Implementation of Differentiated Learning for Speaking  Skill: EFL Teacher and Students' View

Nisa, Ihda Khairun

dc.contributor.author	Nisa, Ihda Khairun
dc.date.accessioned	2024-01-02T06:57:13Z
dc.date.available	2024-01-02T06:57:13Z
dc.date.issued	2023-08-28
dc.identifier.uri	http://repository.unisma.ac.id/handle/123456789/8827
dc.description.abstract	The independent curriculum was developed to be more flexible and focused on essential material and the development of the character and competence of students. One of the characteristics used in this curriculum is the flexibility of teachers to carry out differentiated learning according to students' learning needs. Although differentiated learning initiated by the Ministry of Education and Culture has been going on for a long time, many teachers still do not understand and practice what and how differentiated learning is. Research that focuses on differentiated learning is also not much. Therefore, the researcher is interested in knowing 1) the implementation process-differentiated learning for speaking skill in one of “Sekolah Penggerak” in Batu City, 2) the obstacles faced by the teacher and the students in the learning process, and 3) the efforts to overcome the challenges. The researcher conducted a single-site case study in this research to collect the data and obtain precise information about the phenomenon based on a real world setting. The research participants were an English teacher and six SMP Negeri 3 Batu students. The researcher used non-participant observation, open ended interviews, and documentation to collect the data. The teacher's obstacles in implementing differentiated learning are managing the time to focus on each student's characteristics, a mismatch between differentiation applied and student wishes, and motivating the students to speak up. Meanwhile, the barriers faced by the students in speaking are psychological factors and technical challenges like they still lack understanding of a new vocabulary, lack pronunciation of English words or sentences, and still feel embarrassed or insecure in speaking English. At the same time, the efforts taken to overcome these obstacles, the teacher gave the students several questions appropriate to their understanding. He also devised a personal agenda, including things like to-do lists with student work on them and the needs of the students. The teacher must assess and improve by examining each diagnostic test question to ensure accurate profiling. Meanwhile, to overcome the psychological obstacles of students in general in mastering English speaking competence, the teacher could set the class layout before providing teacher material, using ICT to make the learning enjoyable and not monotonous. While those related to the technical aspects of students, the teacher prepares a general vocabulary provision, uses drilling methods to train students' English pronunciation, and motivates students to want to speak with direct practice without fear of making mistakes. In conclusion, the researcher hopes EFL teachers are expected to implement suitable teaching strategies for speaking skills by creating a comfortable environment for students' learning needs. It also recommended that other researchers examine other differentiated learning focuses, such as content, product, and process differentiated learning with different topics, and its assessment to produce comprehensive research and a complete picture of the three differentiated learning types	en_US
dc.language.iso	other	en_US
dc.publisher	Universitas Islam Malang	en_US
dc.subject	Differentiated Learning	en_US
dc.subject	Speaking Skill	en_US
dc.title	Implementation of Differentiated Learning for Speaking Skill: EFL Teacher and Students' View	en_US
dc.type	Thesis	en_US