The Effect of Differentiated Learning on Students’ English-Speaking Skills
DOI:
https://doi.org/10.36526/ln.v10i1.7709Keywords:
Differentiated Learning, Speaking Skill, English Language TeachingAbstract
This study investigated the effect of differentiated learning on the English Speaking skills aspects of eleventh-grade students at SMAN Darussholah Singonjuruh during the 2024/2025 academic year. Using a pre-experimental one-group pre-test and post-test design, 34 students participated as respondents. Data were collected using speaking tests focusing on fluency, pronunciation, grammar, and vocabulary, and analyzed using the Wilcoxon Signed-Rank Test. The results showed a significant increase in students’ speaking scores, with the average rising from 62.21 in the pre-test to 82.94 in the post-test. The Wilcoxon test yielded a significance value of 0.000 (p < 0.05), indicating that differentiated learning had a significant positive effect on students’ speaking skills. The findings suggest that differentiated learning is an effective approach to improving students’ oral communication abilities.
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Copyright (c) 2026 Muhammad Rhomi Lazuardi, ABD Halim, Intan Karunia Putri, Wardatul Jamilah
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
