EFFECTIVENESS OF HOMOGENEOUS GROUPING BASED ON STUDENT CHARACTERISTICS IN THE ENGLISH LEARNING PROCESS IN GRADE 7 AT SMPN 3 SIKUR

• Marlina

  Universitas hamzanwadi

  Author

• Laila Wati

  Universitas hamzanwadi

  Translator

• Wardatul Jannah

  Universitas hamzanwadi

  Translator

• Rizki Ananda

  Universitas hamzanwadi

  Translator

• Muhammad Aldi Yuda Pratama

  Universitas hamzanwadi

  Translator

• Nurvaizin

  SMPN 3 SIKUR

  Translator

In order to improve the English learning environment for seventh-grade students at SMPN 3 Sikur, this study examines the efficacy of homogenous grouping based on student character qualities. In order to measure changes in students' learning focus, comfort, motivation, and classroom engagement before and after the deployment of character-based homogenous grouping, the study used a quantitative descriptive technique with a One-Group Pretest–Posttest Design. A Likert-scale questionnaire was used to gather data from 26 pupils. With an average score of 20.76, which indicates low learning comfort and attentiveness, the pretest findings demonstrated that pupils encountered a variety of learning disturbances in a diverse classroom context. The posttest score rose to 30.03 after four sessions with homogeneous grouping, indicating a notable improvement in student engagement, attentiveness, and comfort in the classroom. Grouping pupils with comparable traits promoted greater responsibility, independence, and active engagement in learning, as seen by the gain score of 31.10%, which categorized the increase as high. These results imply that homogeneous grouping according to student attributes may be a useful classroom management technique to establish a more favorable and effective learning environment

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