EXPLORING TEACHERS’ PERSPECTIVES ON DIFFERENTIATED LEARNING STRATEGIES TOWARD STUDENTS’ SPEAKING SKILLS: A QUALITATIVE STUDY

ALIFUL, AZIZAH (2026) EXPLORING TEACHERS’ PERSPECTIVES ON DIFFERENTIATED LEARNING STRATEGIES TOWARD STUDENTS’ SPEAKING SKILLS: A QUALITATIVE STUDY. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT Differentiated learning is no longer just a pedagogical trend; it is a vital necessity for addressing the highly diverse speaking abilities in modern vocational classrooms. This qualitative case study dives directly into how five English teachers at SMK Negeri 4 Bandar Lampung utilize differentiated learning strategies to break down speaking barriers and enhance students' oral proficiency. By collecting data through in-depth semi-structured interviews and document analysis and validating it via source triangulation this research captures the practical realities of tailored language instruction. The findings reveal that teachers highly value differentiation as a powerful catalyst for student engagement. Instead of a one-size-fitsall approach, teachers dynamically implemented differentiation across five key dimensions: content, process, product, assessment, and media. By customizing outputs through modern, interactive activities like podcasts, digital campaigns, and role-plays, teachers successfully transformed passive, hesitant students into confident communicators. However, the study does not shy away from the ground reality; it highlights significant hurdles such as strict time constraints, oversized classes, and technological limitations. Ultimately, this research provides compelling evidence that despite the practical challenges, differentiated instruction remains an essential and effective framework for inclusive English speaking development.

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