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Enhancing Students Vocabulary Mastery by Using Differentiated Instruction in SMAN 7 Soppeng

ELS Journal on Interdisciplinary Studies in Humanities · Vol. 8 No. 2 (2025) · pp. 681–686

DOI
10.34050/els-jish.v8i2.45028
ISSN
2621-0835, 2621-0843
Published
2025-06-27
Publisher
Hasanuddin University
Language
en
License
creativecommons.org/licenses/by-sa/4.0

Abstract

Vocabulary mastery is a key challenge for EFL students in Indonesia, particularly at the senior high school level. This study aims to investigate the effectiveness of Differentiated Instruction (DI) in improving students' vocabulary mastery and engagement in English learning at SMAN 7 Soppeng. Employing a mixed-method explanatory sequential design, the research involved both quantitative and qualitative data collection. The quantitative phase used a quasi-experimental method with pre- and post-tests, while the qualitative phase employed semi-structured interviews to explore students' perceptions. This study was grounded in Tomlinson’s theory (2001) of Differentiated Instruction, which emphasizes tailoring instruction based on students’ readiness, interests, and learning profiles. In addition, Fredricks et al.’s (2004) theory of student engagement was used to examine behavioral, emotional, and cognitive aspects of learners’ involvement. The findings revealed that DI significantly enhanced students’ vocabulary acquisition and promoted higher levels of engagement. These results suggest that implementing DI is a beneficial instructional strategy to address diverse learning needs and foster active participation in vocabulary learning.

Keywords

Collaboration network of the authors

13 authors · 22 co-authorship links

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  • Institut Agama Islam Negeri Kendari
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
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Co-authorOrganisationJoint articles
Nurjannah NurjannahInstitut Agama Islam Negeri Kendari1
ninik endang purwantiAffiliation unknown1
HasnawirAffiliation unknown1
Usman ArsyadAffiliation unknown1
Beta PutrantoAffiliation unknown1
Wahyudi IsnanAffiliation unknown1
La SunraAffiliation unknown1
Iin Sulastri Ode AmiAffiliation unknown1
Syarifuddin DollahAffiliation unknown1
Dian Fera Pratiwi SultanAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unhas.ac.id/index.php/jish/oai, first harvested 3 Nov 2026, last seen 3 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">Enhancing Students Vocabulary Mastery by Using Differentiated Instruction in SMAN 7 Soppeng</dc:title>
	<dc:creator xml:lang="en">Amar, Nurmalayanti</dc:creator>
	<dc:creator xml:lang="en">La Sunra, La Sunra</dc:creator>
	<dc:creator xml:lang="en">Aeni, Nur</dc:creator>
	<dc:subject xml:lang="en">Differentiated Instruction</dc:subject>
	<dc:subject xml:lang="en">Vocabulary Mastery</dc:subject>
	<dc:subject xml:lang="en">Student Engagement</dc:subject>
	<dc:subject xml:lang="en">Mixed-Method</dc:subject>
	<dc:subject xml:lang="en">EFL</dc:subject>
	<dc:description xml:lang="en">Vocabulary mastery is a key challenge for EFL students in Indonesia, particularly at the senior high school level. This study aims to investigate the effectiveness of Differentiated Instruction (DI) in improving students' vocabulary mastery and engagement in English learning at SMAN 7 Soppeng. Employing a mixed-method explanatory sequential design, the research involved both quantitative and qualitative data collection. The quantitative phase used a quasi-experimental method with pre- and post-tests, while the qualitative phase employed semi-structured interviews to explore students' perceptions. This study was grounded in Tomlinson’s theory (2001) of Differentiated Instruction, which emphasizes tailoring instruction based on students’ readiness, interests, and learning profiles. In addition, Fredricks et al.’s (2004) theory of student engagement was used to examine behavioral, emotional, and cognitive aspects of learners’ involvement. The findings revealed that DI significantly enhanced students’ vocabulary acquisition and promoted higher levels of engagement. These results suggest that implementing DI is a beneficial instructional strategy to address diverse learning needs and foster active participation in vocabulary learning.</dc:description>
	<dc:publisher xml:lang="en">Hasanuddin University</dc:publisher>
	<dc:date>2025-06-27</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unhas.ac.id/index.php/jish/article/view/45028</dc:identifier>
	<dc:identifier>10.34050/els-jish.v8i2.45028</dc:identifier>
	<dc:source xml:lang="en">ELS Journal on Interdisciplinary Studies in Humanities; Vol. 8 No. 2 (2025): JUNE; 681-686</dc:source>
	<dc:source>2621-0835</dc:source>
	<dc:source>2621-0843</dc:source>
	<dc:source>10.34050/els-jish.v8i2</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://journal.unhas.ac.id/index.php/jish/article/view/45028/13015</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Nurmalayanti Amar, Lasunra, Nur Aeni</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by-sa/4.0</dc:rights>
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