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All Journal Jurnal Celtic Epistema
Pradana Akbar Tanjung
Universitas Negeri Yogyakarta
Education

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DIFFERENTIATED INSTRUCTION IN ACCOMMODATING INDIVIDUAL DIFFERENCES OF EFL STUDENTS Pradana Akbar Tanjung; Ashadi Ashadi
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 6 No. 2 (2019): December 2019
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v6i2.9941

Abstract

ABSTRACTMany EFL (English as a Foreign Language) classrooms all around the globe are full of students with individual differences. Evidently, the students possess individual differences because they come from various settings with diverse backgrounds. The divergences among students might be unique in nature and they could possibly affect the English teaching and learning process. One of the clear examples is the fact that not all learning instructions provided by teachers are effective in accommodating the differences in the classroom. This situation leads to the emergence of implementing differentiated instruction, often believed to be able to give the students equal chances to learn and experience English effectively at their full potential. This library-based paper reviews several previous practices of differentiated instruction in English classrooms. Further, it attempts to examine how differentiated instruction has been implemented in various EFL contexts. It also attempts to reveal the fundamental reasons behind the success of differentiated instruction in the many English classrooms by relating theories and practices of the previous research studies focused on the topic. This paper ends with a summary of the various findings and discusses it in the light of theories and literatures in differentiated instruction with a particular interest in EFL settings.
Developing English Public Speaking Learning Materials for Dentistry Department Students in Yogyakarta Pradana Akbar Tanjung; Ashadi
Epistema Vol. 7 No. 1 (2026): April(On Progress)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ep.v7i1.91795

Abstract

This study aims to develop English public speaking materials for dentistry students using a design-based research approach guided by Branch’s ADDIE model (2009). The participants were students from a private institution in Yogyakarta selected through purposive sampling. Data were collected through questionnaires, field notes, and semi-structured interviews. The developed materials are categorized as English for Specific Purposes (ESP) and were developed based on Nunan’s (2004) Task-based Language Teaching (TBLT) framework. The needs analysis shows that dentistry students require English resources to improve their public speaking skills. Expert evaluations of the developed materials scores between 3.50 and 3.75, placing them in the “very good” category. Try-out results also showed “very good” scores, ranging from 3.36 to 3.52. Field notes from two implementation cycles indicate slight improvements in motivation, engagement, and group collaboration. Students’ mean scores increased from 7.94 in the pre-test to 8.11 in the post-test. Overall, the findings suggest that the developed materials are valid and effective in supporting students’ public speaking development. Keywords: ESP, public speaking, TBLT, English education, dentistry
Co-Authors Ashadi Ashadi, Ashadi