Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal English Education and Literature Journal (E-jou) International Journal of English and Applied Linguistics (IJEAL)
Nur Hidayat
Universitas Muhammadiyah Surakarta, Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Other

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Implementing Differentiated Instruction in an EFL Classroom: A Study of Grade VIII Students at SMPIT MTA Karanganyar Fitria Faida Amanina; Nur Hidayat
English Education and Literature Journal (E-Jou) Vol 6 No 01 (2026): English Education and Literature Journal
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53863/e-jou.v6i01.1985

Abstract

Differentiated Instruction (DI) is essential in Indonesian EFL classrooms to address diverse student needs under the Merdeka Curriculum. The purpose of this study is to describe the implementation of Differentiated Instruction (DI) in English as a Foreign Language (EFL) learning, identify the challenges faced by teachers during the implementation process, and formulate strategies used to overcome these obstacles. This study used qualitative methods with data collection techniques in the form of observation, interviews, and questionnaires. The research procedure included conducting non-cognitive diagnostic assessments, analyzing student needs, preparing differentiated lesson plans, conducting classroom learning, and collecting data on teacher and student perceptions through semi-structured interviews. The research subjects included two English teachers and seventh and eighth grade students selected based on variations in academic ability to illustrate the diversity of learning needs. The results showed that teachers had implemented Differentiated Instruction through content, process, and product differentiation, particularly by providing materials of varying levels of difficulty, grouping based on ability, and using a variety of learning media. The main challenges in implementing DI included time constraints, the complexity of classroom management, and administrative burdens. Teachers overcame these obstacles through flexible strategies, creativity in preparing materials, the use of technology, and the creation of a supportive learning environment. Students generally showed positive perceptions, feeling more helped because the tasks were tailored to their abilities and interests, and more motivated to be actively involved in learning.
Digital Literacy and Critical Thinking in Relation to EFL Writing Performance Pinkan Auliyani; Nur Hidayat
International Journal of English and Applied Linguistics (IJEAL) Vol. 6 No. 2 (2026): Volume 6 Number 2 August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v6i2.9292

Abstract

Writing has always been one of the most challenging skills for students in an English as a Foreign Language context. This skill not only requires language proficiency but also involves strong critical thinking skills to organize ideas.This study examined the relationship between digital literacy, critical thinking skills, and English writing performance among EFL students. This study applied a quantitative approach with a correlational design.The study participants were 37 students in the English Language Education program at Muhammadiyah University of Surakarta, chosen using purposive sampling. Researchers collected data from students’ writing scores given by lecturers using the ESL Composition Profile rubric, and from questionnaires regarding digital literacy and critical thinking skills. Because the collected data were not normally distributed, Spearman's rank correlation coefficient was used in the analysis.The results showed that digital literacy was not significantly corelated with students' writing performance (rho = -0.060, p = 0.725). Similarly, critical thinking skills were not significantly correlated with writing performance (rho = 0.170, p = 0.313), although the coefficient value for critical thinking was numerically higher. Interestingly, digital literacy and critical thinking skills were found to have moderate and significantly correlation with each other (rho = 0.471, p = 0.003). This study concludes that digital literacy and critical thinking as measured in this study, were not significantly correlated with EFL students writing performance, suggesting that other factors, such as grammar mastery, may play a larger role. These findings also indicate that digital literacy and critical thinking skills are interrelated as cognitive abilities.
Co-Authors Fitria Faida Amanina Pinkan Auliyani