Pramunadi, Amanda Al Khwarizmi (2024) Students’ perception of differentiated instruction in improving vocabulary mastery at senior high school / Amanda Al Khwarizmi Pramunadi</p>. Diploma thesis, Universitas Negeri Malang.
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ABSTRACT Pramunadi Amanda Al Khwarizmi. 2024. ldquo Students rsquo Perception of Differentiated Instruction in Improving Vocabulary Mastery at Senior High School rdquo . Undergraduate Thesis Department of English Faculty of Letters. Universitas Negeri Malang. Supervisor Dr. Mirjam Anugerahwati M.A. Keywords Students rsquo Perception Differentiated Instruction Improving Vocabulary Mastery The Ministry of Education and Culture has made a policy regarding the latest curriculum the Merdeka Curriculum. In this policy teachers and students are free to determine the material that will be provided. Differentiated instruction is included in the Merdeka Curriculum program which focuses more on the student rsquo s needs so that students can learn suitable for their ability. Therefore English teachers can implement this learning to help students learn English especially to improve students rsquo vocabulary mastery. This study aims to look at students rsquo perception regarding the implications of differentiated instructions in improving vocabulary mastery in high school. The population of this study was 65 students in the eleventh grade at a top school in the center of Malang city. The data were collected using a questionnaire and an in-depth interview. As many as 65 students were given a questionnaire and 5 students were interviewed based on the results of the answer from the questionnaire data. An exploratory mixed-methods research design was used to conduct this research which included both quantitative and qualitative phases. The findings show (1) that differentiating products is an important aspects of the successful implementation of differentiated instruction strategies in improving vocabulary (2) students learn better when they have a supportive environment that comes from teachers and their friends so the students feel more comfortable learning to improve their vocabulary (3) students feel easier and have a better understanding of improving vocabulary when learning activities are in accordance with their learning readiness (abilities) learning profiles (learning styles) interests and flexible learning activities. In conclusion based on the findings of this study it can be concluded that the implementation of differentiated instruction has numerous positive impacts on students rsquo improving vocabulary mastery.
| Item Type: | Thesis (Diploma) |
|---|---|
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S1 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 10 Oct 2024 04:29 |
| Last Modified: | 09 Sep 2024 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/380080 |
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