Implementing Differentiated Instruction in Writing Procedure Text for Grade X Students (Phase E) at SMA N 1 Wonosari, Indonesia

Abstract

This research aims to know any difference of students’ ability in writing procedure text who were taught through implementation differentiation instruction and conventional teaching. Employing a mixed-method approach, this research focuses on 128 students of SMA Negeri 1 Wonosari, Boalemo Regency, Gorontalo Province as research population and 32 students of class X B, as the experimental class and X C, as the control class, respectively, as research samples. Data collection involves two methods, which are PASL survey to obtain students’ interests and learning styles, as well as an essay test. As a means of assessing the effect of the treatment on students writing, a scoring rubric proposed by Brown (2007) is utilized. Data analysis involves a statistical analysis, specifically t-test, followed by the experimental data analysis with the pre-test and post-test models. Based on the findings, the result of calculation showed the value of Tcount as 5.53 and the value of Table is 1.822. Therefore, since Tcount >Ttable, H0 is rejected, which implies that there is statistical evidence to support the presence of a significant difference in students' writing ability through the implementation of differentiated instruction. In summary, the research suggests that differentiated instruction has a positive impact on students' writing ability compared to conventional teaching methods, based on the statistical analysis and the rejection of the null hypothesis. Keywords: writing ability, differentiated instruction, mixed-method approach