<![CDATA[This community service activity addresses the gap in English language exposure and pedagogical appropriateness among students in rural areas, where conventional uniform teaching methods often fail to accommodate the varying cognitive levels of primary and secondary students. The objective of this program is to enhance students' English literacy, communicative confidence, and learning satisfaction through a differentiated instructional framework tailored to age groups. The program was conducted using a participatory-educative approach across three educational tiers: basic grammar awareness for primary students (SD), contextual sentence-based instruction for junior high students (SMP), and the Presentation-Practice-Production (PPP) framework paired with role-play for senior high students (SMA). The subjects consisted of 35 school-age children in Korong Ladang Rimbo Timur, Padang Pariaman. Evaluation was carried out through diagnostic pre-tests/post-tests, classroom observations, speaking performance rubrics, and a student satisfaction survey. The main result showed a significant increase in diagnostic comprehension scores by 42% and an average student learning satisfaction rate of 90.3%, particularly in SMA students' ability to construct and perform dialogues on expressing agreement and disagreement without the fear of being laughed at. The explicit contribution of this program lies in its contextualized ELT module and tiered strategy designed for low-resource settings. In conclusion, age-appropriate differentiated strategies are effective in improving English learning outcomes and fostering communicative confidence in rural education environments. ]]>
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