Reading Tutoring Sessions for Village Children Led by KKN Students in Hapalam Village

Abstract

This community service program examined the implementation of reading tutoring for elementary school children in Hapalam Village, Tewang Sangalang Garing District, Katingan Regency, Central Kalimantan. The activity aimed to strengthen basic reading skills, learning interest, motivation, courage, and self-confidence through structured assistance. A descriptive qualitative approach was used, with data collected through observation, communication with parents and community members, surveys, problem mapping, and direct monitoring of children’s reading development. Tutoring was conducted three times a week using gradual materials covering letter recognition, syllables, simple words, sentences, and short texts. The findings showed positive developments in reading participation, confidence, interest in reading, and utilization of the village library as a learning space. The adaptive tutoring model also allowed learning materials to be adjusted according to differences in children’s reading abilities. However, several obstacles remained, including uneven attendance, limited parental involvement, and insufficient variation in teaching materials and reading resources. The program indicates that sustained collaboration among parents, schools, village authorities, communities, and library managers is necessary to maintain literacy activities and support children’s continued reading development after the KKN program ends.