Therefore, it is essential to progress and improve teaching strategies following students' demands to
improve student performance (Celik, 2019)
In addition, (Tomlinson, 2017) stated that DI aims to establish maximal learning opportunities by
differentiating the instruction in terms of content, process, and product in accordance with students
their readiness, interests and learning profiles.
Differentiated Instruction (DI) has been promoted as a model to
facilitate more inclusive classrooms by addressing individual
learning needs and maximizing learning opportunities (Gheyssens et
al., 2020c). Differentiated instruction is a pedagogical theory founded on the concept of
meeting the needs of academically diverse learners according to their readiness levels, interests,
and learning profiles (Magableh & Abdullah, 2020)
Tomlinson (2017) states that DI is an approach where teachers are
proactive and focus on common goals for each student by providing
them with multiple options in anticipation of and in response to
differences in readiness, interest, and learning needs
(Tomlinson, 2017).
Given that the aim of differentiated instruction is to provide maximal
learning opportunities for all students, variation between
homogeneous and heterogeneous teaching methods is essential.
Coubergs et al. (2017) found that combining different forms of
flexible grouping positively predicts the self-reported use of
adaptive teaching in accordance with differences in learning.
Different students have different characteristics, needs, abilities, ways of learning the content in the
classroom (Danley & Williams, 2020), and levels of knowledge development (Ismajli & ImamiMorina,
2018). Student’s differences encourage the teacher to choose the most suitable
On the other hand, some teacher educators argue that differentiating instruction is too difficult to apply
and should no longer be suggested as a means for supporting the diverse needs of students in the
classroom (Delisle, 2015)
However, now a day heterogeneity in classes increases the challenge of tailoring instruction to learners
becomes increasingly difficult (Smets & Struyven, 2018); and teachers of some countries are teaching
under diversified circumstances using a ‘one-size-fits-all’ approach (Santangelo & Tomlinson, 2012).
n a differentiated classroom, the teacher can use various contents, methods, products, and learning
environments considering the students’ condition: students’ readiness, learning styles, and talents,
skills, abilities, cultural and social background (Ismajli & Imami-Morina, 2018; Magableh & Abdullah,
2020). With these adjustments, the students are motivated and engaged actively in the learning process
(Danley & Williams, 2020). Differentiated instruction is started by analyzing students’ needs and
knowing every student’s characteristic (Tomlinson & Imbeau, 2010) through conducting pre-assessment
or individual interviews between teacher and student (Suwastini et al., 2021). The teacher should help
the students to build and possess a sense of group or community in the classroom and lead students to
set positive vibes in the community, for example, by engaging them in some group activities. The last
step is using appropriate methods and strategies to accommodate students’ needs in the classroom
(Ersani et al., 2021).
DI prioritises students’ needs with the purpose of establishing meaningful learning and
therefore negates the “one-size-fits-all” approach (Lavania & Nor, 2020).
This was also highlighted by Pozas et al. (2020) and Dixon et al. (2014) who referenced
that despite the fact that DI has been given its due significance, numerous classrooms
are still structured to cater to one-size-fits-all type of teaching. With the myriad studies
that have been conducted on DI, this phenomenon is quite explainable.
As differentiation is a complex construct which demands high competence from teachers
(Deunk et al., 2015; van Geel et al., 2019) they might struggle in practicing differentiated
approaches and therefore, implement corresponding didactic techniques insufficiently (Groenez
et al., 2018; Whitley et al., 2019; Gehrer and Nusser, 2020; Gheyssens et al., 2020).
According to Deunk et al. (2018), differentiation comprises both a
careful monitoring of the students’ progress and adapting
instruction to differences in these levels of progress. The emphasis
in this definition is on the (cognitive) levels of the students.
According to Sebihi (2016),
teachers must adapt the same
material to all students while
utilizing a variety of instructional
techniques to deliver the subject.
The kids will study the same
material in a variety
of methods.
According to Sebihi (2016),
teachers must adapt the same
material to all students while
utilizing a variety of instructional
techniques to deliver the subject.
The kids will study the same
material in a variety
of methods.
According to Sebihi (2016), teachers must adapt the same material to all students
while utilizing a variety of instructional techniques to deliver the subject. The kids will
study the same material in a variety of methods.
