Exploring Students’ Diversity in a Differentiated Classroom

Main Article Content

Laily Amin Fajariyah
Heri Retnawati
Suwarsih Madya

Abstract

Differentiated classrooms accommodate students’ diverse needs, however, tailoring learning to meet students’ individual needs is challenging for teachers. This study explores students’ diversity in an English as a foreign language (EFL) classroom setting, especially students’ needs in differentiated English language tasks and assessments through a quantitative survey. The survey consists of a questionnaire investigating students’ different needs in a differentiated English classroom. The data were gathered through an online survey for junior high school grade 8 students in Yogyakarta Province, Indonesia. Eight hundred and eighty-five students aged between 12 to 15 years participated in this study. The survey data were analyzed using descriptive statistics. Additionally, 102 students voluntarily joined a semi-structured interview session. The results of the interview were then analyzed using thematic analysis. This study revealed that students have various needs regarding their English learning goals, as well as the assessment of the four language skills activities and products, media preferences, favorite topics, task setting, and teacher’s role preferences. Implications of the results for accommodating students’ diverse needs in the EFL classroom are discussed.

Article Details

How to Cite
Fajariyah, L. A., Retnawati, H., & Madya, S. (2023). Exploring Students’ Diversity in a Differentiated Classroom. LEARN Journal: Language Education and Acquisition Research Network, 16(2), 205–219. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/266942
Section
Research Articles
Author Biographies

Laily Amin Fajariyah, Educational Research and Evaluation, Yogyakarta State University, Indonesia

An English teacher at SMPN 5 Panggang, Gunungkidul, Yogyakarta, Indonesia (2010-present). Currently, she is a doctoral student in Educational Research and Evaluation, Yogyakarta State University, Indonesia. Her research interests are differentiated assessments, ICT in ELT, oral English teachings, digital storytelling, and materials and media development.

Heri Retnawati, Educational Research and Evaluation, Yogyakarta State University, Indonesia

A professor at the Department of Educational Research and Evaluation, Post Graduate Study, Yogyakarta State University. She is an expert in statistics, assessment, and teacher professional development.

Suwarsih Madya, Sarjanawiyata Tamansiswa University, Indonesia

A professor in EFL teaching at the Department of English Education, Sarjanawiyata Tamansiswa University. She is an expert in teaching English as a foreign language (TEFL), classroom action research, English instructional technology, and qualitative research.

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