T BING 1101627 Table of content

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Astri Rejeki, 2014

The Implementation Of Differentiated Instruction For Student Oral Proficiency Development Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

TABLE OF CONTENTS

PAGE OF APPROVAL

STATEMENT OF AUTHORSHIP ... i

ABSTRACT ... ii

ACKNOWLEDGEMENT ... iii

TABLE OF CONTENTS ... iv

LIST OF TABLES ... vi

LIST OF FIGURES ... vii

CHAPTER I INTRODUCTION 1.1Background and Rationale of The Research ... 1

1.2 Statement of the Problem ... 7

1.3Reason for Choosing the Topic ... 8

1.4The Scope of The Research... 9

1.5Research Questions ... 9

1.6The Aims of the Research ... 9

1.7Significance of Research ... 9

1.8Site and Participants ... 10

1.9The Definition of Terms... 10

1.10 Organization of the Thesis ... 11

CHAPTER II THEORITICAL FRAMEWORK 2.1 Definition of Differentiated Instruction ... 13

2.2 Elements of Differentiation ... 19

2.3 Learning Environment that Support Differentiated Instruction ... 22

2.4 Need Analysis ... 23

2.5 Oral Proficiency ... 24

2.6 Strategies for Facilitating the Differentiated Instruction ... 30

2.7 Learning styles and Differentiated Instruction ... 33

2.8 Learning Assessment ... 35

2.9 Review of Previous Related Research to Differentiated Instruction ... 38

CHAPTER III RESEARCH METHODOLOGY 3.1 Research Design ... 41

3.2 Site and Participants of the Research ... 43

3.3 Teaching and Learning Cycles ... 44

3.3.1 Planning ... 44

3.3.2 Experimenting/Implementing ... 44

3.3.3 Observing ... 44

3.3.4 Reflecting ... 45

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3.4.1 Classroom Observation ... 45

3.4.2 Document Analysis ... 46

3.4.2 Interview ... 47

3.5 Data Analysis ... 47

3.6 Schedule of the Research ... 52

CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS 4.1 Preliminary Data of Students’ learning ... 54

4.1.1 Pre-Test ... 58

4.1.2 Students’ Learning Background ... 60

4.2 Data of Students’ learning ... 65

4.2.1 Cycle 1 ... 65

4.2.2 Cycle 2 ... 72

4.2.3 Cycle 3 ... 75

4.2.4 Post-test ... 78

4.3 Gained Score of Students’ Oral Proficiency Level ... 79

4.4 The Result of the Implementation of Differentiated Instruction in the Classroom ... 80

4.5 Computation of Dependent t – test ... 84

CHAPTER V CONCLUSIONS AND RECOMMENDATION 5.1 Conclusion ... 86

5.2 Recommendation... 89

REFERENCES

APPENDICES

APPENDIX A Lesson Plans

APPENDIX B Samples of Learning Materials

APPENDIX C Samples of Students’ Assignments

APPENDIX D Computation Result of t-test

APPENDIX E Field Notes/ Observation Sheets, Transcript of Interview & Rubric of Assessment

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LIST OF TABLES

Table 2.1 Comparing Classroom ... 18

Table 2.2 Tiered Assignments ... 31

Table 2.3 Compacting ... 31

Table 2.4 Flexible Grouping ... 32

Table 2.5 Varying Question ... 32

Table 3.1 Aspects that were assessed ... 48

Table 3.2 Students Oral Language Observation Matrix ... 50

Table 3.3 Schedule of the Research ... 52

Table 4.1 Students Oral Language Observation Matrix ... 60

Table 4.2 Cycle 1 Scores ... 70

Table 4.5 Post-test scores ... 78

Table 4.6 Students’ Gained Scores ... 79

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LIST OF FIGURES

Figure 2.1 Learning Cycle and Decision Factors ... 21

Figure 3.1 Single-Group Interrupted Time- series Design... 42

Figure 3.2 Action Research Cycle ... 43

Figure 3.3 Gained Score Formula ... 50

Figure 3.4 Dependent t-test Formula ... 51

Figure 4.1 Target Language of Cycle 1 ... 69

Figure 4.2 Practice Language of Cycle 1 ... 70

Figure 4.6 Practice Language of Cycle 3 ... 76

Figure 4.7 First Gained Scores ... 80

Figure 4.8 Main Gained Scores (Pre-test & Post test) ... 81

Figure 4.9 Charts of Main First & Second Gained Scores ... 81

Figure 4.10 Chart of Mean Scores ... 82

Figure 4.11 Students’ Difference Scores ... 83