Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal English Review: Journal of English Education Indonesian EFL Journal
Dodi Irawan
Universitas Jambi
Humanities Languange, Linguistic, Communication & Media

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EXPLORING DIGITAL ENGLISH TEACHING STRATEGIES THROUGH DIFFERENTIATED LEARNING IN VOCATIONAL HIGH SCHOOLS IN SOUTH SUMATRA Dodi Irawan; Hadiyanto; Bunga Ayu Wulandari; Eddy Haryanto
English Review: Journal of English Education Vol. 14 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i1.144

Abstract

This study investigates the implementation of digital English teaching strategies with a differentiated learning approach at Vocational High Schools (SMKs) in South Sumatra. The research aimed to explore how teachers integrate differentiated learning strategies into their teaching practices, focusing on content, process, and product differentiation. Data was collected through observations, teacher questionnaires, interviews, and document reviews. The results show that the integration of differentiated learning has been effective in meeting the diverse needs of students, with content being adapted to students' interests and learning styles. Process differentiation was implemented through grouping students based on their learning pace, and product differentiation encouraged collaboration and student presentations. However, challenges such as limited digital literacy, inadequate teaching resources, and a lack of infrastructure were identified as barriers. The study suggests that further professional development, better digital resources, and enhanced infrastructure are essential to maximize the potential of differentiated learning strategies.
DIFFERENTIATED INSTRUCTION IN ENGLISH LANGUAGE PEDAGOGY AT VOCATIONAL HIGH SCHOOLS IN SOUTH SUMATRA: A MIXED-METHODS STUDY Dodi Irawan; Hadiyanto; Bunga Ayu Wulandari; Eddy Haryanto
Indonesian EFL Journal Vol. 12 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i1.99

Abstract

This research explores the application of differentiated instruction in English Language Teaching (ELT) at Vocational High Schools (VHS) in South Sumatra, using a sequential explanatory mixed-methods approach. A survey was conducted with 267 English teachers to assess their perceptions, instructional practices, and readiness to implement differentiated teaching within the context of the Emancipated Curriculum. The survey instrument exhibited excellent reliability (Cronbach’s Alpha = 0.983). Quantitative data were analyzed through descriptive and inferential statistics, including correlation and regression, to examine the relationships between differentiated practices, student engagement, and learning outcomes. To complement the quantitative findings, qualitative data were collected through semi-structured interviews, classroom observations, and document analysis from ten selected teachers in both public and private vocational schools. The thematic analysis revealed that teachers employed strategies such as flexible grouping, adaptive materials, scaffolded tasks, and diverse assessments. Despite these efforts, challenges like limited preparation time, varying student levels, insufficient institutional support, and inconsistent understanding of differentiation remained. The study indicates that while differentiated instruction enhances student engagement and supports personalized learning, its implementation is inconsistent. It emphasizes the need for ongoing professional development, stronger institutional support, and better alignment with the Emancipated Curriculum to optimize ELT practices in vocational education.
Co-Authors Bunga Ayu Wulandari Eddy Haryanto Hadiyanto Hadiyanto