THE NEEDS ANALYSIS OF FIFTH GRADE ENGLISH TEACHERS OF DIFFERENTIATED LEARNING MATERIALS IN EMANCIPATED CURRICULUM

Abstract

The purpose of this study was to analyze teachers’ needs for differentiated materials for learning English in the Emancipated Curriculum. This research used a descriptive method with a qualitative approach by Miles and Huberman (2014) model. There were four stages to carrying out the analysis, including (1) data collection, (2) data reduction, (3) data display, and (4) conclusions. The object of this research was the fifth-grade teachers’ needs for differentiated materials. Meanwhile, the subjects of this study were two English teachers in two driving schools in Denpasar. The research instruments used were an observation sheet and an interview guide. Results of this study showed that teachers in schools A and B need differentiated materials, including complete material explanation, more exercises, varied learning models, and contents based on visual, auditory, read/write, and kinesthetic learning styles. It can be concluded that both teachers need differentiated materials to support English learning in this Emancipated Curriculum.