Interactive Multimedia in Differentiated Learning to Improve identifying of Simple Past Tense sentences in Vocational High School Students
This classroom action research aimed to improve students' ability to identify simple past tense sentences through the use of interactive multimedia and differentiated instruction. The study was conducted in two cycles, with the first cycle focusing on engaging students with multimedia tools, f...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Universitas Cokroaminoto Palopo
2024-08-01
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| Series: | Jurnal Studi Guru dan Pembelajaran |
| Subjects: | |
| Online Access: | https://www.e-journal.my.id/jsgp/article/view/5261 |
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| Summary: | This classroom action research aimed to improve students' ability to identify simple past tense sentences through the use of interactive multimedia and differentiated instruction. The study was conducted in two cycles, with the first cycle focusing on engaging students with multimedia tools, followed by group discussions and individual assessments. Despite the use of differentiated content and process, the first cycle revealed that students' understanding did not meet the target, with all students categorized as "Fair" in their ability to identify simple past tense sentences. In response, the second cycle implemented adjustments such as homogeneous grouping, more structured pauses in multimedia presentations, and increased scaffolding for students with lower competencies. The results of the second cycle showed significant improvement, with 53% of students categorized as "Excellent" and 42% as "Good." These findings indicate that tailored groupings, effective multimedia pacing, and targeted support for lower-ability students can enhance learning outcomes. The research highlights the importance of continuous reflection, differentiation, and student-centered strategies in improving language learning.
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| ISSN: | 2654-6477 |