Differentiated instruction
Hence, in this study the researcher attempt to apply the Communicative Language Teaching approach in
English classes with a purpose to improve students' communication skills. The fact that classrooms in
Indonesia are dominated by students coming from various cultures, native languages, different
personality, and different language strategies as well, challenges English teachers to be able to create
and to design an effective way to achieve learning objectives. Therefore, identifying students’
characteristics differences might be helpful for English teachers to reach the objectives. There are two of
the possible variables which might contribute to the language learner’s success are learner’s personality
involving extroversion and introversion
Therefore, the researcher is interested in assessing student learning, especially in speaking ability based
on their personality used communicative language teaching approach. This study is expected to be able
to give some meaningful contributions for Indonesian education especially teachers and students in
teaching and learning English to achieve the objectives of learning English. For teachers, this finding can
be used as the reference to identify the students’ personality especially extroversion and introversion
and communicative language teaching strategies, to give better understanding about the importance of
teaching strategy in the classroom activities. By doing so, it is hoped that the teacher could create an
effective way in learning and teaching English considering students’ personality preference and their
learning strategy. For students, knowing their own personality and adjusting communicative learning
strategies they prefer can help them understand their strengths and weaknesses in learning English and
try to learn how to improve themselves
. Comprehending students‟ preferred learning strategies is paramount for efficacious language
instruction and accommodating diverse needs. This enables teachers to tailor instruction, augmenting
language acquisition (Lestari &Wahyudin, 2020), by devising engaging lessons, furnishing targeted
feedback, and endorsing productive techniques (Nisbet&Shucksmith, 2017). This fosters self-awareness,
growth, and development, especially for introverted students who likely exhibit distinct learning styles.
Research implies potential disadvantages for introverted learners in English acquisition; hence,
discerning their preferred learning strategies can redress this inequity. Personalized instruction catering
to unique learning requisites empowers introverted students to actualize their potential and triumph in
language mastery.
). This divergence in personality types can impact communication dynamics in the classroom, potentially
affecting learning outcomes (Boroujeni et al., 2015; Brown, 2014).
Differentiated learning practices, such as group discussions, individualized assignments, and problem-
based learning, are highlighted as effective strategies to accommodate the diverse needs of both
personality types. For example, introverted students may thrive in individualized assignments, while
extroverted students may benefit from collaborative group discussions. Furthermore, the study reveals
that English teachers deliberately structure lessons and activities to cater to both introverted and
extroverted students. The intentional formation of groups, personalized attention to introverted
students, and leadership roles https://www.ijrrjournal.com/IJRR_Vol.11_Issue.1_Jan2024/IJRR72.pdf
As teaching procedures evolve in reaction to the current educational environment,
students must adapt to new learning tactics (Barrot, 2021)
The significance of communication abilities was identified, and a variety of exercises were created to
help learners enhance their speaking skills and prepare for real-life scenarios. P
Differential instruction (DI) is defined by Tomlinson and McTighe (2006) as anticipatory planning based
on various perspectives on what students must learn, how they will acquire it, and how they will assess
their learning.
Two differentiated instructions presented below will help the researchers with the study.
Storytelling
Storytelling is conveying something that contains an event that is conveyed through audio and
visual, with the aim of providing knowledge and messages in the story (Fauziah & Rahman,
2021). Storytelling is conveying something that contains real or fictitious actions, experiences or
events. The storytelling method is one of the learning processes for early childhood by
presenting stories to children. (Lestari, 2021) stated that storytelling activities or what is often
called storytelling are used to improve language development in children. This storytelling
activity can enrich children's language and storytelling skills. According (Iswinarti, Asrini,
Hasanati, & Kartono, 2020) storytelling is a storytelling activity to convey a certain purpose.
Storytelling activities are very useful in children's development, especially speech development.
Moreover, (Fatimah & Mahmuddin, 2021) states that storytelling is an activity to convey and
present a fun story in the form of a real or imaginary story that describes messages, ideas and
values. Additionally, according to (Hasim, 2019) storytelling techniques are widely used by early
childhood teachers to develop children's concentration power. The teacher tells stories by relying
on the quality of the voice, facial expressions, and body movements. Employing storytelling can
help the development of language in children, because by telling stories children get new
vocabulary, they are able to develop their language skills. And can also develop their attitude
towards the messages into a story (Lestari, 2021).
The ability to ask questions increases because through the storytelling method, children gain new
experiences and opportunities that stimulate their curiosity. The questions asked by the child
have used the question sentences of what, who and why. This proves that children have also
entered the stage of language development, namely understanding syntax (Maghfiroh & Eliza,
2021). Thus, (Yolanda & Muhid, 2022) asserts that storytelling is indeed effective for improving
children's socioemotional abilities, by activating the prefrontal cortex and stimulating the good
spot, as well as providing new insights and the presence of characters that can be imitated.
