Enhancing Literacy for Migrant Children Through Guided FreeReading: A Case Study At ICC Al Anshar Bahau, Malaysia
DOI:
https://doi.org/10.35568/abdimas.v8i4.6910Keywords:
Literacy, Migrant Children, Community Education, ParticipatoryAbstract
This program aims to improve the literacy skills of Indonesian migrant children at ICC Al Anshar Bahau, Malaysia, through guided free reading strategies. The background to this activity is the low reading ability of migrant children due to limited access to formal education, a lack of appropriate reading materials, and the absence of interest-based learning methods. This study uses a descriptive qualitative approach with a Participatory Action Research design. The subjects consisted of 10 children aged 6–12 years, as well as volunteer teachers and institution managers. Data were collected through participatory observation, semi- structured interviews, and documentation, then analyzed using thematic techniques. The program was implemented over four weeks in eight sessions, during which the children chose books according to their interests and were actively guided in the reading process. The results of the activity showed a significant improvement in four aspects of literacy: interest in reading, ability to read simple sentences, storytelling expression, and independent learning. Notably, 80% of the children demonstrated measurable progress in reading fluency by the final session, as assessed through informal reading assessments. Teachers also experienced a transformation in their teaching approach from drilling methods to dialogic and contextual learning. The main challenges, such as limited book collections and study time, were addressed through community partnerships and flexible schedules. This program demonstrates that guided free reading strategies are effective in enhancing literacy engagement among marginalized children and fostering community collaboration in providing alternative education. The activity also supports the achievement of Key Performance Indicators (KPIs) for higher education institutions, particularly in the areas of impactful community service and off-campus learning.
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