IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION TO IMPROVE STUDENTS’ WRITING SKILL DESCRIPTIVE TEXT

Abstract

The purpose of this study was to implement differentiated learning from Grade 8 to improve students‘ competencies and identify and identify teachers’ tasks. Background This study is based on the needs of students with personal differences in learning skills and styles, especially at the junior level of education. Differentiated learning is widespread in educational literature, but the application of English lessons in Indonesia to specific contexts remains limited. In this study, a classroom campaign survey will examine whether classroom observations include classroom observations, teacher interviews, and student task analyses. The topic of this study is for eighth-grade students. The results showed that the application of differentiated lessons improved their understanding. The phases to be applied by teachers include identifying learning skills through initial tests, adapting learning content and processes, grouping students based on learning skills and preferences, and providing feedback. Challenges include the difficulty of adapting materials to different classes and the lack of time to determine the differentiation process. Overall, this study provides insights into teachers' practices and tasks for conducting learning in the English language classroom.