AN ANALYSIS OF DIFFERENTIATED LEARNING IN DEVELOPING ENGLISH READING SKILLS

Authors

  • Berita Mambarasi Nehe Setia Budhi Rangkasbitung University, Indonesia
  • Zainatul Shuhaida Abdull Rahman Universiti Teknologi Mara, Malaysia
  • Suherman Setia Budhi Rangkasbitung University, Indonesia
  • Habib Cahyono Setia Budhi Rangkasbitung University, Indonesia
  • Dedi Aryadi Setia Budhi Rangkasbitung University, Indonesia
  • Baiatun Nisa Universitas Bina Sarana Informatika, Indonesia
  • Taufik Hidayat Suharto Setia Budhi Rangkasbitung University, Indonesia

DOI:

https://doi.org/10.51714/dlejpancasakti.v9i2.118.pp.52-63

Keywords:

Differentiated learning, English reading skills, instructional strategies, student performance

Abstract

The purpose of this study is to analyze the differentiated learning in developing English reading skills among high school students. Differentiated learning provides the diverse learning needs of students by providing adjusted learning experiences. This qualitative research was conducted in a high school in Lebak Regency, involving in-depth interviews. Participants included 10 English teachers who were selected through purposive sampling. Data were collected through semi-structured interviews to explore perceptions and experiences. The results revealed that differentiated learning positively provided by teachers on 5 aspects, they are teaching materials, various teaching method, flexibility assignment, students grouping, and different assessment. Ten Teachers really understand how to treat various students in the classroom using varied learning strategies, such as tiered assignments and flexible grouping, helped meet individual student needs and improved engagement. The discussion highlights the effectiveness of differentiated learning in creating a supportive learning environment that addresses diverse learning styles and needs. It emphasizes the importance of teacher training and resource availability for successful implementation. The study concludes that differentiated learning is a valuable method for enhancing reading skills in high school students, promoting better educational outcomes and fostering inclusivity

Downloads

Download data is not yet available.

References

Azimah, I., & Sujannah, W. D. (2024). The Effect of Differentiated Learning on EFL Students’ Reading Skills. Didaktika: Jurnal Kependidikan, 13(1), 937-946. DOI: https://doi.org/10.58230/27454312.473

Bobi, C. B., & Ahiavi, M. A. (2023). Using Differentiated Instruction to Promote Creativity, Critical Thinking and Learning: Perspective of Teachers. Journal of Education and Practice, 7(2), 1-30.

Daniels, H. (2023). Literature circles: Voice and choice in book clubs & reading groups. Routledge.

Ekizer, F. N., & Yildirim, S. S. (2023). 21st Century Skills and Learning Environments: ELT Students' Perceptions. Educational Research and Reviews, 18(6), 114-128. DOI: 10.5897/ERR2023.4332

El Moutawaqil, N., & Nisa, A. F. (2023, August). Peningkatan Literasi melalui Pembelajaran Berdiferensiasi. In Prosiding Seminar Nasional Pendidikan Dasar (Vol. 1, No. 1, pp. 395-407).

Fountas, I. C., & Pinnell, G. S. (2012). Guided reading: The romance and the reality. The Reading Teacher, 66(4), 268-284.

Greenleaf, C., Schoenbach, R., Friedrich, L., Murphy, L., & Hogan, N. (2023). Reading for understanding: How reading apprenticeship improves disciplinary learning in secondary and college classrooms. John Wiley & Sons)

Hidayat, N., Ruhiat, Y., Anriani, N., & Suryadi, S. (2024). The Impact of Differentiated

Learning, Adversity Intelligence, and Peer Tutoring on Student Learning Outcomes. IJORER: International Journal of Recent Educational Research, 5(3), 537-548. DOI: https://doi.org/10.46245/ijorer.v5i3.586

Lindner, K. T., & Schwab, S. (2020). Differentiation and individualization in inclusive education: a systematic review and narrative synthesis. International journal of inclusive education, 1-21. https://doi.org/10.1080/13603116.2020.1813450

Magableh, I. S. I., & Abdullah, A. (2020). On the Effectiveness of Differentiated Instruction in the Enhancement of Jordanian Students' Overall Achievement. International Journal of Instruction, 13(2), 533-548. https://doi.org/10.29333/iji.2020.13237a

Malik, R. S. (2018). Educational challenges in 21st century and sustainable development. Journal of Sustainable Development Education and Research, 2(1), 9-20.

Maulida, F., Fitriani, A. D., & Darmayanti, M. (2024). Development of Teaching Materials Based on Differentiated Learning to Improve Critical Thinking Dimensions of The Pancasila Learner Profile. Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran, 10(1), 125-135. doi:https://doi.org/10.33394/jk.v10i1.10420

Michailidis, T. (2024). Enhancing Reading Skills in an Academic Library: A Case Study of a Reading Groups. Futurity Education, 4(1), 290-305). https://doi.org/10.57125/FED.2024.03.25.15

Miller, D. (2023). Embracing the technological metamorphosis: Envisioning higher education for generation alpha in a shifting educational landscape. International Journal Software Engineering and Computer Science (IJSECS), 3(2), 88-96. DOI: https://doi.org/10.35870/ijsecs.v3i2.1492.

