THE IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION AND TASK-BASED INSTRUCTION IN TEACHING SPEAKING SKILLS WITHIN THE MERDEKA CURRICULUM (STUDY AT JUNIOR HIGH SCHOOLS OF SOUTH TANGERANG)

Abstract

This study aimed to examine the implementation of Differentiated Instruction (DI) and Task-Based Instruction (TBI) in improving English speaking skills within the Merdeka Curriculum framework at junior high schools in South Tangerang. A qualitative research design was employed, utilizing semi-structured interviews, classroom observations, and document analysis involving both teachers and students. The results indicate that both DI and TBI positively influence students' speaking proficiency. These approaches promote student engagement and the development of speaking fluency. Teachers reported difficulties in addressing diverse learning needs and overcoming students' speaking anxiety. Furthermore, while the Merdeka Curriculum offers flexibility that supports the integration of DI and TBI, its effective application is contingent upon factors such as teacher preparedness, access to resources, and contextual adaptation. In conclusion, the study suggests that the combined use of DI and TBI enhances students’ speaking abilities, but successful implementation requires targeted teacher training, adequate resources, and an environment conducive to differentiated and Task-Based learning.