Tesis

Teacher leaders’ practices of differentiated instruction in english language teaching / Muttahidah

Abstrak
Teacher Leader as one of ultimate programs in Emancipated Learning developed by the Ministry of Education Culture Research and Technology has a significant role in improving the quality of education in Indonesia. The teachers who become teacher leaders are assigned to be the role model for other teachers including in promoting student-centered learning called differentiated instruction (DI) which serves flexibility in learning. However their practices of DI particularly in English language teaching are still unexplored. Thus this current study aims to explore teacher leaders rsquo practices of DI in English language classrooms. A further objective of this study was to describe teachers rsquo practices in planning implementing and evaluating DI in English language teaching. Furthermore this study also aimed at exploring teacher leaders rsquo perceptions towards the benefits and challenges in DI practices. This case study was conducted by involving four teacher leaders who teach English in public secondary schools in Malang as the participants who were selected through purposive sampling. The data was collected by using classroom observations interviews and document analysis. The results of the study showed that the teacher leaders have performed procedural steps in DI practices including in planning implementation and evaluation stage. They conducted pre-assessment and curriculum analysis in planning DI modified the content process and product in implementing DI and conducted formative and summative assessment as well as reflection in evaluating DI. It is also evident that in applying DI in English language classrooms the teachers perceived that it provides several benefits such as accommodating students rsquo diverse needs giving flexibility in learning enhancing students rsquo motivation and engagement and promoting fun learning. However the teacher also encountered several challenges including large class size time constraints students rsquo proficiency and motivation gap and limited resources. Nevertheless these challenges can be overcome by using appropriate pre-assessment methods utilizing technology employing socio-emotional learning strategy collaborating with other teachers and actively participating in professional development programs. This study highlights that it is important for the teachers in using differentiated instruction in English language classrooms. It is also crucial for the stakeholders to facilitate the teachers in DI practices to support the improvement of the learning quality. It also recommended for the future researchers to involve more participants from different school contexts and investigate DI practices from students rsquo point of views to provide more insights about differentiated instruction practices in English language classrooms.

Informasi Detail

DDC

Rt 420.76 MUT t

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2024.

Deskripsi Fisik

xiii, 91 lembar : ilus. ; 30 cm.

Bahasa

No Reg

00560/RT/24

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2024

Subjek

1. BAHASA INGGRIS - MODEL PEMBELAJARAN BERDIFERENSIASI
2. BAHASA INGGRIS - GURU PENGGERAK
3. ENGLISH - DIFFERENTIATED LEARNING MODEL

Pembimbing

1. Dra. Nunung Suryati, M.ed., Ph.d; 2. Siti Muniroh, S.pd, M.a., Ph.d

Lampiran Berkas