Implementing Differentiated Instruction in Writing Personal Recount Text for Grade VIII Students
Keywords:
differentiated instructions; recount text; writing abilityAbstract
Differentiated instructions have been recommended for classrooms with students of different readiness, learning profiles, and backgrounds in English classrooms. This research aims to know any difference in students’ ability in writing personal recount text who were taught through implementation differentiation instruction and conventional teaching. Applying Experimental research design, this research focused on students of SMP Negeri 1 Dampit as research population and 32 students of class VIII F, as experimental class and VIII H, as the control class as research samples. Data collection involves two methods, which are PASL surveys to obtain students’ interests and learning styles, as well as an essay test.Data analysis involved a statistical analysis, specifically t-test, followed by experimental data analysis with the pre-test and post-test models. Based on the findings, the result of calculation showed Tcount as 5.53 and Ttable is 1.822. Therefore, since Tcount >Ttable, H0 is rejected, which implies that there is statistical evidence to support a significant difference in students' writing ability through the implementation of differentiated instruction. The results of the t-test indicating that differentiated instruction has a measurable impact on students' writing ability. The analysis of the data showed that the experimental group treatment had higher scores in the post-test.
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