Differentiated Instruction in Improving Senior High School Students’ Reading Comprehension Level

This research investigated the effectiveness of using differentiated instruction (DI) on grade 11 senior high school students’ reading comprehension throughout academic year 2021–2022. It aims to identify levels control and experimental groups in pre-test, post-test gained results, determine whether there is a significant difference from groups, pinpoint benefits drawbacks this strategy. A quasi-experimental was used as method carry out investigation. 142 students Grade UPT SMA Negeri 3 Takalar served respondents. The results pre-test post-test, an observation classroom, survey, researcher's notes are data sources. basic understanding, synthesizing, interpreting, re-analyzing describe qualitative order decide common topics. Strengths disadvantages DI were identified based observations made class, reflection. Statistical analysis showed substantial between despite observed experienced difficulties.