The main objective of this study is to investigate the students' perspectives on differentiated instruction’s tiered assignments in an English mixed-ability classroom. The aim for the implementation of tiered assignments in the 11th-grade class was due to the diversity of the students in an English class. Before introducing the tiered assignments to the students, the researcher observed the classroom. Next, the students were divided into groups based on their latest assessment of passive voice. The groups were determined into three levels, each based on students’ readiness level, which were coded with colors: the beginner level (yellow), the average level (blue), and the advanced level (green). The purpose of the colored group system was to mitigate potential feelings of intellectual inequality among learners. The data were collected through a questionnaire (closed-ended and open-ended) and semi-structured interviews to gather comprehensive insights into students’ perceptions and experiences. The method used in the study was a mixed-method with the triangulation data technique. The results of students’ perspectives on the implementation of tiered assignments showed that the students have shown many positive
responses. The quantitative findings showed that tiered assignments challenged them to learn better and understand their own abilities within the group. Thematic analysis of qualitative data for open-ended responses supported these findings, with students reporting that the tiered assignment was helpful for improving their motivation to reach a higher level of ability, make them more focused and cooperative during group work. In addition, from the results of the interview, the students revealed themselves to be comfortable with the method. Although some students noted having personal problems with pairs, the conclusion of tiered assignments was seen as a valuable strategy for students to motivate themselves to learn English. This study provides practical guidance for educators and teachers, especially English teachers seeking to implement the strategy of tiered assignments as DI’s method. |