Tesis

The perceived impact of teacher professional development and differentiated teaching practices on teachers\' competence in an english language center / Annisa Rohmadhani

Abstrak
Teachers rsquo competence plays an important role in shaping how they incorporate strategies learned in teaching and maximize their students rsquo potential. The higher their competence the more invested they are in putting effort to realize their goals in teaching. In order to fully escalate their potential it is essential for teachers to involve in a teacher professional development (TPD) which can enhance their personal knowledge of teaching strategies. This program helps teachers in catering students rsquo diverse needs. One worthy strategy teacher can apply is differentiated teaching where teachers can adjust their way of teaching based on students rsquo learning preferences styles skills and motivations (Tomlinson amp McTighe 2006). Differentiated teaching allows teachers to create an inclusive learning environment that helps shaping students rsquo success. Previous studies have extensive research on formal education sides which lack the evidence on non-formal education part that is English language centers. Therefore this study explores teachers rsquo perspective on how TPD and differentiated teaching implementation could enhance their competence in terms of professional pedagogical social and personal aspects. The frameworks used in this study are Tomlinson rsquo s (2014) differentiated instruction model Desimone rsquo s (2009) TPD characteristics and Indonesian Law Number 14 of 2005 on Lecturer and Teacher. Four research questions were formed to guide the present study such as (1) What is the teachers rsquo experience(s) of professional development related to differentiated teaching in EFL classrooms in an English language center (2) How do teachers implement differentiated teaching in their EFL classrooms in an English language center as a result of their teacher professional development (3) What are the benefits and challenges they encounter while implementing differentiated teaching (4) What is the perceived impact of implementing differentiated teaching in EFL classrooms in an English language center on their teacher rsquo s competence in differentiated teaching To obtain the data the present study employed descriptive research with two phases. The participants of this study were EFL teachers in a reputable English language center which has two centers in Malang. Purposive sampling was used to select the survey respondents whose comply to the criteria such as holding bachelor s degrees in English language and education or literature the teachers who joined or have joined workshops/seminars/trainings on differentiated teaching provided by the institution or their initiative day-to-day communication using English in the teaching and learning process. The survey was conducted in order to select several respondents who are willing to have further interviews and classroom observation. For the instruments I used a questionnaire which consisted of 42 questions with 31 closed-ended items and eleven open-ended items. The two interview guides focus on differentiated teaching implementation and teachers rsquo perception of differentiated teaching implementation on their competence. The instruments have been validated by the advisors along with their constructive feedback and have gone through a pilot study to ensure their validity. I created the questionnaire by Google Form to ensure the administration can be done electronically. Then I conducted the interview session in-person which was followed by classroom observation to complement the interview data. The last part of the data collection was the second interview with the teachers who had implemented differentiated teaching in their lesson planning and enacted them in class. The findings show that TPD programs were relevant content-focused and collaborative yet obstructed by limited duration and a lack of follow-up actions. Teachers as the respondents said implemented differentiated teaching strategies to address learner differences by adapting the content process and product. But it is not without obstacles that follow like large class sizes time limitation and limited resources that can set back consistent implementation. Moreover differentiated teaching boosted classroom management and students rsquo inclusivity which reflects Tomlinson rsquo s highlight on learner diversity responsiveness. Nevertheless the data from classroom observation showed that there was a mismatch between theory and practice where teachers cannot easily adapt their instruction to be differentiated based on their ability. Anyhow teachers demonstrated growth all over their competence importantly in pedagogical adaptability professional initiative social collaboration and personal confidence. These improvements were constantly initiated by the teachers rather than institutionally structured highlighting the need for TPD that consistently supported by the institution. Concerning the results the study yielded essential points into the TPD programs in differentiated teaching especially in an English language center setting. In spite of its contribution this study was limited to EFL teachers from two centers of English language center. Future studies can replicate or adapt this research by conducting it in several centers from different places. This research only focuses on the teachers perceived impact so might as well employ future research to capture students and other administrative staffs rsquo perspective on differentiated teaching implementation in classroom setting.

Informasi Detail

DDC

Rt 420.71 ROM p

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2025.

Deskripsi Fisik

xviii, 94 lembar : ilus. ; 30 cm.

Bahasa

No Reg

00840/RT/25

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2025

Subjek

1. BAHASA INGGRIS - PEMBELAJARAN
2. KOMPETENSI GURU
3. ENGLISH - LEARNING

Pembimbing

1. Dra. Nunung Suryati, M.ed., Ph.d; 2. Prof. Anik Nunuk Wulyani, S.pd, M.pd, Ph.d

Lampiran Berkas