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All Journal Erudio: Journal of Educational Innovation EDUCAFL : E-Journal of Education of English as a Foreign Language IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics TEKNOSASTIK Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Journal of Educational Sciences JURNAL INOVASI DAN MANAJEMEN PENDIDIKAN EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics ELT Echo: The Journal of English Language Teaching in Foreign Language Context
Dian Novita Dewi
Brawijaya University
Religion Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Other

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ANALYSIS OF TEACHER STRATEGIES IN TEACHING ENGLISH USING DIFFERENTIATED LEARNING Tri Fanny Anggraeny; Dian Novita Dewi
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 7 No. 1 (2023): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32520/eji.v7i1.2282

Abstract

This research aims to analyze the teachers’ strategies for teaching English using differentiated learning. The researcher used a case study as the method. The subjects were two teachers who are the driving teacher or Guru Penggerak. Interviews and observation were utilized to collect the data. The data was analysed using triangulation. The result shows differentiated learning is the process of modifying instruction to match the needs of individual students, and as a solution to students' requirements, the teacher presents them with multiple possibilities for absorbing information it is important to implement because in one class there are various needs of the students that should be fulfilled. Strategies used by the teachers to accommodate the student's needs are from the content, process, and product. The content, process, and product should be different based on the students' needs but on the same topic. Another strategy used by the teachers to ensure the student's participation is to make the students busy with the task and the target that should be fulfilled. Thus, this research concludes that the implementation of differentiated learning in class is effective that can help the students to understand the material according to the students’ needs. For further research, the researcher might be investigated the effectiveness of differentiated learning for student outcomes and for the school, to facilitate workshops or training for the teachers about differentiated learning.
FROM RUNNERS TO READERS: HOW STUDENTS PERCIEVE THE USE OF RUNNING DICTATION IN READING COMPREHENSION Mega Triana; Pratnyawati Nuridi Suwarso; Dian Novita Dewi
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 9 No. 1 (2024): JUNE 2024
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v9i1.16947

Abstract

Most students struggle with reading comprehension, often not meeting the curriculum standards. For this reason, a strategic approach is needed to enhance students' comprehension in reading, which makes them more interested in continuing to learn, one of which is the application of running dictation techniques. Therefore, this research aims to determine students' perceptions of the running dictation technique implemented in the reading comprehension classroom. This research used a quantitative method with a survey approach. A purposive sampling technique was used to select 36 students of tenth graders from one public school in Malang Regency. The questionnaire covers five dimensions Students' motivation, student perception of reading comprehension, students' attitude toward the implementation of the running dictation technique, students' subjective Norms toward implementation of the running Dictation technique, and students' perceived behavioral control towards the implementation of running dictation. The result revealed that the mean scores ranged from 2.95 to 3.07, indicating a generally positive perception in all dimensions. The highest average score of 3.07 was for students’ attitude toward the technique, indicating they find the technique effective and beneficial. The lowest average score of 2.95 was for students’ perception of their reading comprehension. This lower perception suggests that students still struggle with understanding English texts. This should be a concern for teachers to further train students in comprehensive reading with critical thinking so that students can find the implied meaning in each reading.
Co-Authors Auliya Rahma Maziidah Devinta Puspita Ratri Diva Rizkana Hasanah Hikmah Lusian Handayani Khalif Arfazul Ilmi Mega Triana Nannette Cahyani Janitra Pratnyawati Nuridi Suwarso Shiken Anzanni Silvia Unasanta Br Sembiring Tri Fanny Anggraeny Yulia Hapsari