Multiliteracy-Based Differentiated Instruction for Language Learning in the Center of Excellence Vocational High Schools

Abstract

Multiliteracy-based differentiated instruction has gained importance as an approach to address diverse learning needs, particularly in vocational education settings where students benefit from tailored content that aligns with their learning styles and competencies. This study explores how multiliteracy-based differentiated instruction impacts students’ engagement and multiliteracy skills at Center of Excellence Vocational High Schools in the Special Region of Yogyakarta, Indonesia. A qualitative case study design was employed, with data collected through documentation, observations, and interviews. Data were analyzed using an interactive model that included data condensation, display, and verification. The findings reveal that introducing digital content and platforms, such as e-books, laptops, and multimedia resources, significantly enhances student engagement and multiliteracy when used alongside diagnostic assessments and personalized feedback mechanisms. However, issues related to device compatibility and network access present barriers to optimal learning experiences. The findings indicate that enhancing technology infrastructure and implementing continuous teacher training is crucial to fully actualize the advantages of multiliteracy-based differentiated instruction. This approach holds significant implications for vocational education, as it equips students more effectively to meet the demands of an increasingly digitized workforce. Future research should investigate the long-term impacts of these methods on student achievement and explore the role of institutional support in sustaining effective instructional practices.