Roleplaying
According to Obijiofor (2020), Roleplaying is one of the teaching methods that has already been
widely drawn attention to by the educational system and used since the twenty-first century. He
furthermore explains that the recent change in the curriculum also adds roleplay into pedagogy to
improve students’ interest in learning English. Supported by CJ (2018), roleplay is a method that
can improve a student’s speaking practice by making the student pretends as another person,
improvise accordingly, and contriving real world in different scenarios. Furthermore, according
to Hankin (2019), roleplaying gave the students a lively discourse method. By using real-life
experiences or scenarios, the roleplay method can also create a meaningful experience for the
students. The other benefit of using the roleplaying method is that the teacher and students
receive transactional feedback to understand their mistakes. Moreover, this could be used to
encourage general oral fluency. In addition, according to (Anis, 2020), roleplaying is the best
method to guide children learn English as their Second Language. Therefore, the applicability of
roleplay as a teaching and learning method can reinforce learning and enhance knowledge
retention among students in the classroom (Jiaotong-liverpool, 2020).
Speaking performance of extroverted and introverted learners
Mahripah (2019) asserted that EFL (English as a Foreign Language) learners’ speaking skill is
affected by some linguistics components of language like phonology, syntax, vocabulary,
semantics and psychological factors such as motivation and personality. Based on the statements
above, speaking is not only influenced by aspects of speaking ability such as: pronunciation,
accent, vocabulary, fluency, and grammar, but also influenced by many other factors. One of the
factors that interest the researcher is the factor of personality.
Jung in Rahayu (2020) stated that human personality could be divided into introvert and
extrovert. An introvert is the personality of someone who prefers to spend time alone or with one
or two of their closest friends rather than being in a crowd. Based on Jung's theory, someone
with an introverted personality tends to withdraw and be alone. They prefer to think about
themselves rather than talk to other people. In contrast to introverts, someone who has an
extroverted personality prefers an interactive environment. They are pretty enthusiastic about
new things and easy to get along with. In other words, introverted prefers solitude, selective
when choosing social relationships, introspective, interested in deeper feelings, good listener,
requires time alone to balance out energy, and easily overstimulated (Tuovinen et al., 2020).
Whereas, extroverted, enjoys being social with other people, attached to one’s own ideas, enjoys
working with others, and functions well in highly stimulating environments (Tuovinen et al.,
2020) This is proved by many scholars (Aziz, 2010; Damalis, 2013; Mahmuda, 2017; Nadzif,
2019) who studied about the relation and impact of extrovert and introvert personality towards
students’ speaking ability.
Introversion refers to an individual’s tendency to exhibit more self-reflective than outgoing
behaviors such as verbal discourse (Eysenck, 1947; Jung, 1923; Tuovinen et al., 2020). Because
collaborative learning environments do not match with an introverted student’s personality traits,
introverted students may experience greater levels of pressure and anxiety in classes that utilize
active learning (Green et al., 2019). Therefore, introverts’ function better in activities that require
individual work or small groups, they need time to react and form answers and teachers can help
them by providing interesting topic (Guettaf, 2019). Further study also found that introverts,
when giving intended instructions or prompts, can act more extroverted behaviors than usual
(Margolis and Lyubomirsky, 2020).
Although extroverts seem to be more willing to do collaborative activities, Flanagan and Addy
(2019) did not find a difference in learning outcomes between introverts and extraverts who
worked together in heterogeneous groups.
Introverts and extroverts have distinct ways of engaging in the language classroom. Extroverts
have an edge over introverts in an active learning environment because they get energy from
social interaction (Green, 2018). Introverts, however, perform better with input-based instruction
(Altunel, 2015), require more time to process and reflect on information, and prefer to observe
before participating.
(Genelza, 2022) conducted a study at the University of Mindanao, Panabo Campus on Language
Learning Anxiety and Oral Performance in English. Results showed that most of the respondents
felt shy toward their peers and teachers, directly affecting their speaking performance.
Furthermore, they have found out that the insecurity of the respondents feels when speaking
English creates language anxiety which blocks their ability to communicate effectively using
English.
Meanwhile, Adipu (2018) investigated the differences between extrovert student and introvert
student in English speaking skill in a university context on 5 extroverts and 5 introverts. In the
introvert and speaking test, it was found that there was difference between extrovert and introvert
students on language learning through their achievement in speaking skill, even though the
difference was not significant. It also discovered that introvert students got higher score than
extrovert students.
