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All Journal Indonesian Journal of Integrated English Language Teaching Academic Journal Perspective : Education, Language, and Literature
Rukadah, Rukadah
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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THE IMPLEMENTATION OF DIFFERENTIATED READING INSTRUCTION IN EFL CONTEXT: STRATEGIES, IMPACTS, AND CHALLENGES Rukadah, Rukadah; Priyana, Joko; Hidayati, Sari
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 13 No 2 (2025)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v13i2.11051

Abstract

This study is conducted using a systematic literature review which explores the strategies, impacts, and challenges during the implementation of Differentiated Reading Instruction (DRI) strategies in English as a Foreign Language (EFL) Classrooms.  The literature review analyses 19 studies published between 2014 and 2024, sourced from databases like Scopus, Google Scholar, and Mendeley. The findings reveal that tiered assignments and flexible grouping achieve the highest frequency use in DRI implementation. The strategies show the positive effects namely on reading comprehension, student engagement, and self-confidence. However, the reviews also find out the challenges such as a restricted time, limited resources, and insufficient teacher training hinder effective implementation. For further research, it is recommended to explore on other language skills namely listening, speaking, and writing to broad the impacts of DRI. The study also identifies the importance of teachers’ training on DI practices to overcome the challenges in diverse classrooms.
A Teacher's Reflection on the Implementation of Project-Based Learning to Enhance Speaking Skills in Grade 6 Elementary Students -, Rukadah -; Rukadah, Rukadah
Indonesian Journal of Integrated English Language Teaching Vol 11, No 2 (2025): IJIELT: VOLUME 11, Number 2, 2025
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/ijielt.v11i2.36606

Abstract

This qualitative case study investigates the reflective practices of an English teacher with 20 years of experience, focusing on her use of project-based learning (PjBL) to enhance students' speaking skills in grade 6 elementary students. The study centers on a single participant, exploring her insights and strategies through in-depth semi-structured interviews complemented by analysis of her daily reflective journals. These methodologies provide a comprehensive view of her ongoing pedagogical adaptations and the personal reflections shaping her teaching approach. The main objective is to assess the effectiveness of reflective practices in implementing PjBL within English language classrooms, particularly in terms of improving students' speaking skills at grade 6 students. Second, how the PjBL can enhance speaking skills. The findings showed that reflective practice during PjBL implementation was effective to know students’ engagement, the increasing of critical thinking and creativity, teacher’s feedback and challenges and solutions. It was also found that PjBL can promote speaking skills through the authentic communication among the members and collaborative works, increasing vocabularies related to the project topics, and sufficient chance to boost confidence to practice speaking. Keywords: Elementary, PjBL, speaking skill, teacher’s reflection
Co-Authors -, Rukadah - Hidayati, Sari Joko Priyana