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All Journal Journal of Research on English and Language Learning (J-REaLL) Ethical Lingua: Journal of Language Teaching and Literature
Suharti Siradjuddin
Universitas Negeri Makassar
Humanities Languange, Linguistic, Communication & Media Social Sciences Other

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Developing an English Teaching Module through Deep Learning  and Socio-Culturally Responsive Differentiated Instruction: An ADDIE-Based Study Muhamad Yahrif; Suharti Siradjuddin
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 2 (2026): Volume 13 No. 2 (2026): Volume 13 No 2 Oktober 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.1012

Abstract

This study aimed to develop an English teaching module integrating deep-learning principles with socio-culturally responsive differentiated instruction for junior high school English teachers. The study employed a research and development design using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation. The analysis stage examined teachers’ and students’ needs and challenges in implementing differentiated English learning in the participating schools. The module was designed and developed through expert validation and iterative revision. The implementation and evaluation stages were conducted in two junior high schools in Soppeng Regency, Indonesia, involving 4 English teachers, 2 headmasters, 2 supervisors, and 150 students. Expert validation produced an overall score of 97.83%, while the implementation evaluation produced an overall score of 99.5% based on the verified scoring procedure. Student evaluation showed that 77% of respondents were very satisfied and 17% were satisfied with the instructional delivery, representing 94% positive responses. The findings indicate that the developed module demonstrated favorable [verified dimensions] and was positively received by participating users. The study contributes a context-sensitive English teaching module that integrates deep-learning principles, differentiated instruction, and sociocultural contextualization. Further research involving larger samples and comparative or experimental designs is needed to determine whether the module produces measurable effects on students’ English learning outcomes
Socio-culturally responsive differentiated instruction in EFL classrooms: The mediating role of UDL in enhancing students’ higher-order thinking skills Muhamad Yahrif; Suharti Siradjuddin
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 2 (2026): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v7i2.25297

Abstract

This study investigates the effectiveness and underlying mechanisms of socio-culturally responsive differentiated instruction in English as a foreign language (EFL) classrooms within the Merdeka Belajar curriculum. Although differentiated instruction has been widely adopted, its integration with students’ socio-cultural backgrounds and its contribution to higher-order thinking skills remain underexplored. This study integrates differentiated instruction, socio-cultural learning theory, and universal design for learning (UDL) within a quantitative explanatory design. Data were obtained from junior secondary students through academic records (n = 239) and survey responses (n = 184) and analyzed using the Wilcoxon Signed-Rank Test and partial least squares structural equation modeling (PLS-SEM). The findings show a significant improvement in students’ academic achievement following the implementation of socio-culturally responsive differentiated instruction (p < .001, r = .86). Motivation and engagement, and the relevance and contextual adaptation of learning significantly enhanced students’ understanding, which subsequently supported higher-order learning skills and learning satisfaction. Understanding and learning outcomes also mediated the relationships between the instructional predictors and higher-order outcomes. The findings suggest that meaningful EFL learning can be strengthened when differentiated instruction is responsive to learners’ socio-cultural contexts and supported by flexible and accessible learning pathways. The study contributes an integrated model for inclusive, context-sensitive, and cognitively enriching EFL practice, while acknowledging the need for validation across broader and more diverse settings.
Co-Authors Muhamad Yahrif