%0 Thesis
%9 S1
%A Fadilah, Nurul
%A Universitas Sultan Ageng Tirtayasa,
%A Fakultas Keguruan dan Ilmu Pendidikan,
%A Pendidikan Bahasa Inggris,
%B Pendidikan Bahasa Inggris
%D 2024
%F eprintuntirta:44725
%I Universitas Sultan Ageng Tirtayasa
%K Differentiated Instruction, English Teaching, Student Learning Style
%P 117
%T AN ANALYSIS OF DIFFERENTIATED INSTRUCTION APPROACH  TOWARD ENGLISH TEACHING
%U https://eprints.untirta.ac.id/44725/
%X This research analyses teachers' perspectives and practices in implementing differentiated instruction for teaching English at SMPN 01 Kota Serang. This research used a qualitative research method, the data were collected through observation, interviews, and documentation, then analyzed via transcription, organization, and familiarization. The findings reveal that teachers created activities based on students' readiness, interests, and learning profiles to enhance classroom learning. Differentiated instruction was found to fulfill students' needs based on students’ readiness, interests, and learning profile, with grouping criteria reflecting a mix of readiness and interests. Teachers also tailored homework assignments, employed diverse instructional materials, and provided personalized support to aid student comprehension. Additionally, a strength, weakness, opportunity, and threat analysis was utilized to identify factors affecting the successful implementation of differentiated instruction in English classrooms.
%Z This research analyses teachers' perspectives and practices in implementing differentiated instruction for teaching English at SMPN 01 Kota Serang. This research used a qualitative research method, the data were collected through observation, interviews, and documentation, then analyzed via transcription, organization, and familiarization. The findings reveal that teachers created activities based on students' readiness, interests, and learning profiles to enhance classroom learning. Differentiated instruction was found to fulfill students' needs based on students’ readiness, interests, and learning profile, with grouping criteria reflecting a mix of readiness and interests. Teachers also tailored homework assignments, employed diverse instructional materials, and provided personalized support to aid student comprehension. Additionally, a strength, weakness, opportunity, and threat analysis was utilized to identify factors affecting the successful implementation of differentiated instruction in English classrooms.