Effectiveness of Differentiated Learning Strategy Toward Student Achievement in English Subject: Rural Area School

Abstract

English teaching in rural schools often faces challenges because it mainly relies on conventional methods such as textbooks and blackboard exercises. These traditional approaches are less effective in accommodating the diverse learning needs of students, which results in limited progress and reduced motivation. Therefore, the purpose of this research is to analyze the effectiveness of differentiated learning strategies toward student achievement in English subject in rural area schools, with a specific focus on the topic of parts of the body. This study employed an experimental design with pre-test and post test procedures. The research was conducted at SDN 118/II Candi Tanah Sepenggal, with a population of 45 fifth-grade students divided into two classes. Through cluster random sampling, one class consisting of 20 students was selected as the sample. Research instruments included a diagnostic test to identify learning styles—visual, auditory, and kinesthetic. The findings indicated that the students’ average score increased from 71.75 in the pre-test to 84.75 in the post-test, showing notable improvement. Statistical analysis supported these results, with ANOVA showing a significant difference (p = 0.000 < 0.05) and Spearman Rank Correlation (ρ = 0.762, p = 0.000) indicating a strong positive relationship between the two test scores. Based on these findings, it can be concluded that differentiated learning strategies tailored to students’ learning styles were effective in enhancing English achievement in rural schools. The implementation of this approach not only improved academic performance but also fostered greater motivation, engagement, and learning equity. Therefore, differentiated instruction can serve as a valuable teaching model to address diverse student needs in similar educational contexts.