Literacy volunteers and TaRL: A phenomenological study in Indonesian elementary education

Abstract

This study investigates the lived experiences of university student volunteers implementing the Teaching at the Right Level (TaRL) approach to support early-grade literacy in Indonesian elementary schools. Using a descriptive phenomenological design, the research draws on in-depth interviews and direct observations with 20 purposively selected volunteers assigned to urban and rural schools in West Nusa Tenggara. Findings reveal that the volunteers conducted diagnostic reading assessments, grouped students by ability rather than grade, and applied differentiated strategies to address varied reading levels. Instructional practices ranged from phonics and syllable recognition for beginners to sentence building, expressive reading, and story-based tasks for more advanced learners. While the volunteers demonstrated creativity and commitment, they faced persistent challenges, including limited access to engaging printed materials, inadequate learning media, under-resourced libraries, minimal parental involvement, and concerns about the sustainability of literacy programs. These constraints often required them to improvise, create low-cost teaching aids, and conduct sessions outside formal classrooms. The study highlights the potential of volunteer-led, community-based interventions in bridging foundational literacy gaps, particularly in low-resource settings. It also emphasizes the need for institutional collaboration, consistent material support, and sustainable program structures to ensure lasting impact. By documenting the human dimensions of TaRL implementation, this research offers practical insights for policymakers and educators seeking scalable approaches to early literacy development.