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All Journal ELT Worldwide: Journal of English Language Teaching Language Circle : Journal of Language and Literature Cakrawala Indonesia Juwara : Jurnal Wawasan dan Aksara JTechLP JoEELE Seminar Nasional Hasil Penelitian LP2M UNM PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE Celebes Journal of Language Studies GEMBIRA (Pengabdian Kepada Masyarakat) PEDAMAS (Pengabdian Kepada Masyarakat) E-CLUE Journal of English Culture, Language, Literature and Education Jurnal Abdi Negeriku
G, Hasriani
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Journal : Juwara : Jurnal Wawasan dan Aksara

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Eksplorasi Penerapan Diferensiasi Pembelajaran pada Pengajaran Bahasa Inggris Muhayyang, Maemuna; Noni, Nurdin; Farahdiba, Syarifah; G, Hasriani
Juwara: Jurnal Wawasan dan Aksara Vol. 4 No. 2 (2024)
Publisher : Yayasan Pendidikan dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/juwara.v4i2.272

Abstract

This study aims to explain teachers' perspectives on differentiated instruction and its implementation in English language teaching. The research employed a descriptive qualitative approach with purposive sampling, involving three English teachers from MTs N Ma’rang, Pangkep (two civil servant teachers and one non-civil servant teacher). Data were collected through interviews and observations and analyzed in four stages: data collection, condensation, display, and conclusion drawing. The findings reveal that the teachers understand differentiated instruction as a model that adapts materials to students' characteristics. They recognize the importance of aligning instruction with students' profiles, both physiologically and psychologically. For its implementation, the three teachers focused on three key elements: content, process, and product, which were adjusted from the initial to the final phases of learning. Materials were designed based on students' levels of knowledge, understanding, and learning styles identified through diagnostic evaluations and direct observations. In conclusion, the application of differentiated instruction enables teachers to meet students' needs more effectively, thereby supporting the process of learning English as a foreign language. This approach provides a relevant and meaningful learning experience for students with diverse individual characteristics.
Co-Authors Abdul Rahman Adys, Himala Praptami Ahmad Talib Akhmad Affandi Akhmad, Fatmawati Amelia, Andi Resky Ariyani, Amra AS, Nurul Dwi Pratiwi Asfah, Indrawaty Asglorya, Desri Novia Asriati Asriati Asriati, Asriati Athyah, Andi Ummy Ayu, Sindi Putri Aziz, Asriati Bahsyar, Zulhijjah Farahdiba, Syarifah Fauzan, Muhammad Miftah Firdaus, Firawati Geminastiti Sakkir Indani, Nirfa Jumratun, Jumratun Khalisa, Aini Nur Korompot, Chairil Anwar Maemuna Muhayyang Maharani, Srikandi Bulan Mardiyanah Nasta Muchtar, Rezki Nurhidayah Muh. Tahir Muhalim, Muhalim Muliati, A. Munir Munir, Munir Noni, Nurdin NUR AENI Nurmaisyah, Nurmaisyah Nurmiati Nurmiati Perti, Desy Puspasari Pratiwi, Hedriana Rahmad Risan Ramlah, Salma Rayhana S, Ryan Rhesa, Muhammad Rojuna, Citra Arba Ryan Rayhana Sofyan, Ryan Rayhana Saharullah, Saharullah Sahril Nur Sahril Sahril Sally, Fauzan Hari Sudding Sari, Wiwin Novita Sunra, La Surentu, Nada Indah Syarifuddin Dollah Tuti Wijayanti Uhrawi, Teti Utami R, Maulidya Warsidi