Individualizing English Learning: Implementing Differentiated Instruction
DOI:
https://doi.org/10.37296/esci.v4i2.83Keywords:
Differentiated Instruction, Individualized Learning, English Subject.Abstract
This study is intended to investigate the approaches employed by teachers in instructing English through differentiated instruction. A case study methodology was employed, focusing on three English teachers at SMPN 5 Padang Panjang. Data collection involved conducting interviews and making observations. The data was then analyzed through triangulation. The findings revealed that differentiated instruction involves adapting teaching methods to suit the individual needs of students. This is deemed crucial as it allows teachers to provide multiple avenues for students to comprehend information, addressing the diverse needs present within a classroom. Teachers utilize various strategies, including adjustments in content, process, product, and learning environment, to accommodate these needs while maintaining focus on the same topic. The study suggests that differentiated instruction in English education is grounded in the identification of students' learning needs, typically assessed through initial surveys, pretests, or diagnostic assessments. Subsequently, teachers tailor English instruction based on these assessments. Additionally, teachers conduct both summative and formative evaluations to assess the effectiveness of their instructional strategies
References
Aiman Faiz, Anis Pratama, I. K. (2019). Pembelajaran Berdiferensiasi dalam Program Guru Penggerak pada Modul 2.1. Jurnal Basicedu, 6(2), 2846–2853.
Anstee, P. (2014). Differentiation pocketbook. Management Pocketbooks. Teacher’s pocketbooks. Hampshire, UK.
Bondie, R. S., Dahnke, C., & Zusho, A. (2019). How does changing “one-size-fits-all” to differentiated instruction affect teaching? Review of Research in Education, 43(1), 336-362.
Barlian, U. C., Yuni, A. S., Ramadhanty, R. R., & Suhaeni, Y. (2023). Implementasi pembelajaran berdiferensiasi dalam kurikulum merdeka pada mata pelajaran bahasa inggris. ARMADA: Jurnal Penelitian Multidisiplin, 1(8), 815-822.
Bayumi, dkk, (2021). “Penerapan Model Pembelajaran Berdiferensiasi”. Yogyakarta: CV Budi Utama.
C. A. Tomlinson, The Differentiated Classroom: Responding to the Needs of All Learners. Virginia: Ascd, 1999.
Desy, W., Yuniar, M., Lailatul, H., Febianti, K., & Permata, S. I. (2021). Pembelajaran Berdiferensiasi dalam rangka mewujudkan erdeka belajar. Jendelaedukasi.Id, 01(02), 48–60. https://www.ejournal.jendelaeduka si.id/index.php/JJP/article/view/6
Hadiyanto, H., & Santoso, Y. (2017). Implementation of School-Based Management in The City of Padang Implementation of SchoolBased Management in Padang Indonesia. 66(Yicemap), 7–10. https://doi.org/10.2991/yicemap17.2017.2
H.Douglas Brown, Language Assessment Principles and Classroom Practies, (New York : Longman, 2004), p. 206.
Heacox, D. (2018). Making differentiation a habit: How to ensure success in academically diverse classrooms. Free Spirit Publishing. https://doi.org/10.1002/tl.20254 74
Herwina, W. (2021). Optimalisasi Kebutuhan Siswa dan Hasil Belajar dengan Pembelajaran Berdiferensiasi. Jurnal Universitas Negeri Jakarta, 35(2)
Jatmiko, H. T. P., & Putra, R. S. (2022). Refleksi Diri Guru Bahasa Indonesia dalam Pembelajaran Berdiferensiasi di Sekolah Penggerak. Jurnal Bahasa,
Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. (2020). Strategi Pelaksanaan Pembelajaran Berdiferensiasi. Diakses melalui https://ayoguruberbagi.kemdikbud.go.id/, pada hari Senin, 6 Juni 2022, pk. 1.27 WIB.Sastra, Dan Pengajarannya, 6(2), 224-232
Kemendikbud. (2021). Merdeka Mengajar. https://guru.kemdikbud.go.id/
Marlina. (2020). Strategi Pembelajaran Berdiferensiasi di Sekolah Inklusif. Padang: Afifa Utama.
Maulana, H., & Oktavia, W. (2023). Indonesian EFL Students’ Perceptions on Implementing Differentiated Learning in Learning English. Journal of English Language Teaching, 12(3), 694-702
Mary E. Pegram (2019) Teachers ' Perceptions of Implementing Differentiated Instruction for English Language Learners. Walden University
Mardhiyati, N., Maghfiroh, & Rima, A. (2023). Kurikulum Merdeka Belajar Berbasis Pembelajaran Berdiferensiasi di Madrasah Ibtidaiyah. 5(March), 85–100.
Mike Flemming and David Stevens, English Teaching In The Secondary School, ( New York : Routledge, 2010)
Rofiul, B. M., Sufiatul, M. S., & Belawati, P. A. P. (2023). Pembelajaran Berdiferensiasi Sebagai Strategi Mencapai Tujuan Pembelajaran dalam Kurikulum Merdeka. 1(2), 132–138.
Said, M., & Ehsan, N. (2019). The Effects of Differentiated Instruction on Students’ Language Attitude and Critical Thinking in an ESL Context (Doctoral dissertation, University of Sheffield).
Sujarwati, I. (2023). The Differentiated Learning Strategy in Implementation Merdeka Belajar Curriculum to Improve Students’ Learning Outcomes of English Lesson in Elementary School. Cendikia: Media Jurnal Ilmiah Pendidikan, 13(5), 724-733. 75
Shareefa, M. & Rohani, H.J & Awg, Z. & Nor, Z. & Midawati, A. & Rosmawijah, U. & Brunei, D. & Brunei, D. (2019). Differentiated instruction: Definition and challenging factors perceived by teachers. Advances in Social Science, Education and Humanities Research, (388):322-327.
Suryati, I., Ratih, K., & Maryadi, M. (2023). Teachers' Challenges in Implementing Differentiated Instruction in Teaching English at Junior High School. Eduvest-Journal of Universal Studies, 3(9), 1693-1708.
Tomlinson, Carol Ann, & Imbeau, M. B. (2010). Leading and managing a differentiated instruction. In Association for Supervision and Curriculum Development. Alexandria: Association for Supervision and Curriculum Development.
Tomlinson, C. A. (2017). How to Differentiate Instruction in Academically Diverse Classrooms, Third Edition: ASCD.
Zulhermindra, Z., Suyono, S., Rahmawati, R., Kasuma, Y., Rahmi, S., & Kurniasih, A. (2023). Implementing Differentiated Learning in an EFL Class: How Students from Different Learning Styles Perceived Its Advantages (pp. 629–643).
