English Reading Class For Girls _ SheReads, SheKnows, SheSoars

The English Reading Class for Girls titled SheReads, SheKnows, SheSoars was my community development project implemented in Cycle 2/2025. Conducted as an individual project, it aimed to support teenage girls’ English literacy development. The project targeted teenage girls from diverse educational backgrounds, aged 12–18 years, with English proficiency levels ranging from Beginner to Pre-Intermediate. The English reading sessions were conducted through a series of ten structured meetings over five weeks, from August to September 2025, at SAGU Foundation. The project focused on improving reading comprehension, vocabulary, pronunciation, and confidence through guided reading activities. The program used Little Women by Louisa May Alcott as the core text and incorporated weekly themed inspirational reading materials centred on girls’ empowerment, leadership, and education, implemented through interactive and collaborative learning strategies to ensure inclusivity and engagement.

The project was initiated in response to the limited access to English reading materials and structured literacy programs for girls in many communities in Papua. Many girls face challenges in developing English proficiency due to lack of resources, opportunities, and limited exposure to reading-focused instruction. Literacy, particularly reading, plays a crucial role in academic success, critical thinking, and self-confidence. Recognizing these challenges, this project aimed to create a safe, supportive, and motivating learning environment where girls could develop their reading skills while learning from inspiring female figures.

The project gave positive outcomes in both academic and personal development aspects. Students demonstrated noticeable improvement in reading comprehension, vocabulary acquisition, reading pace, and pronunciation. The participants started to become more confident reading aloud and expressing their opinions during discussions. Weekly thematic readings on identity, courage, dreams, beauty, creativity, and leadership helped students connect language learning with real-life values. Collaborative activities such as group reading, peer discussions, and creative tasks fostered teamwork and active participation. Overall, the project successfully strengthened English literacy skills while nurturing confidence, motivation, and a positive attitude toward learning.

A simple post-project survey and informal feedback sessions were conducted to assess students’ learning experiences. The majority of participants reported increased confidence in reading English texts and greater interest in reading activities. Students expressed that the stories about female role models were motivating and relatable. Feedback indicated that group reading and creative tasks, such as bookmark-making and reflection writing, were among the most engaging components. The survey results confirmed that the project effectively met its learning objectives and addressed the participants’ needs.

Despite its success, the project faced several challenges. One of the main challenges was designing reading materials and activities suitable for participants with varying English proficiency levels. Balancing the needs of Beginner and Pre-Intermediate learners required careful lesson planning and differentiation. These challenges provided valuable insights for strengthening future.

Through this project, I gained deeper insight into inclusive English literacy program design and community-based education. I learned the importance of adapting materials to diverse learner levels and maintaining flexibility during implementation. The project strengthened my skills in curriculum planning, facilitation, assessment, and reflection. It also reinforced my role as an academic manager committed to advocating learning and education within the community. Most importantly, the experience highlighted how empowering girls through reading can foster confidence, leadership, and long-term educational aspirations.

In conclusion, the English Reading Class for Girls – SheReads, SheKnows, SheSoars was a meaningful community development project that contributed to improving literacy and empowerment among adolescent girls in Papua. The project demonstrated strong potential for scalability and alignment with long-term  SAGU Foundation’s mission in education. By addressing challenges and integrating lessons learned, similar initiatives can be expanded to reach more communities across Papua. This project not only strengthened participants’ English reading skills but also equipped the facilitator with valuable experience to support community development initiatives focused on education in the future.

Disclaimer: AI Disclaimer Note: The content of this article was originally developed by the author, with AI-assistance to support the organization of ideas and to ensure grammatical accuracy and appropriate academic English vocabulary.

Author :


Diana Kambuaya
English Tutor & Program Manager