Ansyari, Deni (2021) THE DIFFERENTIATED INSTRUCTION IN IMPROVING READING COMPREHENSION IN MIXED ABILITY CLASSROOM FOR SECONDARY SCHOOL : A SYSTEMATIC LITERATURE REVIEW. Skripsi, Tarbiyah dan Keguruan.

	Text PERNYATAAN.pdf Download (3MB)
	Text AWAL.pdf Download (778kB)
	Text ABSTRAK.pdf Download (424kB)
	Text BAB I.pdf Download (470kB)
	Text BAB II.pdf Restricted to Repository staff only Download (458kB)
	Text BAB III.pdf Download (475kB)
	Text BAB IV.pdf Download (819kB)
	Text BAB V.pdf Download (419kB)
	Text DAFTAR PUSTAKA.pdf Download (486kB)
	Text LAMPIRAN.pdf Download (918kB)

ABSTRAK

Differentiated instruction applies a way to deal with instructing, so students have different choices for learning and comprehending thoughts. In Indonesia, students generally have different abilities In order to create a learning English, more effort is needed from the teacher in creating a classroom that supports students learning reading. In dealing with students of different abilities, the teacher must know what differentiated instruction. The researcher applied systematic literature review which searched and analyzed the journals on internet. It presented five steps of data analysis procedures: Identifying the review question and writing the protocol, developing a search strategy and applying inclusion criteria, data extraction, analysis and synthesis, and writing up and editing. The results is only three articles from 2010-2020 found that addressed aspects of implementing differentiated instruction and its relation with reading comprehension for secondary school. (Ruth Boelens, Michiel Voet & Bram De Wever, 2018) found that in the content the teacher provides a variety of reading from the ordinary to the complex. After the process and product, they feel welcome, respect, feel accepted and valued, and grow as much as their ability while (Lisbeth M. Brevik, Ann Elisabeth Gunnulfsen & Joseph S. Renzulli, 2017) found that teachers prioritize content, such as distinguishing low and high content. Distinguishing reading variations and lots of practice for low-achieving students, and advanced training for high-achieving students and the results only increase skills for high learning potential than low ones. Finally, (Catherine A. Little, D. Betsy McCoach & Sally M. Reis, 2014), the authors demonstrate a positive impact in reading comprehension due to differentiated instruction. Articles provide examples, teacher’s procedures, strategies and perspectives to follow up this kind of instruction. All the studies displayed that there can be a positive impact in students’ reading comprehension when implementing differentiated instruction in the classroom, rather than whole group instruction. For instance, differentiated instruction has an impact on EFL reading comprehension for secondary school.

Actions (login required)

View Item