Article Per Year (5 Year)
p-Index From 2020 - 2025
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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Hafirah Patang
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Languange, Linguistic, Communication & Media

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Implementation of Lesson Study as a Strategy to Optimize Differentiated Instruction in English Language Teaching Rahmawati Upa; Sri Damayanti; Hafirah Patang; Paldy; Miltan
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i2.5749

Abstract

This research aims at investigating how lesson study can be effectively utilized to support differentiated instruction in English language classrooms. This research used a qualitative approach with a case study design to gain an in-depth understanding of how lesson study can support differentiated instruction in English language classrooms. The subjects were 12 English teachers, 4 English lecturers and students participating in the lesson study process. This research used purposive sampling technique in selecting participants based on specific criteria, such as teachers, lecturers, and students experienced in differentiated instruction and engage in the lesson study process. It was conducted in SMK Negeri 1 Palopo with two cycles. The research procedure consisting of four: planning, implementation, observation, and reflection. Over two cycles, the implementation of different process differentiation techniques revealed valuable insights. In the first cycle, the use of process differentiation through media choice allowed students autonomy in their learning but highlighted the challenges faced by lower-ability students. Heterogeneous grouping led to passive participation among weaker students, as they relied on their higher-ability peers, and the freedom to choose media did not fully address their learning needs. In the second cycle, process differentiation was enhanced by introducing homogeneous groups and worksheets tailored to students' abilities, alongside increased teacher assistance for the basic group. This more structured approach resulted in significant improvements in student engagement, particularly among lower-ability students who benefitted from focused support. The advanced and intermediate groups also thrived with tasks matched to their skill levels, demonstrating the success of ability-based differentiation.
Integrating Toontastic into Reading Lessons: A Descriptive Study of Students’ Engagement and Comprehension in Senior High School Rahayu, Sri; Upa, Rahmawati; Paldy; Hafirah Patang
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.6978

Abstract

This research explores the integration of Toontastic, a digital storytelling application, into reading lessons to enhance students’ engagement and reading comprehension in aSenior high school (SMA) setting. The obejective of this research is to find out how the integration of Toontastic into reading lessons influence students’ engagement and reading comprehension in Senior High School. Employing a qualitative descriptive method, the research involved classroom observations, student interviews, and analysis of digital storytelling products created by 24 eighth-grade students over a four-week period. The findings reveal that Toontastic significantly improved students’ behavioral, emotional, and cognitive engagement. Learners actively participated in story construction, expressed enthusiasm, and demonstrated deep interaction with the reading materials. Furthermore, students’ digital stories indicated improved comprehension of narrative texts, including accurate retelling, interpretation, and vocabulary use. The research highlights the value of digital storytelling as a learner centered approach that supports both engagement and textual understanding. It concludes with practical recommendations for educators and suggestions for further research, particularly in integrating technology into literacy instruction. This research contributes to the growing field of interactive media in education by providing insights into how digital tools like Toontastic can transform conventional reading practices.
Implementation of Lesson Study as a Strategy to Optimize Differentiated Instruction in English Language Teaching Rahmawati Upa; Sri Damayanti; Hafirah Patang; Paldy; Miltan
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i2.5749

Abstract

This research aims at investigating how lesson study can be effectively utilized to support differentiated instruction in English language classrooms. This research used a qualitative approach with a case study design to gain an in-depth understanding of how lesson study can support differentiated instruction in English language classrooms. The subjects were 12 English teachers, 4 English lecturers and students participating in the lesson study process. This research used purposive sampling technique in selecting participants based on specific criteria, such as teachers, lecturers, and students experienced in differentiated instruction and engage in the lesson study process. It was conducted in SMK Negeri 1 Palopo with two cycles. The research procedure consisting of four: planning, implementation, observation, and reflection. Over two cycles, the implementation of different process differentiation techniques revealed valuable insights. In the first cycle, the use of process differentiation through media choice allowed students autonomy in their learning but highlighted the challenges faced by lower-ability students. Heterogeneous grouping led to passive participation among weaker students, as they relied on their higher-ability peers, and the freedom to choose media did not fully address their learning needs. In the second cycle, process differentiation was enhanced by introducing homogeneous groups and worksheets tailored to students' abilities, alongside increased teacher assistance for the basic group. This more structured approach resulted in significant improvements in student engagement, particularly among lower-ability students who benefitted from focused support. The advanced and intermediate groups also thrived with tasks matched to their skill levels, demonstrating the success of ability-based differentiation.
Co-Authors Miltan Nurwijayanti Paldy Rahmawati Upa Rahmawati, Upa SRI RAHAYU