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September 10, 2025Language Circle Journal of Language and LiteratureOpen Access

The Implementation of Differentiated Instruction in English Classroom at Junior High School Level

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Authors

AAmrinaSchool of Social Work Roshni NilayaSWSri WahyuniMuhammadiyah University of Surakarta

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Implication

Qualitative analysis of student perceptions and academic outcomes with differentiated instruction methods.

Key Points

  • Implementation of differentiated instruction improves academic performance and language acquisition.
  • Positive student perceptions indicate success, as most students feel aligned with lesson plans.
  • Qualitative methods including observations, interviews, and questionnaires substantiate the findings.
  • Development and evaluation of support systems are necessary to ensure all students feel supported.

Cite This Study

Amrina et al. (2025) studied this question.

synapsesocial.com/papers/68c193e99b7b07f3a0617ccfhttps://doi.org/10.15294/lc.v19i2s.26918
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1The Extend of Differentiated Instruction Implementation in Junior High School’s English Subject2024 · 1 citations
  2. 2THE CHALLENGES IN IMPLEMENTING DIFFERENTIATED INSTRUCTION IN ENGLISH CLASSSES : A CASE STUDY IN AN EASTERN INDONESIA CONTEXT2024 · 2 citations
  3. 3A Differentiated Instruction Implementation in EFL Second-ary School2025
  4. 4THE IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION IN TEACHING WRITING AT A JUNIOR HIGH SCHOOL IN KEDIRI2026
  5. 5English Teachers’ Perception towards Their Proficiency in Executing Differentiated Instruction2024