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All Journal Linguistic, English Education and Art (LEEA) Journal EduInovasi: Journal of Basic Educational Studies
Hanna Sundari
Universitas Terbuka
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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English Teachers’ Perceptions and Practices of Differentiated Instruction (DI) in the Merdeka Curriculum Mutmainah Mutmainah; Hanna Sundari; Juhana Juhana
Linguistic, English Education and Art (LEEA) Journal Vol 7 No 1 (2023): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/leea.v7i1.8261

Abstract

This research project investigated the use of DI by teachers and confirmed their practices to learn more about teachers' perceptions using a qualitative approach. Four research instruments were used to collect data in this investigation: document analyses, classroom observations, questionnaires, and interviews. Document analyses and classroom observations were employed to obtain data concerning teachers' actual practices of DI. In the meantime, a questionnaire has been used to obtain data on teachers' perceptions and practices regarding DI. Finally, interviews have also been conducted to determine teachers' perceptions of DI. The result of the study revealed that the participants exhibited high proficiency in using DI strategies in their classrooms. The assessment considered various dimensions, including understanding DI concepts and objectives, adapting instruction to diverse student needs, evaluating students through diagnostic assessments, and aligning teaching strategies with individual learning profiles. However, there was room for improvement, especially in tailoring instruction based on diverse learning profiles. Furthermore, the English teachers' perceptions of DI significantly shaped their instructional practices. While there was a solid theoretical understanding and commitment to personalized instruction, practical challenges and systemic constraints impacted the seamless integration of DI principles. The teachers' commitment to addressing these challenges, demonstrated through varied instructional practices, underscored the dynamic interplay between perceptions and the complex reality of implementing DI in the classroom. Keywords: English Teacher, Differentiated Instruction (DI), Merdeka Curriculum, Perceptions and Practices
The Effect of Local Wisdom-Based Reading Materials on Students’ Motivation in Learning English and Speaking Skills at SMP Kartini 1 Batam Irwan Herika; Audi Yundayani; Hanna Sundari
EduInovasi:  Journal of Basic Educational Studies Vol. 4 No. 3 (2024): EduInovasi:  Journal of Basic Educational Studies
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/edu.v4i3.4749

Abstract

The issue in this research is framed by students' low motivation to learn English and slow progress in speaking the language. This study aims to determine if using local wisdom-based reading materials affects students' motivation to learn English and their speaking ability because changes are needed to improve their ability. Data collection tools use questionnaires and tests. Data analysis uses SPSS 24 statistics. This type of research is Quasi Experimental with a Nonequivalent Control Group Design. There are two classes for the sample, namely: experimental class and control class. Analysis tests carried out; descriptive test, paired T test. The respondents were 8th graders of SMP Kartini 1 Batam in academic year 2023/2024, totaling 40 students as the population and sample. The research results show that: (1) The results of descriptive tests in the experimental class show that reading material based on local wisdom can motivate students' English learning. The results of the paired T-test show that there is a significant difference on students’ learning motivation in the experimental class compared to the control class. (2) The results of descriptive tests in the experimental class show that reading material based on local wisdom can improve students' speaking skills. The results of the paired T-test showed a significant difference between the speaking skills of students in the experimental class and in the control class. The results show, there is a positive and significant influence of using Local Wisdom-Based Reading Materials to students' motivation in learning English and students' speaking skills.
Co-Authors Audi Yundayani Irwan Herika Juhana Juhana Mutmainah Mutmainah