Tesis

The implementation of differentiated instruction in efl teaching to eigth-grade students / Muhimatul Murtafi\'ah

Abstrak
It is a fundamental tenet of pedagogy that every student has their own distinctive learning process. It is of the utmost importance to consider the differences among students including learning style interest readiness and multiple intelligence level (Zolyomi 2022). This is supported by the findings of Pashler et al. (2008) who stated that students may be visual learners who will benefit from using images while others may be auditory learners. Therefore failure to acknowledge these differences may result in miscommunication disengagement or a sense of being left behind among students. To address these differences Tomlinson (2001) and Tomlinson et al. (2003) have proposed differentiated instruction a teaching approach that provides various methods based on content process and product. In light of the significance of these differences the Indonesian government has proposed the emancipated curriculum include differentiated instruction as one of the principles. In the Indonesian context it is imperative that teachers are equipped with the knowledge and skills to implement an emancipated curriculum and differentiated teaching methodologies. Despite the growing body of research on differentiated instruction there remains a paucity of studies examining its implementation in secondary education particularly in the Indonesian context. This research aims to address this gap by examining the implementation of differentiated instruction as a core principle of an emancipated curriculum within the English language teaching program. The objective of this research is to examine the implementation of differentiated instruction as the fundamental principle of an emancipated curriculum and to investigate the perceptions of both teachers and students with regard to its implementation within the context of English as a foreign language (EFL) teaching at SMP Al-Falah Assalam Sidoarjo. The research subjects are school mover which may provide a comprehensive overview of differentiated instruction. It is hoped that the findings of this research will serve as a reference point for teachers in the implementation of differentiated instruction in EFL teaching. The study employs a descriptive qualitative approach specifically a case study research design in order to address the aforementioned research questions. The data collection methods employed includes classroom observations documentation analysis questionnaires on students rsquo interests and interviews with both teacher and students. The data analysis entailed the categorization exploration and synthesis of the qualitative data in order to provide a comprehensive understanding of differentiated instruction implementation. A detailed analysis of the data reveals that students display a diverse range of learning styles interests and multiple intelligences. In order to accommodate these differences teachers employ a variety of strategies. With regard to content and teaching materials teachers provide a range of text formats and learning resources including both printed and digital materials. With respect to the process and style of teaching teachers utilize a variety of methods and media such as the integration of technology in the presentation of material employing tools such as PowerPoint learning videos and oral presentations. Furthermore teachers facilitate activities that are student-centered such as project-based learning individual and group work with multimedia resources and student-centered activities. Teachers also engage students in the learning process through ice-breaking activities. The study also revealed that teachers encounter difficulties in implementing differentiated instruction particularly in relation to workload limitations. These challenges were successfully addressed through collaborative efforts between teachers and professional development initiatives. The study emphasized the significance of tailored teaching in cultivating an inclusive and efficacious learning atmosphere. Furthermore the necessity for continuous mentoring and guidance for educators was emphasized. The implementation of differentiated instruction by teachers was met with a favorable response from the students. The students perceived the learning experience to be engaging and effective particularly in terms of the teachers delivery of the material and their use of icebreakers to encourage active participation and minimize disengagement. In essence the study demonstrates the efficacy of differentiated instruction in English language teaching. It fosters an inclusive environment enhances student learning outcomes and cultivates a positive classroom atmosphere. Despite the difficulties encountered collaboration and professional development initiatives provide educators with the support they require. Students express appreciation for the personalized approach underscoring the significance of a welcoming environment. The study demonstrates that DI has a transformative impact on student learning paving the way for continued innovation in teaching practices.

Informasi Detail

DDC

Rt 420.76 AFI i

Prodi

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

Deskripsi Fisik

xiii. 100. lembar : ilus. ; 30 cm

Bahasa

No Reg

00571/RT/24

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2024

Subjek

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

Pembimbing

1. Prof. Dra. Hj. Utami idiati, M.a., Ph.d.;2. Siti Muniroh, S.pd, M.a., Ph.d

Lampiran Berkas