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All Journal ELP (Journal of English Language Pedagogy) INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY English Education Journal
Yulianti, Delfita
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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THE COMPARISON OF STUDENT INTEREST AND LEARNING OUTCOMES USING DIFFERENTIATED LEARNING IN CONTENT AND PROCESS Yulianti, Delfita
ELP (Journal of English Language Pedagogy) Vol. 9 No. 2 (2024): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v9i2.950

Abstract

The goal of this study is to compare students' interests and learning outcomes when using content and process differentiated learning. To determine the difference, experimental study utilizing a factorial design was used. The purposive samples for this study were students in grades XI F2 and XI F4 who picked English as an elective subject. XI F2 was taught using differentiated learning in process, whereas XI F4 was taught using differentiated learning in content. A questionnaire was utilized to collect data on learning interests, and the data were analyzed using average calculations. Learning outcomes were analyzed using one-way ANOVA. Questionnaires and students' first and second semester learning outcome ratings were utilized as the research instrument for the study. The finding of this study is that there is no significant difference of students’ interest and learning outcomes using differentiated content and process. The result highlights that differentiated instruction has a powerful method for enhancing student interest and learning outcomes.
The Effects of Tiered Tasks on Students’ Learning Achievement Across the Students’ Levels of Readiness Yulianti, Delfita; Widya Syafitri
International Journal of Language Pedagogy Vol. 3 No. 2 (2023)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v3i2.55

Abstract

Numerous studies have been conducted to investigate the effects of applying tiered assignments in the mixed-ability English as a foreign language classroom. Most of the studies were focused on students’ academic performance. There are still limited studies on the effects of tiered tasks on students’ learning achievement across the students’ levels of readiness since the implementation of tiered assignments in differentiated learning at Kurikulum Merdeka. So, this study was aimed at investigating the effects of using tiered tasks on students’ learning achievement across the students’ readiness levels in the Advanced English class pace F at SMAN 2 Lintau Buo. For the Advanced English class pace F, the tiered instructions were created to correspond with high, intermediate, and low levels of students’ prior knowledge. It involved one class as an experimental group and the other as a controlled group. The experimental class was given tiered tasks, and the other class used universal learning designs. The result of the study showed that there was a significant difference in scores between the students who received tiered tasks and those who did not receive tiered assignments. The high readiness students got has higher mean after they were taught by using tiered task. However, the same case cannot be said to the intermediate and low readiness students. Through this research, it became clear how important it is to have a strong understanding of the subject matter and to be aware of a variety of learning activities that can be adapted to the readiness levels of the students’ prior knowledge.
An Analysis of Marked and Unmarked Themes in Indonesian Legends Texts Yulianti, Delfita; Roza, Veni
English Education Journal Vol. 13 No. 4 (2023): December 2023
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/dxg1wm33

Abstract

This article examines marked and unmarked themes in Indonesian legend texts at Senior High School students using Haliday’s theory on textual equivalence. The goal of this research is to analyze marked and unmarked themes to begin sentences in the stories. The study of marked and unmarked themes is critical because it reveals how writers structure material to convey meaning effectively within a context. Identifying these themes is important for students because it helps them understand the differences of meaning, emphasis, and narrative flow in texts to improve their reading comprehension and writing skill. This study used a qualitative research method. The information was gathered from two manuscripts transcribed in English: The Legend of Malin Kundang and The Legend of Ndaung Snake. The data were examined using Hallidayan theories. An unmarked theme follows the conventional pattern, typically placing the subject at the beginning. In contrast, a marked theme places less expected elements, such as adverbial phrases or objects, at the beginning to highlight. The result of this study shows that the percentage of marked themes in the texts was 51.17%, compared to 49.83% for unmarked themes. The higher percentage of marked themes matters because the writers stress vital information, give a dramatic effect, or exhibit contrast and nuance that unmarked themes might not express as well. Understanding about thematic patterns in scientific writing can help researchers explain their findings more clearly by emphasizing essential points and making them easy to understand by the audience.
Co-Authors Roza, Veni Widya Syafitri