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All Journal Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra
Chairil Anwar Korompot
Universitas Negeri Makassar, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Other

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Teaching and Learning English Using Differentiated Learning Strategy in Merdeka Curriculum at Remote Island : Calssroom Practices Wahdaniah Wahdaniah; Sultan Baa; Chairil Anwar Korompot; Muhammad Tahir
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 5 No. 4 (2025)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v5i4.2658

Abstract

This study aims to examine the teaching and learning process through the implementation of differentiated learning strategy for teaching speaking in the Merdeka Curriculum at a remote island school. Employing a case study design, data were collected through direct classroom observation. Participants were selected using purposive sampling, involving one English teacher and five eighth-grade students. Data were analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings revealed that the teacher applied differentiation based on students’ readiness, interests, and learning profiles by using varied speaking tasks, contextual materials, and flexible grouping. Despite constraints such as limited technology, restricted instructional time, and lack of resources, the differentiated learning strategy fostered student engagement and improved speaking confidence. The results indicate that differentiated learning, when implemented responsively, can enhance inclusive and effective speaking instruction in remote educational settings.
Indonesian EFL Students’ Perceptions of Hybrid Learning in English Speaking Classes: A Qualitative Study Syauqiyah Awaliyah Alfiani Nur; Nurdin Noni; Chairil Anwar Korompot; Bustang; Sukmawati Yasim
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 9 No. 1 (2026): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v9i1.3375

Abstract

This study aims to explore students’ perceptions of online-based hybrid learning in developing English speaking skills in higher education. Employing a qualitative research design, the study was conducted at the Faculty of Languages and Literature, Universitas Negeri Makassar, Indonesia. The participants consisted of 87 second-semester students enrolled in an Interactive Speaking course, with 20 students purposively selected for in-depth interviews based on their Grade Point Average (GPA). Data were collected through semi-structured interviews and analyzed using thematic analysis to identify recurring patterns. The findings reveal four key themes: motives, interests, experiences, and expectations. In terms of motives, students are driven by the flexibility, convenience, and cost-effectiveness of hybrid learning, which allows them to access materials anytime and manage their learning independently. Regarding interests, students show positive engagement with diverse learning activities, such as video projects, discussions, and multimedia-based tasks, which support their speaking practice. In terms of experiences, students report both benefits (increased technological proficiency and opportunities for self-paced learning) and challenges (unstable internet connections, reduced interaction, and distractions during online sessions). Concerning expectations, students hope for a more interactive learning environment, including meaningful feedback, and effective integration of synchronous and asynchronous learning. In conclusion, online-based hybrid learning offers flexibility and supports independent speaking practice, but its effectiveness depends on balancing interaction, motivation, and technological support. Practically, educators should provide structured, interactive hybrid settings with meaningful speaking tasks and ongoing feedback. Theoretically, this study will be useful for educators to apply online-based hybrid learning in the teaching and learning.
Co-Authors Bustang Muhammad Tahir Nurdin Noni Sukmawati Yasim Sultan Baa Syauqiyah Awaliyah Alfiani Nur Wahdaniah Wahdaniah