Furthermore, a research conducted by Yolla Gustriani (2020) entitled A Comparative Study
Between Extrovert and Introvert Students on Speaking Performance at State Senior High School
4 Pekanbaru was conclude that there is a significant difference between extrovert and introvert
students on their speaking performance where extrovert students outperformed than introvert
students. This is because the characteristic of extrovert that so much good in communicating. On
the contrary, based on the findings of research of Magfirah, N., Dollah, S., & Munir, M. (2022)
entitled a Comparative Study Between Extroverted and Introverted Personalities on Speaking
Skill, between extroverted and introverted students at SMAN 6 Gowa. It presents the calculation
of speaking score between extroverted and introverted students in the speaking test. The mean
score of extroverted students is 58.83, whereas the mean score of introverted students is 72.45, as
determined by the calculation. Therefore, students who are introverted have superior speaking
skills than extroverted.
Meanwhile, Kayaoğlu (2013) investigated the relationship between personality traits and
language learning strategies in a university context in Turkey on 106 extroverts and 94
introverts. Employing the Eysenck Personality Questionnaire (EPQ) and Strategy Inventory for
Language Learning (SILL), it was found that metacognitive and cognitive strategies were
preferred more by introverted students that extroverted students. It also discovered that
introverts’ learners tended to use more language learning strategies than extroverted students did.
Even when the class facilitator utilizes the same strategy and technique, students with these two
personality types have distinct capacities and understandings, and reflect various degrees of
accomplishment in their learning process (Khodabandeh, 2021). Bothe introvert and extrovert
learners demonstrate different levels of proficiency in their personalities, particularly in the
context of communication and speaking.
In the learning process in the school, to facilitate the teacher in determining the learning model,
it would be better if the teacher was able to identify each student's personality. Lestary in Rahayu
(2020:14) mentioned that identifying students' personalities will provide teachers with a gateway
through which to manipulate the success of their teaching process.
Effects of differentiated instruction to learners
Today’s classrooms are diverse and the idea that students learn in different ways is not new
(Magableh & Abdullah, 2020). Students are not the same in terms of getting knowledge although
they are in the same age group, and teachers should not teach them in the same way, in the one-
size-fits-all method (Bondie, Dahnke & Zusho, 2019). In order for teachers to meet this diversity
in mixed-ability classrooms, they should modify their instruction to meet all the students’
different needs. Differentiated instruction is a useful approach of teaching which allows teachers
to adjust their teaching by taking into consideration learners’ conditions and variabilities (Said &
Ehsan, 2019). However, in order to employ differentiated instruction effectively and
appropriately, teachers must recognize and understand students' levels of readiness, interests, and
learning profiles (Tomlinson, 2021).
Moreover, according to (Magableh and Abdullah 2021), differentiated instruction is a teaching
approach that entails several strategies in which teachers adapt, modify, adjust, and change
instruction to respond to students' diverse individual needs in heterogeneous classrooms. Given
the fact that a heterogeneous class composition forms the pedagogical work base for teaching
and learning processes, teachers are inevitably confronted with the professional demand to
implement adequately adapted teaching practices that are tailored to their students’ needs
(Vaughn et al., 2007b; Pozas et al., 2020; Kärner et al., 2021).
Bloom’s Taxonomy is rooted in differentiated instruction. Teachers plan according to it, where
the low-level students can do activities in remembering, and understanding or knowledge and
comprehension domains. The average class level can do activities in application and analysis,
while the above-average students can do activities in synthesis and evaluation (Kotob, & Abadi,
2019). Another educational theory that supports differentiated instruction is the constructivist
learning theory. Constructivism is an “approach to education…in which learners actively create,
interpret, and reorganize knowledge in individual ways” (Shah, 2019, p. 5). Moreover,
Vygotsky’s the Zone of Proximal Development (ZPD) is rooted in differentiated instruction
(Anstee, 2014; Dixon, Yessel, McConnell & Hardin, 2014; Morgan, 2014; Subban, 2006;
Tomlinson & Imbeau, 2010, Magableh & Abdullah, 2020). Vygotsky (1978) states that the
ZPD is the distance between what students can do alone without help, and what they can do with
the help of adults. Differentiated instruction based on ZPD benefits students of all levels because
their instruction is adjusted and modified to be challenging. So, all the groups, even the above
average students, will be on the right level.
