DIFFERENTIATED INSTRUCTION TO IMPROVE STUDENTS' SKILLS IN WRITING OPINIONS ON ARGUMENTATIVE TEXT

Authors

  • Alin Fir Handayani Universitas Galuh
  • Linia S.R.R Universitas Galuh
  • Dedeh Rohayati Universitas Galuh
  • Lilis Tugiawati

DOI:

https://doi.org/10.36706/jele.v12i1.60

Keywords:

argumentative text, differentiated instruction, writing skill

Abstract

To facilitate effective learning, Differentiated Instruction-a teaching approach designed to accommodate students' diverse needs by adjusting teaching methods based on their learning styles, readiness levels, and interests-was implemented in a classroom setting. This study aims at examining the improvement of students' ability to express opinions in argumentative writing through its application. The study was conducted using classroom action research. The subject of this study were 32 students from class VIII F SMPN 2 Ciamis. The research process was divided into two cycles, consisting of preparation, action, observation, and reflection. Data were collected through pre tests and post-tests. To analyze the findings, the researcher employed a quantitative approach using mean score analysis. The research results show that Differentiated Instruction can improve students' skills in writing opinion texts. Improving students' writing skills lies in constructing sentences that comply with language rules and according to context. Additionally, students' progress was reflected in their test scores. The average score in the pre-test was 59, which increased to 67 in post-test 1 and further improved to 81 in post-test 2. These findings suggest that Differentiated Instruction can enhance students' writing skills, particularly in expressing opinions within argumentative texts.

References

Annisa, D (2024). Pengaruh Pembelajaran Berdiferensiasi terhadap Motivasi Belajar dan Hasil Belajar Siswa pada Materi Larutan Penyangga [Skripsi Sarjana, Universitas Islam Negeri Syarif Hidayatullah]. https://repository.uinjkt.ac.id/dspace/handle/123456789/81133

Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Rineka Cipta.

Bora, P. (2023). Importance of Writing Skill to Develop Students’ Communication Skill. Journal for Research Scholats and Professionals of English Language Teaching, 7 (35). https://doi.org/10.54850/jrspelt.7.35.009

Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy (second ed.). Pearson ESL.

Brown, H. D. (2003). Language Assessment: Principle and Classroom Practice. Longman.

Dang, T. H., Chau, T. H., Tra, T.Q. (2020). A Study on the Difficulties in Writing Argumentative Essays of English-Majored Sophomores at Tay Do University. European Journal of English Language Teaching, 6(1). https://doi.org/10.46827/ejel.v6i1.3389

European Commission (2020, October 10). The Importance Writing Skills. EPALE: https://epale.ec.europa.eu/en/blog/importance-writing-skills

Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T. (2014). Differentiated instruction, professional development, and teacher efficacy. Journal for the Education of the Gifted, 37(2), 111–127. https://journals.sagepub.com/doi/10.1177/0162353214529042

Fikni, Z., Surayya, S. A., Sholihah, P. H., & Husnu, M. (2024). An analysis of differentiated learning strategies in the implementation of Kurikulum Merdeka Belajar in teaching English writing skills. Journal of English Language and Pedagogy, 7(2), 199–207. https://doi.org/10.33503/journey.v7i2.831

Gardner, Howard. (1993) Multiple intelligences; The Theory in Practice, A Reader. Basic Books.

Gultom, O. D., Lumbantobing, J. S., Sinurat, B., & Sinaga, N. T. (2022). The application of differentiated instruction at the second grade students of SMPN 2 Bilah Hilir in writing descriptive text. Jurnal Pendidikan dan Konseling, 4(5), 6559-6565. https://journal.universitaspahlawan.ac.id/index.php/jpdk

Handayani, A. F., & Istiana Sari, A. (2024). Improving Students Writing Skill Using Textless Comic. English Research Journal : Journal of Education, Language, Literature, Arts and Culture, 8(2). https://doi.org/10.33061/erj.v8i2.9570

Hasani, A. (2016). Enhancing argumentative writing skill through contextual teaching and learning. Educational Research and Reviews, 11(16), 1573-1578. https://doi.org/10.5897/ERR2016.2806

Hopkins, D. (1993). A Teacher’s Guide to Classroom Research. Philadelphia : Open University Press.

