Abstract:
This research is motivated by the dynamic challenges in foreign language education, where
the heterogeneity of students' capacities often clashes with instructional standardization,
thereby triggering demotivation and low academic achievement. This study aims to examine
and analyze the partial and simultaneous effects of differentiated learning management and
teacher professional competence on learning motivation, as well as to measure the
implications of this learning motivation on students' English learning outcomes. A
quantitative approach with an ex-post facto method was employed in this study, involving a
sample of 30 Junior High School (SMP) teachers in the Tasikmalaya City area. Primary data
collection was conducted through a Likert scale questionnaire instrument that had been tested
for validity and reliability, while secondary data in the form of report card grade
documentation was used to measure cognitive learning outcomes. Data analysis included
descriptive statistical tests, analysis prerequisite tests (normality, linearity, multicollinearity),
and linear regression tests for hypothesis testing using statistical software. The results of the
study prove that: (1) There is a positive and significant influence of differentiated learning
management on students' learning motivation (Sig. 0.002 < 0.05); (2) There is a positive and
significant influence of teacher professional competence on students' learning motivation
(Sig. 0.000 < 0.05); (3) Simultaneously, differentiated learning management and teacher
professional competence exert a highly significant influence on learning motivation (Sig.
0.000 < 0.05) with a determination contribution of 62.5%; (4) Learning motivation is proven
to have a positive and significant influence on English learning outcomes (Sig. 0.000 < 0.05).
Conclusively, a classroom ecosystem that accommodates the diversity of student profiles
through instructional differentiation, when executed by competent educators, will lead to the
emergence of resilient intrinsic motivation and outstanding academic achievement.
