INCORPORATING DIFFERENTIATED LISTENING INSTRUCTIONAL MATERIALS IN ENGLISH LISTENING CLASS OF MIXED COMPETENCE STUDENTS AT PHASE E SMKN 2 KEDIRI IN ACADEMIC YEAR 2022/2023

Putri, Melenia Kristisara and SUSANTI, YUNIK and NURHAJATI, DIANI (2023) INCORPORATING DIFFERENTIATED LISTENING INSTRUCTIONAL MATERIALS IN ENGLISH LISTENING CLASS OF MIXED COMPETENCE STUDENTS AT PHASE E SMKN 2 KEDIRI IN ACADEMIC YEAR 2022/2023. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

Listening is one of the four language skills that must be learned when learning English. The researcher recommends Differentiated Instructional with Mixed Competence as an alternate strategy for improving students' listening skills. Different instructional is available. The distinguishing feature of learning is the learning technique that gives pupils with a variety of possibilities. Different instructional includes three components: content, process, and product. The goal of this study was to determine students' listening skills before and after being taught using differentiated instructions, and to see if there was a significant effect of using differentiated instruction techniques to phase E students at SMKN 2 Kediri in the 2022/2023 academic year. The researcher employed a method that is quantitative and quasi-experimental study with one group pretest and posttest. This study was carried out at SMKN 2 Kediri. The subjects of this study were students in phase E AKL 2. The population of this study was 629 students, and the sample was 34 students in tenth grade AKL 2. Students take a pretest, treatment test, and posttest. The treatment was carried out once to see if the use of input differentiated instructions in teaching listening had a substantial impact on students' listening ability. The data findings were acquired by analyzing the students' pretest and posttest values with the t-test formula. SPSS version 25 is used by the researchers. In the level of significance of 0,05, the data reveals that t-score is greater than t-table. The total score of 2.090 with mean pretest score is 61,47, while the total score of 2.710 with mean posttest score is 79,71. The research results suggest that utilizing differentiated instructions has a considerable impact, as seen by the difference in scores between the pretest and posttest. This strategy assists pupils in solving their listening learning challenges. Students may simply comprehend the topic and enjoy learning. After the research has been done, the research proposes suggestions to the English teacher. English teachers are advised to differentiated instructions technique as a teaching technique because it can influence students' listening mastery. Therefore, teachers must be able to use it in teaching listening based on appropriate materials and situations. By differentiated instructions teachers can help students better understand the material and focus on learning objectives.

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