Students’ Perceptions on the Implementation of DEI in the Process of English Language Teaching and Learning Practices

Mita Lestari; Margana

doi:10.55927/ijis.v4i11.677

Authors

Mita Lestari Faculty of Languages, Arts, and Culture, UNY
Margana Faculty of Languages, Arts, and Culture, UNY

DOI:

https://doi.org/10.55927/ijis.v4i11.677

Keywords:

Differentiated English Instruction, English Language Teaching

Abstract

This study is aimed at investigating the perceptions of the implementation of differentiated English instruction (DEI) in the process of English language teaching and learning practices of senior high school students in Pringsewu, Lampung, Indonesia. To obtain the objective, this research employed the quantitative study focusing on describing students’ perceptions towards the implementation of DEI in the process of English language teaching and learning. There were 310 out of 900 students of Grade X from three senior high schools as the respondents of this study. A set of questionnaires which consisted of 20 items to get data from the student cohort. Descriptive analysis with the use of the mean score and the percentage of each item was employed to analyse the obtained data. In reference to the data analysis, the findings reveal that 277 or 89,6 % out of 310 students agreed to the implementation of DEI as stated in the 20 items of questionnaires which dealt with the implementation of DEI, use of teaching various strategies, methods, and techniques, use of various materials, use of various media, various assessments, and use of various assignments distributed to students. In summary, DEI should be applied in the process of English language teaching and learning on the grounds that use of DEI could encourage their involvements which directly and/or indirectly could facilitate students to maximally achieve the English language proficiency

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