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All Journal Edulangue SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Ibrahim
Universitas Muhammadiyah Kalimantan Timur
Education Languange, Linguistic, Communication & Media Social Sciences Other

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A Case Study on Teaching English with Differentiated Instructions at a Junior High School in Taiwan Abdul Halim; Sunarti; Ibrahim
EDULANGUE Vol. 5 No. 1 (2022): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v5i1.5130

Abstract

The article aims to explore a case of teaching with differentiated instructions approach at a Junior High School, Eastern County, Taiwan. The author used case study as the interpretivism paradigm in the methodology of exploring the contexts. The participants were twenty-five 12 graders. They were assigned by the school academic director to participate in the classroom demonstration on differentiated instruction with one of the senior teacher trainers from Taipei City. Pre-observation interview, observation, and post-observation interview were utilized to collect the data. The study indicated that a well-planned lesson for differentiated instruction would be able to help mixed-ability students get most of the lessons. Furthermore, it can also enhance the student’s engagement during the lesson in the classroom. Some suggestions for further research are proposed.
STUDENTS’ PERCEPTIONS OF TECHNOLOGY INTEGRATION AND MEDIA USE IN LEARNING ACTIVITIES: A MIXED-METHODS APPROACH Nur Kamilasari; Sunarti; Ibrahim
SOSIOEDUKASI Vol 14 No 2 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i1.5467

Abstract

This study investigates university students’ perceptions of technology integration and media use in English language learning using a mixed-methods approach. Quantitative data were collected from 432 students via a Likert-scale questionnaire and analyzed through descriptive and inferential statistics, including Mann-Whitney U and Kruskal-Wallis H tests. The findings showed a generally positive perception (M = 48.30, SD = 5.81), with no significant differences based on gender (p = .163), but a significant variance based on semester level (p = .026), indicating improved perception with higher academic exposure. Qualitative data from interviews with selected students revealed five central themes: ease of access, technical challenges, platform overload, preference for blended learning, and the influence of prior digital experience. Students favored media such as Kahoot, videos, and animations for their engaging features, although their long-term impact on learning was questioned. Participants with earlier exposure to digital tools adapted more confidently, while others initially struggled. Both statistical and thematic analyses highlight the importance of pedagogical alignment, infrastructure stability, and gradual digital familiarization. The study underscores that technology and media can enhance English learning when meaningfully integrated into instruction and supported by institutional strategies.
Co-Authors Abdul Halim Nur Kamilasari Sunarti