Differentiated Learning Management in Improving Elementary School Students' Speech Text Writing Skills
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Abstract
This qualitative study examines how the management of differentiated instruction enhances speech-writing skills among elementary school students at SD Negeri Lemburtengah and SD Negeri Sriwidari 1. Guided by George R. Terry’s POAC (Planning, Organizing, Actuating, Controlling) framework, data were collected through observation, interviews, and documentation, and subsequently analyzed using the Miles and Huberman model. The findings indicate that systematic management of differentiation—encompassing content, process, and product—significantly improves students' abilities regarding speech structure, vocabulary selection, and the logical development of ideas. Despite challenges such as limited instructional time and varying levels of student readiness, the management of differentiated instruction successfully fosters an inclusive and adaptive environment, thereby optimizing writing skill outcomes at the elementary school level.
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