Differentiated Instruction for Efl Classroom

Suwastini, Ni Komang Arie

doi:10.22202/tus.2021.v7i1.4719

Cited by 21 publications

(34 citation statements)

References 23 publications

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“…Choosing instructional materials that are relevant to these nations may increase their motivation. A variety of activities such as requesting directions and engaging in other everyday discussions in Englishspeaking nations will help students develop a positive attitude toward the learning process (Suwastini et al, 2021).…”

Section: Differentiated Instructionmentioning

confidence: 99%

Differentiated Instruction: Challenges and Opportunities in EFL Classroom

Mardhatillah

Suharyadi

2023

JELTL

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<em>The issue of Differentiated Instruction (DI) has recently attracted the attention of scholars and practitioners because of its immense significance and many opportunities to enhance student learning. In this regard, the current study aims to contribute a small summary of DI in the context of EFL to provide context and illustrate the need to implement DI in the classroom to ensure that students learn languages successfully. Since differentiated instruction puts students at the center of teaching and learning, encourages equality and academic achievement, and acknowledges student diversity, it encourages teachers to be aware of individual needs, interests, skills, English proficiency levels, and students’ preferred learning strategies. Although some challenges may occur such as time-consuming and pressure on teachers in implementing DI, this approach has advantages that can affect students' learning processes, future learning attitudes, and future success. So, the learning process provides many opportunities when the teacher is committed to differentiated instruction.</em>

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Section: Differentiated Instructionmentioning

confidence: 99%

Differentiated Instruction: Challenges and Opportunities in EFL Classroom

Mardhatillah

Suharyadi

2023

JELTL

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“…Nevertheless, the present study revealed that students still needed guidance during the learning process to prevent them from being stuck and feeling lost. More straightforward and shorter instructions for the assignments can be understood by more competent students and their less-ready friends (Dwiyanti & Suwastini, 2021;Suwastini et al, 2021). Besides, the discussions in the comment sections can also act as scaffolding to provide additional explanations for students who need more guidance (Ersani et al, 2021).…”

Section: Appropriate Level Of Instructionmentioning

confidence: 99%

“…Despite the usability of Google Classroom for online learning, teachers should avoid using it to store the material and expect them to learn from the material pile. Teachers should not make one-size-fits-all material because students have different learning profiles, readiness, and interests (Ersani et al, 2021;Suwastini et al, 2021). The material stored in the platform should suit the learning theme and facilitate students' learning.…”

Section: Appropriate Level Of Instructionmentioning

confidence: 99%

The Effectiveness of Google Classroom Media in Teaching English for Tourism at a Tourism and Business Institute

Suwastini

Nalantha

Dantes

2021

IEE Ind. J. Eng. Edu.

