Wineka, Salsabila (2025) Exploring english teachers' beliefs and practices in differentiated instruction / Salsabila Wineka. Diploma thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
This qualitative descriptive study explores English teachers rsquo beliefs and practices in implementing Differentiated Instruction (DI) at a junior high school in Malang. This study is necessary because previous research has not focused on teachers rsquo beliefs which are the main concepts before implementing DI. The research was conducted at one public junior high school in Lowokwaru Malang. The participants in this study were three English teachers of grades VII VIII and IX. Data was collected through interviews observations and document retrieval. The data were analysed using Miles and Huberman rsquo s framework data reduction data display and conclusion drawing. The results show that 1) teachers hold positive beliefs about DI as a way to address students rsquo diverse needs promote equity and enhance student engagement 2) teachers have variations in their DI implementation which are influenced by their planning technological skills and pedagogical flexibility 3) teachers create a supportive and adaptive classroom environment that encourages student engagement and increases their autonomy motivation and achievement in English language learning through varied assessment and reflective practice. The findings imply that DI supports inclusive student-centered learning aligned with the Emancipated Curriculum though consistent practice requires ongoing professional development.
| Item Type: | Thesis (Diploma) |
|---|---|
| Subjects: | L Education > L Education (General) P Language and Literature > PE English |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S1 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 24 Jun 2025 04:29 |
| Last Modified: | 02 Apr 2026 01:37 |
| URI: | http://repository.um.ac.id/id/eprint/407839 |
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