VARK Learning Styles and Differentiated Instruction in the English for Change Textbook

Bambang Merdianto; Widya Rizky Pratiwi; Andang Saehu

doi:10.29407/jsp.v9i2.1682

Authors

Bambang Merdianto Universitas Terbuka
Widya Rizky Pratiwi Universitas Terbuka
Andang Saehu Universitas Islam Negeri Sunan Gunung Djati

DOI:

https://doi.org/10.29407/jsp.v9i2.1682

Keywords:

VARK Learning Styles, Differentiated Instruction, Multimodal Learning

Abstract

The diversity of students’ learning preferences is often not fully accommodated in instructional materials, despite the Merdeka Curriculum emphasizing learner-centered and differentiated learning. This study aimed to analyze the representation of learning styles in the English for Change textbook using Fleming’s VARK framework and evaluate its support for differentiated instruction. A qualitative content analysis was conducted on learning activities, texts, visuals, tasks, and assessments in the Grade XI textbook. Data were analyzed using a VARK coding rubric and thematic coding supported by NVivo software, complemented by semi-structured interviews with English teachers. The findings showed that all VARK modalities were represented, with Visual learning being the most dominant (36%), followed by Aural (27%), Kinesthetic (19%), and Read/Write (18%). The textbook supports multimodal and differentiated learning, although auditory and kinesthetic activities need further strengthening to enhance instructional inclusivity.

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