DIFFERENTIATED TEACHING CONTENT VIEWED FROM THE STUDENTS’ LEARNING STYLES IN TEACHING WRITING

Wenny Elistya; Yunik Susanti; Diani Nurhajati

Authors

Wenny Elistya Universitas Nusantara PGRI Kediri
Yunik Susanti Universitas Nusantara PGRI Kediri
Diani Nurhajati Universitas Nusantara PGRI Kediri

Keywords:

Differentiated Teaching Content, Learning Styles, Teaching Writing

Abstract

This research aims to find out the effect of differentiated teaching content viewed from students’ learning style for students’ writing skill in the senior high school. Quantitative approach using experimental research with one-group-pre-test-post-test design was used. The data were collected using questionnaire to know students’ learning style and writing test to know students’ writing ability. The data analyzed using SPSS. The result of data analysis showed that there are visual, auditory, and kinesthetic learning styles and the most common learning style is visual learners. Students' writing skills after being taught using differentiated content improved, it is showed from the results of the pre-test and post-test, pre-test was 59 and post-test was 85,6. 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 significant effect in students' writing abilities after using differentiated teaching content. It can be concluded that teaching methods that adjust learning styles have an effect on students' writing skills, so teacher are suggested to pay attention to students’ learning style when teaching writing.

Author Biography

Wenny Elistya, Universitas Nusantara PGRI Kediri

Wenny Elistya is an English Education student who has been pursuing undergraduate studies at University of Nusantara PGRI Kediri since 2020. During her time as a student, the researcher often took part in seminar activities held on campus and outside campus. The researcher actively participates in the English Student Association (ESA).

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