Quantitative Descriptive Analysis of Students’ Speaking Progression Using VARK Materials

Abstract

The Merdeka Curriculum in Indonesia requires student-centered learning through Differentiated Instruction (DI). However, inflexible textbook approaches often fail to accommodate diverse learning styles, creating a pedagogical gap in speaking skills development. This study aimed to investigate the effectiveness of VARK-based differentiated materials in supporting the speaking progression of sixth-grade students at SD Negeri 1 Banyuasri. Students were grouped by learning style (visual, auditory, read/write, kinaesthetic) and evaluated on three criteria: speaking clearly, using English words, and understanding and answering. Quantitative analysis revealed a consistent upward trend, with mean score gains of +7.32 in speaking clearly, +6.94 in using English words, and +6.90 in understanding and answering. These findings indicate that aligning sensory input with the VARK model effectively overcome textbook limitations, providing a practical framework to systematically enhance primary students’ English-speaking skills.