On the other hand, research has shown students learn in several ways, which also affects student
engagement and motivation. Therefore, instruction should be differentiated to benefit each
individual student. Adjusting teaching methods to accommodate student learning preferences
helps to increase student motivation and performance (Malacapay, 2019).
Moreover, differentiated instructions have been recommended for classrooms with students of
different readiness, learning profiles, and backgrounds in English classrooms. This study aimed
at elaborating the implementation of differentiated instruction in terms of its advantages and the
challenges encountered by teachers and students in implementing differentiated instruction.
(Jurnal Bahasa, Seni, dan Pengajarannya, 2022)
A number of studies including, studies on within-class differentiated instruction in secondary
education are scarce, some studies showed positive effects of differentiated instruction on
student achievement. The first study was conducted by (Nteli & Zafiri, 2017) entitled The
Development of Speaking Skills using the Immersion Teaching Model: A Case Study of a 5th
Grade Greek Primary Class in an EFL Context. In order to differentiate the learning processes,
this study examines how students ‘speaking abilities grow utilizing the Immersion Teaching
Model (ITM). The research’s findings showed that speaking abilities might be improved for
students with at least a basic degree of language proficiency, but there was no difference
found for students with no speaking proficiency, indicating the need for additional
differentiation. The ITM treatment, however, has demonstrated to be both extremely
effective in boosting student motivation and practicable for application in EFL classrooms.
In addition, Mavidou & Kakana (2019) stated that there is an increasing interest in
research for differentiated instruction as a vigorous way of supporting different students in their
knowledge acquisition and skills while, on the other hand, it also breaks down the obstacles that
prevent their distinctive abilities to show their maximum potential as students effectively.
Another study done by Dunn et al. (2019) at an elementary school found that students whose
learning requirements were met through DI, outperformed peers who were not given the same
accommodations on a statistically significant basis.
Also, Aljaser (2019) investigated the impacts of differentiated instruction in the classroom for 12
weeks and found that this teaching method boosts student motivation and language achievement
in the classroom. In Aljaser’s study, teachers delivering instruction to the students in the control
group used traditional teaching approaches such as memorizing content. On the other hand, the
students in the experimental group received instruction using hands-on activities whereas poor-
performing students got peer support with differentiated material based on three levels namely
production without guidance, production with prompts to develop tasks and material that
represented the study’s contents.
Aside from the studies mentioned above, many researchers also investigated the effects of
differentiated instruction to enhance students’ learning in different school subjects and in
different English language skills. Some of these studies are: Hassan, 2016; Ismajli and Imami-
Morina, 2018; Magableh and Abdullah, 2019; Mavido and Kakana, 2019; Awofala & Lawani,
2020; Lai, C., Zhang, W., & Chang, Y. 2020.
In today's classrooms, differentiated instruction has acquired popularity and reputation as an
effective and powerful way to fulfill the requirements of diverse learners. This method allows
teachers to evaluate each student's readiness while still providing instruction and evaluation
based on the same topic standards for all students. (Fairbairn & Jones-Vo, 2019). However,
instructors cited two major impediments to differentiation, according to McMahon (2019): a lack
of time and insufficient resources. Additional to that, according to instructors, include restricted
access to differentiated materials, insufficient time to cooperate, trouble producing resources, and
ineffective training. (McMahon, 2019).
Thus, teachers must provide more opportunities for their pupils to express themselves by giving
speaking exercises that allow them to speak English. Speaking activity should requires students
to use vocabulary, grammar, pronunciation, and fluency (Oflaz 2019).
Differentiated instruction is a proven instructional strategy for meeting the different academic
needs of a blended student population as well as talented students (SCDE, 2018; Gheyssens et
al., 2020). In other terms, teachers plan classes in advance based on the needs of their students.
While the shift to learner-centered education is a welcome step, most pre-service and in-service
instructors believe they are unprepared to handle the academic demands of a diverse group of
students (SCDE, 2018; Clark, 2020).
Although differentiated instructions have been recognized as beneficial in improving learners'
success and performance. No empirical research has been conducted to assess the impact of
differentiated instruction on enhancing the speaking abilities and skills of introvert and extrovert
learners in the Philippines. Thus, there is a lack of investigation into how adapted teaching
methods affect speaking skills in relation to introverted and extroverted learners. This study is
different from other studies since this will examine the personalities, learning methods and
speaking abilities and skills of introvert and extrovert learners.
