Applying Differentiated Instruction to Improve Students’ Understanding of Descriptive Texts

Abstract

Differentiated instruction responds to differences in students’ readiness, interests, and learning needs through adjustments to content, process, and products. This study examined changes in descriptive text understanding and classroom participation during its implementation in an English class at SMA Negeri 1 Manggar, East Belitung, Indonesia. Classroom action research involved 34 students in class X1, comprising 13 male and 21 female students. Two cycles were conducted, each involving planning, action, observation, and reflection. Learning needs were mapped through surveys and classroom observations. Cycle I emphasized differentiated content and processes, whereas Cycle II extended the approach to differentiated products. Materials included written descriptions, tourism videos, documentary videos, and posters; students produced written texts, vlogs, presentations, or posters about local destinations. Learning records and classroom observations were analyzed descriptively across the pre-cycle stage and both intervention cycles. Mean achievement scores increased from 50.49 to 74.51 and 92.16. The proportions achieving scores of at least 75 increased from 29.41% to 61.76% and 100%. Based on the tabulated observation scores, active participation increased from 38.24% to 67.65% and 91.18%. Both classroom success targets were reached in Cycle II, although three students still required participation support. The findings indicate improvement within this classroom during the differentiated instructional sequence. Because the study lacked a comparison group and reported no inferential analysis, the findings support reflective classroom improvement rather than a causal or statistically significant treatment effect.