THE IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION AND ITS IMPACT ON STUDENT ENGAGEMENT IN ENGLISH CLASS
Main Article Content
Abstract
In today's schooling and achievement landscape, meeting students' varied requirements has become a top priority, making customized educational opportunities essential. Differentiated instruction, a widely acknowledged teaching model, successfully meets these diverse student needs. The purpose of this study was to investigate the implementation of individualized instruction and its effects on the involvement of pupils in English learning at SMPN Hindu 3 Blahbatuh. All English educators and eighth-grade students participated. The subjects were chosen using an approach known as purposeful sampling to ensure that they were actively involved in English classes and were familiar with the individualized instruction model. Data were collected using qualitative and quantitative methods, with observation sheets and interview guides serving as research resources. The qualitative data analysis followed Miles and Huberman's procedures, which included data collection, reduction, display, and conclusion drawing. In addition, quantitative data were collected through surveys that assessed students' emotional, cognitive, and behavioral engagement levels. According to the findings, 75% of students felt more motivated and engaged in English learning after differentiated instruction was implemented. Overall, the findings show that the above strategy successfully dealt with students' growth levels, learning styles, and interests, resulting in significant increases in emotional, cognitive, and behavioral engagement in the English classroom.
Article Details
References
Fredricks, J. A., Blumenfeld, P.C., Paris, A.H. (2004). School engagement
Halim, A.,Sunarti., Ibrahim. (2022). A Case Study on Teaching English with Differentiated Instructions At A Junior High School In Taiwan. Journal of English Language Education, 5(1), 136-153. https://doi.org/10.20414/edulangue.v5i1.5130
Ismail, S. A. A., & Al Allaq, K. (2019). The Nature of Cooperative Learning and Differentiated Instruction Practices in English Classes. SAGE Open, 9(2). https://doi.org/10.1177/2158244019856450
Lee, J., Song, H. D., Hong, A. J. (2019). Exploring Factors, and Indicators for Measuring Students’ Sustainable Engagement in e-Learning. Sustainability, 11(4):985. https://doi.org/10.3390/su11040985
Marks, H.M.(2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American Educational Research Journal, 37(1), 153–184. https://doi.org/10.3102/00028312037001153
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis
Newmann, F. M.(1992) Student Engagement and Achievement in American Secondary Schools. Teachers College Press
Ni, L. (2022). Application of the Zone of Proximal Development in College English Teaching. Adult and Higher Education, 4(7). https://doi.org/10.23977/aduhe.2022.040709
Oxford, R. (2003). Learning style & strategies: An overview. GALA
Pozas, M., Letzel, V., & Schneider, C. (2020), Teachers and differentiated instruction: exploring differentiation practices to address student diversity. Journal of Research in Special Educational Needs, 20(3), 217-230. https://doi.org/10.1111/1471-3802.12481
Rahimi, N. M., Faisal, N. A., Kamarudin, M. Y., & Tukimin, R. (2019). The Effectiveness of Differentiated Learning Method on Motivation and Achievement of Foreign Language Learning. Religación. Revista De Ciencias Sociales Y Humanidades, 4(19), 161-164. Retrieved from https://revista.religacion.com/index.php/religacion/article/view/449’
Roy, A., Guay, F., & Valois, P. (2013). Teaching to address diverse learning needs: Development and validation of a Differentiated Instruction Scale. International Journal of Inclusive Education, 17(11), 1186–1204. https://doi.org/10.1080/09243453.2018.1539013
Runco, M., & Chand, I. (1995). Cognition and creativity. Educational Psychology Review, 7, 243–267. https://doi.org/10.1007/BF02213373
Saleh, A. H. A. E. (2021). The Effectiveness of Differentiated Instruction in Improving Bahraini EFL Secondary School Students in Reading Comprehension Skills. Journal of Research and Innovation in Language, 3(2), 135–145. https://doi.org/10.31849/reila.v3i2.6816.
Satyarini, P. N., Padmadewi, N. N., Santosa, M. H. (2022). The Implementation of Teaching English Using Differentiated Instruction in Senior High School during Covid-19 Pandemic. Jurnal Pendidikan Bahasa Inggris Undiksha, 10(1). https://doi.org/10.23887/jpbi.v10i1.49840
Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Pearson Education, Inc.
Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. ASCD.
Torrance, E. (1995). Insights about creativity: Questioned, rejected, ridiculed, ignored. Educational Psychology Review, 7, 313–322. https://doi.org/10.1007/BF02213376
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Wang, D. . (2022). What is ZPD and what are the implications of ZPD for teaching?. International Journal of Humanities and Education Development (IJHED), 4(3), 242–244. https://doi.org/10.22161/jhed.4.3.29
Widharyanto, B., & Heribertus, B. (2020) Learning Style and Language Learning Strategies of Students From Various Ethnics In Indonesia. Cakrawala Pendidikan, 39(2). https://doi.org/10.21831/cp.v39i2.28173