Mukhibat, M. (2023). Differentiate learning management to optimize student needs and learning outcomes in an independent curriculum. QALAMUNA: Jurnal Pendidikan,Sosial, dan Agama, 15(1), 73-82. DOI: 10.37680/qalamuna.v15i1.2386

Nykyporets, S. S., Melnyk, O. D., Ibrahimova, L. V., Boiko, Y. V., & Kukharchuk, H. V. (2023). Fostering critical thinking in technical university students in foreign language classes: Strategies and approaches for cultivating analytical proficiency. Bulletin of Science and Education.№ 8: 344-360. https://ir.lib.vntu.edu.ua/bitstream/handle/123456789/37809/131683.pdf?sequence=2&isAllowed=y

Ojong, A. S. (2023). Unraveling the Efficacy of Differentiated Instruction in Enhancing Second Language Acquisition: A Comprehensive Review and Future Directions. International Journal of Linguistics, Literature and Translation, 6(6), 75-82.). https://doi.org/10.32996/ijllt.2023.6.6.8

Pastini, N. W., & Lilasari, L. N. T. (2023). Empowering EFL students: A review of student-centred learning effectiveness and impact. Journal of Applied Studies in Language, 7(2), 246-259). https://doi.org/10.31940/jasl.v7i2.246-259

Pattiasina, P. J., Rahmani, S. F., Riztya, R., Laratmase, A. J., & Vanchapo, A. R. (2023). The Influence of Learning Models and Cognitive Styles on Students' Ability to Understand English Texts. Innovative: Journal of Social Science Research, 3(4), 577-584.

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. doi: 10.1111/1471-3802.12481

Ramadhan, I. (2023). Independent curriculum assessment at MA Negeri 2 Pontianak. Jurnal Scientia, 12(04), 767-775. https://doi.org/10.58471/scientia.v12i04.2033

Roberts, J. L., & Inman, T. F. (2013). Teacher’s survival guide: Differentiating instruction in the elementary classroom. Prufrock Press.

Sbaragli, S., & Panero, M. (2024). Didactical Materials Customizable to Suit Classroom Needs: A Valuable Resource for Teachers. Education Sciences, 14(5), 449. https://doi.org/10.3390/educsci14050449

Smeplass, E. (2023). Investigating adult learners' experiences from using slow reading as a pedagogical approach. International Journal of Educational Research, 122, 102252. https://doi.org/10.1016/j.ijer.2023.102252

Sofiana, N., Andriyani, S., Shofiyuddin, M., Mubarok, H., & Candraloka, O. R. (2024, May). The implementation of differentiated learning in ELT: Indonesian teachers' readiness. In Forum for Linguistic Studies (Vol. 6, No. 2). DOI: https://doi.org/10.59400/fls.v6i2.1178

Sousa, D. A. , & Tomlinson, C. A. (2018). Differentiation and the brain: How neuroscience supports the learner-friendly classroom (2nd ed.) ASCD and Solution Tree.

Zheng, Y. (2024). The Application of Cooperative Learning Theory in College English Reading Teaching. International Journal of Mathematics and Systems Science, 7(1)

Sun, X. (2023). Differentiated instruction in L2 teaching: Two extensive reading programmes conducted during Covid-19 pandemic. Innovation in Language Learning and Teaching, 17(2), 177-190.https://doi.org/10.1080/17501229.2021.1979985 .

Tomlinson, C. A., & Jarvis, J. M. (2023). Differentiation: Making curriculum work for all students through responsive planning & instruction. In Systems and models for developing programs for the gifted and talented (pp. 599-628). Routledge.

Vestal, P., Kilag, O. K., Alvez, G. G., Escabas, D., Ignacio, R., & Abendan, C. F. (2023). Bridging the Literacy Gap: A Multisensory Approach to Effective Intervention. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 1(4), 156-168

Walpole, S. (2024). Repositioning Differentiation Time as Literacy Acceleration Time. The Reading Teacher, 77(6), 975-981. https://doi.org/10.1002/trtr.2302

Wandira, B., Hasibuan, S., Daulay, S. H., & Siregar, L. (2024). The cognitive foundations of reading and its acquisition: a framework with applications connecting teaching and learning: by Wesley A. Hoover and William E. Tunmer, Cham, Springer, 2020, 263 pp. 110, 77 (hardcover),106.99 (eBook), ISBN 978-3-030-44194-4 (hardcover), ISBN 978-3-030-44195-1 (eBook).

Downloads

Published

02/01/2025

How to Cite

Mambarasi Nehe, B., Shuhaida Abdull Rahman, Z., Suherman, Cahyono, H., Aryadi, D., Nisa, B., & Hidayat Suharto, T. (2025). AN ANALYSIS OF DIFFERENTIATED LEARNING IN DEVELOPING ENGLISH READING SKILLS. Dialectical Literature and Educational Journal, 9(2), 52-63. https://doi.org/10.51714/dlejpancasakti.v9i2.118.pp.52-63

Similar Articles

1-10 of 45

You may also start an advanced similarity search for this article.