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All Journal ELS Journal On Interdisciplinary Studies in Humanities International Journal of Language, Education, and Literature (IJLEL)
Nurmalayanti Amar
Universitas Negeri Makassar
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Differentiated Instruction in Teaching Vocabulary: Senior High School in Indonesia Nurmalayanti Amar; La Sunra; Nur Aeni
International Journal of Language, Education, and Literature Vol. 2 No. 3 (2025): July
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/ag41ea05

Abstract

This study investigates the effectiveness of Differentiated Instruction (DI) in enhancing English vocabulary acquisition among senior high school students in Indonesia. Recognizing the varied learning styles, interests, and readiness levels among learners, DI offers a flexible approach tailored to individual needs. A quasi-experimental design with pre-test and post-test was employed, involving an experimental group taught using DI and a control group taught using conventional methods. Data were collected through vocabulary tests and a student engagement questionnaire. The results revealed that students in the DI group demonstrated significantly higher vocabulary mastery and greater engagement in the learning process compared to those in the control group. These findings suggest that Differentiated Instruction is a promising strategy to support vocabulary development and foster active participation in English language learning at the secondary education level.
Enhancing Students Vocabulary Mastery by Using Differentiated Instruction in SMAN 7 Soppeng Nurmalayanti Amar; La Sunra La Sunra; Nur Aeni
ELS Journal on Interdisciplinary Studies in Humanities Vol. 8 No. 2 (2025): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v8i2.45028

Abstract

Vocabulary mastery is a key challenge for EFL students in Indonesia, particularly at the senior high school level. This study aims to investigate the effectiveness of Differentiated Instruction (DI) in improving students' vocabulary mastery and engagement in English learning at SMAN 7 Soppeng. Employing a mixed-method explanatory sequential design, the research involved both quantitative and qualitative data collection. The quantitative phase used a quasi-experimental method with pre- and post-tests, while the qualitative phase employed semi-structured interviews to explore students' perceptions. This study was grounded in Tomlinson’s theory (2001) of Differentiated Instruction, which emphasizes tailoring instruction based on students’ readiness, interests, and learning profiles. In addition, Fredricks et al.’s (2004) theory of student engagement was used to examine behavioral, emotional, and cognitive aspects of learners’ involvement. The findings revealed that DI significantly enhanced students’ vocabulary acquisition and promoted higher levels of engagement. These results suggest that implementing DI is a beneficial instructional strategy to address diverse learning needs and foster active participation in vocabulary learning.
Co-Authors La Sunra La Sunra La Sunra Nur Aeni