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The present study examined the effectiveness of Google Classroom media in teaching English for tourism students at a private Tourism and Business Institute in Bali during mandatory online learning in 2020. The study was qualitative research, implementing the QAIT model for evaluating the effectiveness of Google Classroom in teaching English, involving four lecturers and 42 students. The data were collected through observations of the teaching-learning process in two classes and interviews with the lecturers. The researchers were the primary research instrument, supported by interview guides and an observation checklist. In general, the use of Google Classroom in these English for Tourism classes was only sufficiently effective, with only one lecturer performing well, two lecturers performing sufficiently, and one lecturer performing insufficiently. Obstacles identified among the students were lousy internet connection, lack of device, low motivation, and lack of readiness in using the online learning platform. In conclusion, the implementation of Google Classroom in the observed English Classroom was proven to be only sufficient. This conclusion implies the need for more training for teachers in using Google Classroom to improve the quality, appropriateness, incentive, and time-effectiveness of the teaching and learning process, especially in online learning. ABSTRAKPenelitian ini mengamati efektivitas media Google Classroom dalam pengajaran bahasa Inggris untuk mahasiswa pariwisata di Institut Pariwisata dan Bisnis swasta di Bali selama pembelajaran online wajib tahun 2020. Penelitian ini adalah penelitian kualitatif, mengimplementasikan model QAIT untuk mengevaluasi efektivitas Google Classroom di pengajaran bahasa Inggris, yang melibatkan empat dosen dan 42 mahasiswa. Pengumpulan data dilakukan melalui observasi proses belajar mengajar di kedua kelas dan wawancara dengan dosen. Peneliti bertindak sebagai instrumen penelitian utama, didukung oleh pedoman wawancara dan daftar periksa observasi. Secara umum penggunaan Google Classroom pada kelas Bahasa Inggris untuk Pariwisata ini baru cukup efektif, dengan hanya satu dosen yang berprestasi baik, dua dosen berprestasi cukup, dan satu dosen dirasa kurang memadai. Kendala yang ditemukan pada siswa adalah koneksi internet yang buruk, kurangnya perangkat, motivasi yang rendah, dan kurangnya kesiapan dalam menggunakan platform pembelajaran online. Kesimpulannya, penerapan Google Classroom di Kelas Bahasa Inggris yang diamati terbukti hanya cukup. Kesimpulan ini menyiratkan perlunya lebih banyak pelatihan bagi guru dalam menggunakan Google Classroom untuk meningkatkan kualitas, kesesuaian, insentif, dan efektivitas waktu proses belajar mengajar, terutama dalam pembelajaran online.

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“…If that happens, the teacher should be flexible with the topics to meet the students' different interests. The teacher should also adopt a certain degree of differentiated instruction to facilitate students with different proficiency levels and readiness, so the most competent students are kept challenged while the low-achieving students are not left behind (Ersani et al, 2021;Suwastini et al, 2021). Chaikovska (2018), Rakhmawati (2018), and Rokhayani & Utari (2014) recognize the challenge with the appropriateness of the comic strips' content with the students' age.…”

Section: Challenges In Using Comic Strips For Language Teachingmentioning

confidence: 99%

“…ccording to Gilakjani, Ismail, & Ahmadi (2011), each learner has their learning modality such as visual, aural, read or write, kinaesthetic, or even the combination of all this modality; hence it is called multimodal learning. A good teaching and learning process would consider the students' preferred modality (Ersani, Suwastini, Padmadewi, & Artini, 2021;Suwastini, Rinawati, Jayantini, & Dantes, 2021). One of the commonly used learning modalities is the visual modality.…”

Section: A Introductionmentioning

confidence: 99%

Comic Strips for Language Teaching: The Benefits and Challenges According to Recent Research

Wijaya

Suwastini

Adnyani

et al. 2021

ETERNAL

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Recent studies have argued for the use of comic strips in language teaching, while concerns with the challenges in its application are also frequently highlighted. Using George’s (2008) model of literature review, the present study will elaborate on the use of comic strips as a medium of learning, its benefits, and the challenges in its implementation. The data sources are research articles related to the implementation of comic strips for language teaching, published in reputable international journals and accredited national journals from 2011 to 2020. The review reveals that previous studies have proven that comic strips in language teaching can promote students’ vocabulary, improve students' grammar competence, support the students' reading skills, and help the students who lack writing skills. However, these studies also show concerns on challenges in implementing comic strips in language teaching, such as its relevance, the choices of the topics, and how it cannot support spoken skills as much as it would support the written skills. It implies that while comic strips can be good media for teaching language, teachers should also find strategies in overcoming the challenges that may occur during its implementation.

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Differentiated Instruction for Efl Classroom

Cited by 21 publications

References 23 publications

Differentiated Instruction: Challenges and Opportunities in EFL Classroom

Differentiated Instruction: Challenges and Opportunities in EFL Classroom

The Effectiveness of Google Classroom Media in Teaching English for Tourism at a Tourism and Business Institute

Comic Strips for Language Teaching: The Benefits and Challenges According to Recent Research

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