Developing Graded English Tasks (GET) for Differentiated English Instruction at Junior High School
DOI:
https://doi.org/10.26811/didaktika.v8i3.1727Abstrak
Pembelajaran yang mengakomodasi kebutuhan semua siswa sangat diperlukan di kelas. Namun, di sekolah penyelenggara pendidikan inklusi, kebutuhan siswa Anak Berkebutuhan Khusus (ABK) masih sering terabaikan. Dalam penelitian ini, pembelajaran berdiferensiasi dengan menggunakan aktivitas berjenjang dipilih untuk memecahkan masalah tersebut. Tujuan penelitian ini adalah mengembangkan aktivitas bahasa Inggris berjenjang atau disebut Graded English Tasks (GET) untuk mengakomodasi perbedaan kesiapan belajar siswa dan kebutuhan siswa ABK di kelas. Penelitian ini adalah Penelitian dan Pengembangan atau Research and Development (R&D) yang dilakukan dengan model ADDIE (Analysis, Design, Development, Implementation, and Evaluation). Data dalam penelitian ini dikumpulkan melalui angket, penilaian kinerja, refleksi, observasi, dan wawancara. Selanjutnya, data kuantitatif dalam penelitian ini dianalisa dengan statistik deskriptif. Data kualitatif dianalisa dengan pendekatan Bogdan & Biklen. Dari hasil penilaian ahli, Graded English Tasks (GET) mendapatkan nilai antara 4.17 sampai 5.00 yang berarti GET yang dikembangkan baik dan siap untuk digunakan dalam pembelajaran berdiferensiasi di kelas. Penggunaan GET terbukti dapat mengakomodasi perbedaan kesiapan belajar siswa, meningkatkan keterlibatan siswa dalam pembelajaran, dan meningkatkan keterampilan berbicara dan presentasi siswa. GET dapat digunakan dalam pembelajaran berdiferensiasi di kelas Bahasa Inggris Sekolah Menengah Pertama.
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