Valeria Suryani Kurnila, Dwi Juniati, Agung Lukito
This study aimed to investigate the effectiveness of Differentiated Instruction (DI) using Writing to Learn (WtL) in a bilingual context to improve students' communication and connection abilities in mathematics. This study used mixed methods as a quasi-experimental design with a nonrandomized control group. The experimental class applied DI using WtL in a bilingual context, while the control class used the expository approach. Quantitative data were analyzed using multivariate tests, while qualitative data were also analyzed. The results showed DI using WtL in a bilingual context was more effective than the expository approach in enhancing these abilities. Compared to the control class, the experimental class had a higher number of students who met each indicator of communication and connection abilities. The study indicated that the majority of students preferred and benefitted from the DI method employing WtL within a bilingual context. The observation indicated that the teacher employed three forms of differentiation: content, process, and product. The differentiation was tailored to students' learning readiness and interests, and students participated in various activities. Therefore, it can be concluded that applying DI using WtL in a bilingual context may serve as an alternative strategy to improve students' communication and connection abilities in mathematics. © 2025, City University of New York. All rights reserved.
Universitas Negeri Surabaya, Indonesia
