Differentiated Instruction in English Language Class at UPT SMP 1 PANGSID
DOI:
https://doi.org/10.59890/ijgsr.v2i6.2459Keywords:
Differentiated, Learning Style, Content, Process, Product, UPT SMP 1 PANGSIDAbstract
This study used descriptive qualitative method as the research methodology. Data collection procedures used questionnaires and interviews. The population in this study were English students at UPT SMP 1 PANGSID school with a sample of 29 students of class VIII2. The existing data will be analyzed by describing the percentage results of the diagram and then given a conclusion as the final result. The findings of this study indicate that differentiated learning strategies can improve student learning outcomes. With the differentiated learning strategy, respondents can choose a learning style that is suitable for the learning interests of each student. Differentiated learning strategy also has a positive role in increasing students learning motivation.
References
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Robinson, L., Maldonado, N., & Whaley, J. (2014). Perceptions about Implementation of Differentiated Instruction. Edric, 1–22. http://files.eric.ed.gov/fulltext/ED554312.pdf
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Tomlinson, C. A. (2014). Assessment in a differentiated classroom. Proven Programs in Education: Classroom Management and Assessment.
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Copyright (c) 2024 Sofiah, Andi Asrifan, Nadirah, Sam Hermansyah, Isumarni
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