Differentiated Instruction and Its Influence on EFL Students' Reading Achievement in Senior High Schools
DOI:
https://doi.org/10.36312/jolls.v5i3.2837Keywords:
Differentiated instruction, Reading Comprehension, Reading Skills , English LearningAbstract
Reading comprehension is a critical skill for EFL students' academic success, often presenting challenges due to diverse learning needs and abilities. This study investigates the effectiveness of Differentiated Instruction (DI) in enhancing the reading achievement of EFL students at a senior high school in Praya. The research aimed to determine the impact of DI on students' reading skills, focusing on vocabulary acquisition, main idea identification, and inference skills. A quasi-experimental design was employed, involving two groups: an experimental group receiving DI and a control group receiving traditional instruction. Reading comprehension tests, classroom observations, and student questionnaires were used to collect data. The results revealed a statistically significant improvement in reading scores for the DI group compared to the control group, particularly in vocabulary acquisition and main idea identification. The findings suggest that DI is a valuable pedagogical approach to improve EFL students' reading comprehension by catering to their diverse learning needs. These results imply that educators should consider implementing DI to foster a more inclusive and effective learning environment, leading to improved reading skills and academic performance.
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Copyright (c) 2025 Mahyun Ismail, Lalu Ari Irawan, Arif Rahman, Mohammed Meraj
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