Quantitative Descriptive Analysis of Students’ Speaking Progression Using VARK Materials

Ni Made Wening Dwi Shartika (Ganesha University of Education)
Ni Wayan Surya Mahayanti (Ganesha University of Education)
Luh Putu Dian Kresnawati (Ganesha University of Education)

Journal of English Language and Education
Vol 11, No 5 (2026): ON PROGRESS

The Merdeka Curriculum in Indonesia requires student-centered learning through Differentiated Instruction (DI). However, inflexible textbook approaches often fail to accommodate diverse learning styles, creating a pedagogical gap in speaking skills development. This study aimed to investigate the effectiveness of VARK-based differentiated materials in supporting the speaking progression of sixth-grade students at SD Negeri 1 Banyuasri. Students were grouped by learning style (visual, auditory, read/write, kinaesthetic) and evaluated on three criteria: speaking clearly, using English words, and understanding and answering. Quantitative analysis revealed a consistent upward trend, with mean score gains of +7.32 in speaking clearly, +6.94 in using English words, and +6.90 in understanding and answering. These findings indicate that aligning sensory input with the VARK model effectively overcome textbook limitations, providing a practical framework to systematically enhance primary students’ English-speaking skills.