Nurrohmah, Indah Dwi (2025) Exploring Students' Confidence in Speaking Through Differentiated Learning at MTs. Al-Islam Joresan Ponorogo. Undergraduate (S1) thesis, UIN KIAI AGUNG MUHAMMAD BESARI PONOROGO.
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Abstract
English plays an important role in preparing students for global communication, higher
education, and future career opportunities. However, many students, particularly in regional
schools, face challenges in developing confidence in speaking English due to limited practice,
peer judgment, and strong local language environments. These conditions affect their
willingness to speak and express themselves freely in English. A supportive learning
atmosphere and suitable instructional strategies are therefore essential in helping students build
confidence in speaking.
The purpose of this study is to explore how differentiated learning can enhance
students’ confidence in speaking English. The study focuses on how the English teacher
implements differentiation in classroom activities and how students respond to these strategies
in their speaking practices.
This research employed a qualitative case study design and was conducted at MTs AlIslam Joresan Ponorogo. The participants consisted of one English teacher and six students
from class 3H. Data were gathered via classroom observations, interviews, and documentation
to achieve a thorough comprehension of the learning process associated with speaking
confidence. The collected data were analyzed using Miles and Huberman’s interactive
analytical model, which consists of data reduction, data display, and conclusion drawing to
identify emerging patterns related to differentiated learning implementation and its effects.
The results reveal that the teacher applied differentiated learning through flexible
grouping, varied task procedures, and rotation of speaking roles to ensure equal participation
opportunities. Furthermore, continuous support, encouragement, and gradually challenging
speaking tasks contributed to creating a positive learning environment. As a result, students
demonstrated increased willingness to speak, reduced anxiety, and improved confidence in
expressing ideas in English. Therefore, differentiated learning contributes significantly to
strengthening students’ speaking confidence.
| Item Type: | Thesis (Undergraduate (S1)) |
|---|---|
| Thesis Supervisor: | Fenty Andriani |
| Subjects: | 13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified |
| Divisions: | Fakultas Ilmu Tarbiyah dan Keguruan > Jurusan Tadris Bahasa Inggris |
| Depositing User: | Perpustakaan Pusat |
| Date Deposited: | 09 Dec 2025 07:16 |
| Last Modified: | 09 Dec 2025 07:16 |
| URI: | http://etheses.uinponorogo.ac.id/id/eprint/36206 |
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