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All Journal Jurnal SOLMA TELL - US JOURNAL
Saputri, Like Ayu
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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EXPLORING THE IMPACT OF DIFFERENTIATED INSTRUCTION ON STUDENTS’ PERCEPTION, ENGAGEMENT, MOTIVATION IN EFL HIGH SCHOOL EDUCATION Saputri, Like Ayu; Anwar, Khoirul; Maruf, Nirwanto
TELL - US JOURNAL Vol 9, No 3 (2023): September 2023
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2023.v9i3.7380

Abstract

This study investigates the impact of Differentiated Instruction (DI) in high school English as a Foreign Language (EFL) education, analyzing its influence on students' perceptions, motivation, and engagement. Using mixed methods, it delivers a comprehensive assessment of DI's effectiveness. Quantitative analysis of survey data reveals a strong, positive perception of DI among EFL high school students. Each one-unit increase in students' DI perception corresponds to a 0.508 units increase in DI (t = 10.613, p < 0.001, Beta = 0.639). Engagement also significantly impacts DI; a one-unit increase in engagement yields a 0.496 units increase in DI (t = 10.512, p < 0.001, Beta = 0.653). Conversely, motivation negatively relates to DI; a one-unit increase in motivation results in a 0.353 units decrease in DI (t = -7.219, p < 0.001, Beta = -0.305). Qualitative insights from in-depth interviews resonate with the quantitative findings. Students express heightened engagement, enjoyment, and empowerment through DI, accompanied by a positive shift in their perspectives. They credit DI with accommodating diverse readiness levels, enhancing learning achievements, and reshaping their views of English as a subject. Additionally, the flexible grouping strategies within DI foster dynamic, collaborative learning environments. In sum, this research highlights the multifaceted benefits of DI in EFL high school education, offering a nuanced understanding of its implications within this context. This abstract has been expanded to 240 words to provide a more comprehensive overview of the study's findings and implications.
Pendampingan Desain Tugas Pembelajaran Bahasa Inggris Berbasis Rais bagi Guru-Guru Bahasa Inggris yang Menempuh Studi Magister Arifani, Yudhi; Suryanti, Sri; Saputri, Like Ayu
Jurnal SOLMA Vol. 12 No. 1 (2023)
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/solma.v12i1.11108

Abstract

Selama ini desain tugas pembelajaran bahasa Inggris yang disedain oleh para guru-bahasa Inggris sifatnya rutinitas sehinga tidak dapat membantu optimalisasi kemampuan bahasa Inggris para seserta didik. Program pengabdian masyarakat ini diimplementasikan untuk membantu peningkatan profesionalisme para guru bahasa Inggris yang sedang menempuh program magister pendidikan bahasa Inggris dari berbagai sekolah di Jawa Timur ini bertujuan untuk meningkatkan kemampuan guru dalam mendesain tugas pembelajaran bahasa inggris berbasis relevance, authentic, ill-structure, dan solveable (RAIS). Metode: Melalui metode FGD, pendampingan, dan workshop penyusunan tugas Bahasa Inggris ini di laksanakan selama satu semester yang diikuti oleh 48 guru Bahasa Inggris dari berbagai sekolah. Hasil: Adapun hasil yang diperoleh yaitu terpahaminya konsep RAIS, dan dihasilkanya berbagai model tugas pembelajaran Bahasa Inggris berbasis RAIS yang sudah diimplementasikan diberbagai sekolah di Jawa Timur. Peningkatan kompetensi guru terhadap desain tugas, perlu untuk terus dilakukan secara kontinu, mengingat pentingnya peran tugas dalam pembelajaran.
Co-Authors Khoirul Anwar Nirwanto Maruf Sri Suryanti Yudhi Arifani