<![CDATA[This study aims to determine the effect of differentiated learning on the short story writing skills of eleventh-grade students at Free Methodist High School, Medan, in the 2024/2025 academic year. This study used a quantitative approach with experimental methods. The research design used a two-group pretest-posttest control design involving two classes: an experimental class and a control class. The population in this study was all 109 eleventh-grade students at Free Methodist High School, Medan. The sample size was 70 students: 35 in grade XI MIPA (the experimental class) and 35 in grade XI IPS-2 (the control class). Data collection was conducted through short story writing tests, administered in the form of pretests and posttests using an assessment rubric covering the structure, characteristics, and elements of short stories. The results showed that the average pretest score in the experimental class was 62.31, increasing to 80.4 in the posttest after being treated with differentiated learning. Meanwhile, the average pretest score in the control class was 62.74, increasing to 73.37 in the posttest after using conventional learning. Data analysis showed that the experimental class' short story writing ability improved significantly compared to the control class. Based on the results of the hypothesis testing using a t-test, differentiated learning significantly influenced the short story writing ability of eleventh-grade students at SMA Free Methodist Medan. Therefore, differentiated learning can be used as an effective alternative learning model to improve students' short story writing ability.]]>
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