggested greater willingness to use expressive voice, gestures, facial expressions, and interactive questions. These findings indicate promising short-term improvements in participating mothers’ capacities as home literacy facilitators. Limitations include aggregated scores, no comparison group, and no child-level outcomes; causal conclusions about children’s reading habits and screen use are therefore not warranted. Future implementation should embed supported reading routines within local women’s community activities and systematically monitor home practice.
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Keywords:
caregiver engagement, dialogic interaction, home literacy environment, parental confidenceReferences
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