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All Journal Anglo-Saxon : Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris LET: Linguistics, Literature and English Teaching Journal Proceeding of International Conference on Humanity Education and Society
Rifqi, Muhammad Surya
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Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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EXPLORING CHALLENGES OF DIFFERENTIATED INSTRUCTION IN ENGLISH FOREIGN LANGUAGE CLASSROOM Rifqi, Muhammad Surya
ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris Vol 14, No 2 (2023): Anglo-Saxon : Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris, December 2
Publisher : English Department, University of Riau Kepulauan, Batam,Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33373/as.v14i2.5777

Abstract

This study purposes to explore the challenges faced while implementing differentiated instruction in the context of an English foreign language classroom. A qualitative case study is utilized in this study to investigate the challenges encountered while adopting differentiated instruction in the context of an English foreign language classroom. The researcher employed a purposive sample method, selecting five participants who had engaged in differentiated instruction professional development and had experience implementing differentiated instruction. The study discovered that teachers face challenges when organizing and delivering differentiated instruction, such as dealing with the selection of materials, methods, and assessments that match students' characteristics, teachers' intrinsic factors, a large number of students, time invested, and learning references. Participants offered suggestions and feedback to other teachers who want to use differentiated instruction by exploring more variations of learning activities, being open to technology, participating in various forms of professional development, recognizing the personality of the students they teach, and spending more time preparing instruction so that student's learning needs are truly met. In order to get a more comprehensive understanding of differentiated instruction, the researcher recommends involving a greater number of participants, including teachers as well as students, in future studies.
EFL TEACHER CHANGE IN THE DIGITAL AGE: EXAMINING THE ROLE OF TECHNOLOGY-BASED PROFESSIONAL DEVELOPMENT ON TEACHING PRACTICES Rifqi, Muhammad Surya
International Conference on Humanity Education and Society (ICHES) Vol. 3 No. 1 (2024): Third International Conference on Humanity Education and Society (ICHES)
Publisher : FORPIM PTKIS ZONA TAPAL KUDA

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Abstract

This research aimed to examine the role of technology-based professional development on teachers' changes in teaching practice in the context of an English foreign language classroom. A qualitative case study was used in this study to investigate the impact of technology-based professional development on teachers' classroom practice. The researcher used a purposive sampling method, selecting five participants who had been involved in technology-based professional development. The results show that the professional development programs had an impact on teachers' proficiency, convenience, and confidence in using technology tools in the classroom. The various programs and activities attended by the teachers brought them into various changes in their teaching practices in the classroom. This research is expected to have significance for various stakeholders in the field of education. This research hopefully contributes to the academic discourse around technology integration in education by adding empirical evidence on the growth of effective technology-based professional development in the digital era.
EFL TEACHERS’ CHANGES IN THE DIGITAL AGE: EXAMINING THE ROLE OF TECHNOLOGY-BASED PROFESSIONAL DEVELOPMENT ON TEACHING PRACTICES Rifqi, Muhammad Surya
International Conference on Humanity Education and Society (ICHES) Vol. 3 No. 1 (2024): Third International Conference on Humanity Education and Society (ICHES)
Publisher : FORPIM PTKIS ZONA TAPAL KUDA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research aimed to examine the role of technology-based professional development on teachers' changes in teaching practice in the context of an English foreign language classroom. A qualitative case study was used in this study to investigate the impact of technology-based professional development on teachers' classroom practice. The researcher used a purposive sampling method, selecting five participants who had been involved in technology-based professional development. The results show that the professional development programs had an impact on teachers' proficiency, convenience, and confidence in using technology tools in the classroom. The various programs and activities attended by the teachers brought them into various changes in their teaching practices in the classroom. This research is expected to have significance for various stakeholders in the field of education. This research hopefully contributes to the academic discourse around technology integration in education by adding empirical evidence on the growth of effective technology-based professional development in the digital era.
Exploring Challenges of Differentiated Instruction in English Foreign Language Classroom Rifqi, Muhammad Surya
LET: Linguistics, Literature and English Teaching Journal Vol. 14 No. 1 (2024)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v14i1.12174

Abstract

A qualitative case study is utilized in this study to explore the challenges faced while implementing differentiated instruction in the context of an English foreign language classroom. A purposive sample method was employed by selecting five participants who had engaged in differentiated instruction professional development and had experience implementing differentiated instruction. The study discovered that teachers faced challenges when organizing and delivering differentiated instruction, such as dealing with the selection of materials, methods, and assessments that match students' characteristics, teachers' intrinsic factors, a large number of students, time invested, and learning references. Participants offered suggestions to other teachers who want to use differentiated instruction by exploring more variations of learning activities, being open to technology, participating in various forms of professional development, recognizing the personalities of the students they teach, and spending more time preparing instruction so that student's learning needs are truly met.
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