DIFFERENTIATED TEACHING CONTENT VIEWED FROM THE STUDENTS’ LEARNING STYLES IN TEACHING WRITING FOR THE XI GRADE STUDENTS OF SMAN 1 KEDIRI

Elistya, Wenny (2024) DIFFERENTIATED TEACHING CONTENT VIEWED FROM THE STUDENTS’ LEARNING STYLES IN TEACHING WRITING FOR THE XI GRADE STUDENTS OF SMAN 1 KEDIRI. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

Students still experience difficulties in writing and they also have differences in learning styles. Therefore, a method that can accommodate all the learning styles of students in the class is needed to facilitate students' understanding of the material so that their writing skills will improve. The aims of this research are to find out how is the students‘ writing skill before and after being taught differentiated teaching content and whether there is a significant effect of differentiated teaching content to students‘ writing ability at XI grade of SMAN 1 Kediri. The researcher used a quantitative approach using experimental research with one-group-pre-test-post-test design. The population was XI grade students of SMAN 1 Kediri with total 442 students, and the sample was the XI-K class with total 37 students. The researcher collected data through questionnaire to get to know students learning style and writing test to get to know students writing ability. The questionnaire is analyzed using Excel version 2010 and writing test using T-Test with SPSS version 20. The findings of this research are (1) there are 23 visual students, 6 auditory students, and 8 kinesthetic students. (2) Students' writing skills before being taught using differentiated content were still low with an average score of 59. (3) Students' writing skills after being taught using differentiated content improved with an average score of 85.6. (4) The results of the T-Test analysis show that the calculated t-test is higher than the t-table value (42.461 > 2.039) with a significant of 0.000, which means there is a significant difference in results in the pre-test and post-test data. From these findings it can be concluded that there are three learning style and the most common learning style is visual. Besides, there is a significant effect in students' writing abilities after using differentiated teaching content. In other words, teaching methods that adjust learning styles have an effect on students' writing skills. Based on the conclusions, it is recommended for teachers, to pay attention to mechanics aspect by providing material related to mechanics. For future researchers, to conduct research of differentiated teaching content viewed from students‘ readiness or interest because this research have not focused on that aspect and only focused on learning style. For school, to provide adequate resources, such as technology and teaching tools that support differentiated instruction.

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