Ismail, S. (2019). Impact of Differentiated Instruction on the Writing Process of ESL Learners. ELF Annual Research Journal 21(130-153).

Jawiah, K., Haryati, Aniko, H., & Jumiati. (2023). The implementation of differentiated instruction to improve students' learning outcomes in writing report text. Sketch Journal: Journal of English Teaching, Literature and Linguistics, 3(1), 23-30.

Kado, K., Dorji, N., Dem, N., & Om, D. (2021). The effect of differentiated instruction on academic achievement of grade eleven students in the field of derivative in Bhutan. International Journal of Educational Studies in Social Sciences, 2(1), 27-34. https://doi.org/10.53402/ijesss.v2i1.37

Kotob, M. M., & Abadi, M. A. (2019). The influence of differentiated instruction on academic achievement of students in mixed ability classrooms. International Linguistics Research, 2(2). https://doi.org/10.30560/ilr.v2n2p8

Nunan, D. (2003). Practical English Language Practice. Singapore: Mc Graw-Hill Company.

Nurjannah, S., Dalimunthe, R, N., Kurniawati, N. (2023). The analysis of EFL Students’ Writing of Argumentative Text using SFL Thematic Progression Theory. Breakthrough English Language Teaching in Islamic Context, 1 (1), 30-35. https://journal.uinsgd.ac.id/index.php/belticjournal

Nurmaya, E., Rusilowati, A., Sulhadi, S. (2023). Analisis Asesmen Diagnostik Peserta Didik MAN 1 Kab. Semarang untuk pembelajaran Fisika Berdiferensiasi materi Teori Kinetik Gas. Prosiding Seminar Nasional Pascasarjana Universitas Negeri Semarang, 2023, 232-238. http://pps.unnes.ac.id/pps2/prodi/prosiding-pascasarjana-unnes

Mehany, A.A. (2022). Differentiated instruction to develop Al-Azhar students‟ writing fluency. International Research Journal of Science, Technology, Education, and Management, 2(1), 26-38. https://doi.org/10.5281/zenodo.6496744

Özdemir, S. (2018). The Effect of Argumentative Text Pattern Teaching on Success of Constituting Argumentative Text Elements. World Journal of Education, 8(5), 112. https://doi.org/10.5430/wje.v8n5p112

Porter, B. D., & Hernacki, M. (2015). Quantum Learning: Membiasakan Belajar Nyaman dan Menyenangkan. Kaifa Learning.

Saprina, C. M., Rosyid, A., Suryanti, Y. (2020) Difficulties in Developing Idea Encountered by Students in Writing Argumentative Essay. Journal of English Language Teaching and Linguistics Studies, 5 (1). https://doi.org/10.55215/jetli.v3i1.3419

Suryadi, A., & Berdiati, I. (2018). Menggagas Penelitian Tindakan Kelas Bagi Guru. Bandung: PT Remaja Rosdakarya.

Situmorang, M. M. M., Hutabarat, E., Panjaitan, Y., Sembiring, Y. (2020). Analysis of Students’ Problem in Writing Argumentative Text. Globish (An English- Indonesian Journal for English, Education, and Culture, 9 (1), 14- 20. http://dx.doi.org/10.31000/globish.v7i2

Tasya, M. D. (2020). Students’ Difficulties in Writing an Argumentative Essay [Skripsi Sarjana, Universitas Islam Negeri Syarif Hidayatullah]. https://repository.uinjkt.ac.id/dspace/handle/123456789/59169

Tomlinson, C. A. (1999). The Differentiated Classroom: Responding to the Needs of All Learning. Alexandria: Association for Supervision and Curriculum Development.

Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. Pearson Education.

Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., et al. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: a review of literature. Journal for the Education of the Gifted, 27(2-3), 119–145. doi: https://doi.org/10.1177/016235320302700203

Van Eemeren, F. H. (2018). Argumentation theory: A pragma-dialectical perspective. Springer

Downloads

Published

31-05-2025