Examining Learning Styles and Differentiated Instruction in English Teaching for Grade 5 Students at SDN Kalinganyar 1

Rofiatun Muzahira

Abstract


This study examines the learning styles of fifth-grade students in the English subject at SDN Kalinganyar 1 and explores their implications for differentiated instruction within the Merdeka Curriculum. Using a descriptive qualitative approach, data were gathered through classroom observations, semi-structured interviews, and a VAK (Visual, Auditory, Kinesthetic) questionnaire. The findings show a relatively balanced distribution of learning styles: 37.9% visual, 31.0% auditory, and 31.0% kinesthetic. Each style significantly influences student engagement, comprehension, and vocabulary retention. The study concludes that aligning teaching strategies with these learning preferences enhances instructional effectiveness and supports the goals of inclusive, student-centered education as promoted by the Merdeka Curriculum.

Keywords


learning styles, VAK model, differentiated instruction, English education, Merdeka Curriculum, elementary school

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DOI: https://doi.org/10.29100/bright.v9i2.8807

DOI (PDF): https://doi.org/10.29100/bright.v9i2.8807.g3894

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BRIGHT: A Journal of English Language Teaching, Linguistics and Literature
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