Abdul Aziz Khoiri, Abdul Kholiq, Ahsan Shohifur Rizal, Fitri Alaida Alfiana, Yunda Arfia Pratiwi

Pendampingan Membaca Permulaan dan Literal Bagi Siswa Sanggar Belajar Sekolah Indonesia Kuala Lumpur (SIKL) Malaysia

Introduction

Pendampingan membaca permulaan dan literal bagi siswa sanggar belajar sekolah indonesia kuala lumpur (sikl) malaysia. Tingkatkan kemampuan membaca permulaan & literal siswa SD Indonesia di Malaysia. Program ini bantu pemahaman makna Bahasa Indonesia dengan metode visual-kontekstual yang efektif.

Abstract

Kegiatan pengabdian kepada masyarakat ini dilaksanakan di Sanggar Belajar Pusat Pendidikan Warga Negara Indonesia (PPWNI) Klang, Sekolah Indonesia Kuala Lumpur (SIKL) Malaysia, dengan tujuan memberikan pendampingan membaca permulaan dan literal bagi siswa kelas 1 sekolah dasar. Latar belakang kegiatan ini berangkat dari temuan bahwa sebagian besar siswa telah mampu membaca secara teknis, tetapi belum mampu memahami makna kata atau kalimat berbahasa Indonesia karena pengaruh lingkungan bahasa Melayu dan keterbatasan paparan literasi. Metode yang digunakan ialah partisipatif-edukatif melalui latihan membaca nyaring, penyusunan teks acak, dan mencocokkan gambar dengan kalimat dari teks sederhana hasil adaptasi cerita anak oleh tim PKM. Hasil kegiatan menunjukkan bahwa seluruh siswa (100%) mampu membaca permulaan dengan lancar, sedangkan 63,63% siswa menunjukkan kemampuan memahami teks secara literal dengan benar dan mampu mencocokkan dua hingga empat gambar sesuai isi bacaan. Sementara itu, 18,18% siswa masih memerlukan pendampingan lebih lanjut untuk memahami makna bacaan secara menyeluruh. Hasil ini menunjukkan bahwa pendekatan visual dan kontekstual efektif dalam memperkuat pemahaman literal siswa tahap awal. Program ini direkomendasikan untuk dilaksanakan secara berkelanjutan dengan penambahan media cerita bergambar dan pembelajaran berbasis pengalaman guna memperluas penguasaan kosakata bahasa Indonesia di kalangan anak-anak WNI di luar negeri.

Review

This community engagement paper addresses a highly pertinent issue concerning the development of early and literal reading skills among Indonesian expatriate children residing in a non-native linguistic environment, specifically in Malaysia. The abstract clearly articulates the project's objective: to provide targeted mentoring in beginning and literal reading for first-grade students at Sanggar Belajar SIKL. The identified problem—students' ability to read technically but their struggle with comprehending Indonesian due to Malay linguistic influence and limited exposure—establishes a strong rationale for the intervention, underscoring the vital role of such programs in preserving and developing the mother tongue. The methodology adopted, described as "partisipatif-edukatif," appears well-suited for young learners. The activities, including reading aloud, arranging random texts, and matching pictures with sentences from adapted children's stories, are practical and designed to engage students directly. The reported results indicate notable success: 100% of students achieved fluency in beginning reading, while a significant 63.63% demonstrated correct literal comprehension and the ability to match images with text. The acknowledgment that 18.18% still require further assistance provides a realistic perspective on the program's immediate impact, while the conclusion that visual and contextual approaches are effective offers valuable pedagogical insight. Overall, the paper presents a valuable case study in early literacy intervention for linguistically diverse contexts. The findings confirm the effectiveness of targeted, interactive methods in bridging the comprehension gap for children learning their native language in an immersion setting. The recommendation for the program's continuity, coupled with the integration of picture stories and experiential learning, is well-founded and crucial for sustaining and expanding vocabulary acquisition. This work not only contributes practical strategies for educators but also highlights the critical need for ongoing language support for Indonesian children living abroad, making a significant contribution to community service and language education.

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