Teras, Boyolali – Students of the Community Service Program (KKN-T) IDBU 13 Group 2 from Universitas Diponegoro (Undip) successfully organized a multidisciplinary literacy program entitled “Fostering Reading Habits at SDN 2 Teras Through Read-Aloud and Story Report Activities.” Conducted at SDN 2 Teras in Teras Village, Boyolali Regency, the program engaged approximately 50 students from Grades 4, 5, and 6.
The initiative was developed after the KKN team observed that many elementary school students lacked confidence when speaking or performing in front of their classmates. To address this challenge, the team introduced an interactive literacy program combining read-aloud activities and Story Report writing, aiming to cultivate both reading interest and self-confidence.
The program was implemented over six sessions across two weeks. During the first week, activities were held on Tuesday, July 21, 2026 for Grade 4, Wednesday, July 22 for Grade 5, and Thursday, July 23 for Grade 6. Each session began with an ice-breaking and introduction segment, allowing the university students to build rapport with the participants.
The core activity featured live demonstrations of the read-aloud method, facilitated by Titan Yudha Prasetya for Grade 4, Rafif Ihsan Nur Qudsy for Grade 5, and Ziemar Silmi Nurjamil for Grade 6. Read-aloud is widely recognized as an effective literacy practice that helps children develop vocabulary, pronunciation, fluency, and reading comprehension through expressive storytelling. The facilitators modeled appropriate intonation, articulation, and facial expressions, encouraging students to appreciate stories in a more engaging way.
Following the read-aloud session, students participated in a lesson on Story Report, delivered by William Bradley Christianto from the Department of Indonesian Literature and Kezia Dwi Angelina from the Library and Information Science Program. The students learned how to identify the main ideas of a story, record important details, and organize their understanding into a written report. To reinforce their learning, each participant received a specially designed Story Report worksheet, which they completed as homework before the following week’s session.
The integration of read-aloud activities with Story Report writing is supported by literacy education research. Read-aloud practices expose children to richer vocabulary, proper language structures, and expressive reading techniques, while Story Reports encourage them to reconstruct and communicate what they have understood. Together, these approaches strengthen comprehension, communication skills, and confidence in expressing ideas.
The students responded enthusiastically throughout the program. Naufal, a fifth-grade student, shared his experience after participating in the first week’s activities.
“At first, I felt shy and afraid whenever I had to read in front of my classmates,” he said. “But after watching Kak Rafif demonstrate expressive read-aloud techniques, I realized that reading can be really fun. Now I can’t wait to try it myself and share my favorite story with the class.”
The second week of the program took place from July 27–29, 2026, following the same schedule for each grade level. During this stage, students submitted their completed Story Report assignments before participating in practical read-aloud performances. Guided closely by the KKN facilitators, they received constructive feedback on pronunciation, expression, and intonation.
Remarkably, many students who had initially been reluctant to speak in front of others demonstrated significant improvement. They confidently read stories aloud before their classmates, and each performance was met with enthusiastic applause, creating an encouraging classroom atmosphere.
The positive impact was also reflected in the experience of Andini, a sixth-grade student.
“I was nervous when I worked on my Story Report because I was afraid I might summarize the story incorrectly,” she explained. “But after being guided by Kak Ziemar, Kak William, and Kak Kezia during today’s practice, my nervousness disappeared. I learned that speaking and reading stories in front of others can actually be enjoyable when you know the techniques and believe in yourself.”
To recognize the students’ efforts and progress, the program concluded with an appreciation ceremony. Three outstanding students from each grade level were awarded prizes for demonstrating exceptional confidence, enthusiasm, and expressive reading performance. The awards served not only as recognition of their achievements but also as motivation for other students to continue developing their literacy skills.
Through this literacy initiative, the KKN-T IDBU 13 Group 2 students hope to inspire a sustainable reading culture at SDN 2 Teras while fostering a generation of young learners who are not only passionate about reading but also confident in communicating their ideas.
Written by: William Bradley Christianto
Department of Indonesian Literature, Faculty of Humanities, Universitas Diponegoro