The Influence of Differentiated Instruction on Senior High School’s English Learning Outcomes

M. Jufrianto; Muhammad Basri; Iskandar Iskandar; Reskyani Reskyani; Isna Humaera; Mustaqimah Mustaqimah; Rahyuni Rahyuni

doi:10.56185/jelita.v5i2.764

M. Jufrianto Universitas Negeri Makassar
Muhammad Basri Universitas Negeri Makassar
Iskandar Iskandar Universitas Negeri Makassar
Reskyani Reskyani Universitas Negeri Makassar
Isna Humaera Universitas Negeri Makassar
Mustaqimah Mustaqimah Universitas Negeri Makassar
Rahyuni Rahyuni UPT SMA Negeri 3 Takalar

DOI: https://doi.org/10.56185/jelita.v5i2.764

Keywords: Differentiated Instruction, English Learning, Learning Outcomes

Abstract

The goal of this research is to use differentiated instruction in English in order to improve student learning outcomes. This class X research was carried out at UPT SMA Negeri 3 Takalar. This study employs structured interviewing methods, recording, and observation in a qualitative descriptive research design. According to the research, 20 students, or 13 students in total, had a completeness score in cycle I mathematics learning of 65%, and 7 students, or 35% of the students, did not achieve the passing requirement. Then, in cycle II, the comprehensiveness of the instruction yields an 81.50% acquisition in English for a total of 17 pupils, as well as children who have met the score.

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