Strengthening Reading and Writing Skills of Migrant Workers’ Children through Community-Based Indonesian Language Learning Assistance

Abstract

This study examines how community-based Indonesian language learning assistance strengthens the reading and writing skills of children of Indonesian migrant workers at Sanggar Bimbingan At-Tanzil Lembah Jaya, Malaysia. In migrant contexts where access to formal education and structured literacy support is limited, maintaining Bahasa Indonesia proficiency is essential for academic development and linguistic identity. This research employed a qualitative descriptive case study design. Data were collected through participant observation, semi-structured interviews, and document analysis of students’ written work during an eight-week literacy mentoring program. The findings indicate improvements in reading fluency, comprehension, writing organization, vocabulary usage, and sentence construction. Guided reading strategies, scaffolded instruction, and a process-writing approach contributed to students’ literacy development, while participatory and culturally responsive activities enhanced motivation and engagement. These results suggest that integrating structured literacy instruction with community-based learning environments provides a relevant framework for supporting first-language literacy among migrant children. The study offers practical implications for community learning centers and educational stakeholders seeking contextually responsive literacy interventions in marginalized migrant settings.