The Influence of Differentiated Instruction Towards Students Motivation in Learning English at Junior High school
DOI:
https://doi.org/10.24256/ideas.v14i1.10087Keywords:
Differentiated Instruction, English Learning, Students Motivation, Quantitative ResearchAbstract
This study aims to examine the influence of Differentiated Instruction (DI) on students’ motivation in learning English at SMPN 10 Satu Atap Wonosari. This research employed a quantitative survey design involving 39 students from Grade 8 and Grade 9. Data were collected through Likert-scale questionnaires and analyzed using descriptive statistics and simple linear regression analysis. The findings revealed that the implementation of Differentiated Instruction was categorized as high across content, process, and product differentiation, with process differentiation emerging as the most dominant aspect, reflecting students’ positive responses toward adaptive instructional practices. Students’ motivation was also categorized as high, particularly in intrinsic motivation. Furthermore, the regression analysis indicated that Differentiated Instruction had a positive and significant influence on students’ motivation in learning English, t (37) = 3.47, p = .001. These findings suggest that Differentiated Instruction supports student-centered EFL learning by promoting students’ motivation through adaptive and varied instructional practices.
References
Annisa, D. (2024). Pengaruh pembelajaran berdiferensiasi terhadap motivasi belajar dan hasil belajar siswa pada materi larutan penyangga [Undergraduate thesis].
Brown, H. D. (2008). Principles of language learning and teaching. Recording for the Blind & Dyslexic.
Diarera, D., & Budiarti, W. N. (n.d.). Optimalisasi Kurikulum Merdeka melalui pembelajaran diferensiasi: Menggali konsep, implementasi, dan dampaknya. Social, Humanities, and Educational Studies (SHEs): Conference Series, 7(3). https://jurnal.uns.ac.id/shes
Ibragimova, A. N. (2021). Increasing student motivation through differentiated teaching in foreign language classes. Bulletin of Kazakh National Women's Teacher Training University, 3, 50–57. https://doi.org/10.52512/2306-5079-2021-87-3-50-57
Kemendikbudristek. (2022a). Panduan pembelajaran dan asesmen Kurikulum Merdeka. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi.
Kemendikbudristek. (2022b). Platform Merdeka Mengajar: Modul pembelajaran berdiferensiasi. Direktorat Jenderal Guru dan Tenaga Kependidikan.
Massaad, M., & Chaker, L. Y. A. (2020). The influence of differentiated instruction on Lebanese students' motivation, knowledge, and engagement. International Journal of English Literature and Social Sciences, 5(3), 755–774. https://doi.org/10.22161/ijels.53.31
Putri, M. (2023). Motivasi belajar mahasiswa pada pemahaman membaca bahasa Inggris. Jurnal Penelitian dan Pengkajian Ilmiah Sosial Budaya, 2(1), 31–34. https://doi.org/10.47233/jppisb.v2i1.658
Sapan, M., & Mede, E. (2022). The effects of differentiated instruction (DI) on achievement, motivation, and autonomy among English learners. Iranian Journal of Language Teaching Research, 10(1), 127–144. https://doi.org/10.30466/ijltr.2022.121125
Saputri, L. A., Anwar, K., & Maruf, N. (2023). Exploring the impact of differentiated instruction on students' perception, engagement, and motivation in E
Downloads
Published
Issue
Section
Citation Check
License
Copyright (c) 2026 Mutiara Patilima, Magvirah El Walidayni Kau, Haris Danial
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)
