http://hdl.handle.net/123456789/4686 Mon, 28 Sep 2026 22:26:32 GMT 2026-09-28T22:26:32Z http://hdl.handle.net/123456789/66908 Montessori Classrooms Through a Differentiated Instruction Lens: Teachers’ Practice in Mixed-Age Classes Febriyanti, Karina Montessori classrooms are widely recognized for supporting individualized learning; however, limited research has examined how these practices align with the framework of differentiated instruction (DI). This study addresses this gap by investigating the extent to which DI is evident in Montessori upper elementary English classrooms. A qualitative descriptive design was employed using semi-structured interviews with two Montessori English teacher working in mixed-age classrooms. Data was analyzed through thematic analysis using Tomlinson’s differentiated instruction framework as an analytical lens. The findings indicate that differentiated instruction is strongly present in practice but emerges as an implicit and experience-based approach rather than a formally planned instructional strategy. Teachers reporting adjusting instructional delivery based on readiness, providing individualized scaffolding, implementing flexible grouping and peer tutoring, and using continuous informal assessment to guide pacing and mastery-based progression. However, evidence of product differentiation was limited, as students generally demonstrated learning through similar output formats. The study concludes that differentiation in Montessori classrooms is structurally embedded within Montessori pedagogy, particularly through mixed-age grouping, student autonomy, and observation-based teaching. These findings suggest that differentiated instruction can develop organically through pedagogical design, offering insights for educators seeking to support learner diversity without relying solely on formal DI frameworks. Thu, 01 Jan 2026 00:00:00 GMT http://hdl.handle.net/123456789/66908 2026-01-01T00:00:00Z http://hdl.handle.net/123456789/66795 Readiness and Coping Strategies of Non-English Background Teachers in Rural Elementary Schools Rahayu, Puji Astuti This study investigates the readiness and coping strategies of non-English background teachers in rural elementary schools who, due to the absence of specialist English teachers, are assigned to teach English in response to Indonesia’s policy mandating English as a compulsory subject from the 2027/2028 academic year. These teachers demonstrate readiness through self-directed digital learning, peer collaboration in regular informal Teacher Working Group (KKG) discussions, and adaptive teaching strategies. Employing a qualitative approach, the study conducted semi-structured online interviews via Zoom platform with three classroom teachers and one school principal from a rural elementary school in Purworejo, and one classroom teacher and one school principal from a rural elementary school in Lampung. In addition, teaching documents were collected from the teachers. The thematic analysis found that all four teachers, despite never having received formal English language teaching training, demonstrated considerable professional resilience through adaptive coping strategies such as self-directed digital learning and peer collaboration. The most prominent challenges encompassed non-English educational backgrounds, pronunciation difficulties shaped by first language (L1) Javanese interference, and limited infrastructure. School principals highlighted the absence of specialist English teachers as a critical concern. By documenting how non-English background teachers independently develop coping strategies in the absence of formal training, this study offers new empirical insight into teacher-level readiness for Indonesia’s English mandate in rural, resource-constrained schools—an aspect that has received limited attention in prior research. These findings suggest the urgent need for structured teacher training programmes, professional learning communities, and policy-level deployment of specialist English teachers to rural primary schools before full curriculum implementation. Thu, 01 Jan 2026 00:00:00 GMT http://hdl.handle.net/123456789/66795 2026-01-01T00:00:00Z http://hdl.handle.net/123456789/66746 The Use of Wordwall Game Media to Enhance New Vocabulary in Junior High School EFL Students Ilhamsyah, Muhammad Satria This study aims to explore the effect of using the wordwall game platform in enhancing new vocabulary and active participation in 7th grade junior high school students learning English as a foreign language (EFL). Recognizing the challenges faced by traditional teacher-centered methods-which often lower students motivation-this study integrates gamification principles through the wordwall platform, which offers an interactive, engaging, and user-friendly environment for vocabulary learning. This study included a set of classroom activity centered on vocabulary related to self-introduction, in which students practiced speaking skills, and vocabulary in a supportive and motivating atmosphere. The wordwall digital games, specially the “match-up” features, allowed students to compete in groups, which encouraged collaboration, quick thinking, and continuous attention. In addition, the leaderboard and reward points system provide motivation for correct and quick responses, which enhances motivation. This implementation demonstrates that wordwall effectively transforms vocabulary learning from passive to an active process, enhancing students' enthusiasm, confidence, and retention of new words. However, some challenges-such as limited digital literacy for some students and occasional technical issues-were also noted. Overall, this study highlights wordwall’s potential as a flexible and effective tool that can enrich vocabulary learning and enhance learning outcomes in the context of English as a foreign language (EFL) at the junior high school level. Recommendations for the future include teacher training to optimize the use of digital platforms and sustainable development of engaging activities adapted to students needs. Thu, 01 Jan 2026 00:00:00 GMT http://hdl.handle.net/123456789/66746 2026-01-01T00:00:00Z http://hdl.handle.net/123456789/66721 The Implementation of Communicative Language Teaching to Support Speaking Confidence Sahda, Vivi Aulia This best practice aims to explore how the use of Communicative Language Teaching (CLT) approach to supports students’ speaking confidence in the eleventh-grade Fashion Design and Production class at SMK Negeri 1 Depok, Sleman. The teaching practice was implemented through four classroom meetings by adapting the school’s instructional module and integrating communicative activities into narrative and descriptive text lessons. Various activities, including interactive games, pair and group discussions, role play, reading aloud with physical actions, presentations, gallery walks, and digital media such as YouTube and Wordwall, were designed to provide meaningful opportunities for students to communicate in English. Throughout the implementation, the teacher acted as a facilitator by providing guidance and support, monitoring group interaction, and encouraging active participation. Compared to the initial classroom observation, students became more willing to express their ideas, participate in discussions, ask questions, and volunteer for presentations. The findings indicate that Communicative Language Teaching, when adapted to students’ learning needs through interactive and collaborative activities, can effectively foster speaking confidence and create a more engaging learning environment in vocational EFL classrooms. Thu, 01 Jan 2026 00:00:00 GMT http://hdl.handle.net/123456789/66721 2026-01-01T00:00:00Z