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All Journal FOSTER: Journal of English Language Teaching International Journal of Language, Education, and Literature (IJLEL)
Israyani Masyita
Universitas Negeri Makassar
Education Languange, Linguistic, Communication & Media

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Teacher’s Perception on Implementing Differentiated Learning in Vocational High School (SMKN) Gowa Israyani Masyita; Muhammad Tahir; Nur Aeni
International Journal of Language, Education, and Literature Vol. 3 No. 2 (2026): April
Publisher : Program Studi Magister Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra- Universitas Negeri Makassar.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66720/a9pyjh74

Abstract

This study was designed to evaluate more about the teacher’s perception on implementing Differentiated Instruction in Vocational High School (SMKN) Gowa using qualitative approach. Four research instruments were used to collect data in this study involves classroom observation, questionnaires, and interviews. The participant of this research were  English teachers of Vocational      High School (SMKN) in Gowa, South Sulawesi, which were consist of five representatives’ teachers from each Vocational High School in Gowa. There are: SMKN 1, SMKN 2, SMKN 3, SMKN 4, SMKN 5 Gowa. Qualitative data was analyzed by using the Thematic Analysis (TA) criteria. Document analyses and classroom observations were utilized to gather data on the actual practices of teachers regarding differentiated instruction (DI). Concurrently, a questionnaire was administered to collect information on teachers' perceptions and practices related to DI. Additionally, interviews were conducted to assess teachers' views on DI. The findings of the study revealed that most of the teacher’s agreed that Differentiated Instruction (DI) has many positive outcomes, such as increased student engagement, equitable learning opportunities, addressing individual needs, fostering a sense of belonging, inspiring students to achieve their maximum potential, and enhancing student’s motivation. Meanwhile, all the teachers stated that Differentiated Instruction adoption could be difficult to be implemented because of its time requirements, difficulty with increased class sizes, differing teacher approaches, and difficulty fitting DI into regular classroom procedures.Teacher’s perspective in implementing differentiated learning in line with the Kurikulum Merdeka at Vocational High School in Gowa is the wide range of student abilities. Not all students are ready for a more flexible approach, so they sometimes need time to adapt to the method. In addition, limited resources—such as teaching materials suited to students’ needs—hinder effective differentiated instruction.  
Challenges in Implementing Differentiated Instruction with a Deep Learning Approach: Evidence from Vocational High Schools in Indonesia Israyani Masyita; Muhammad Tahir; Nur Aeni
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i3.467

Abstract

The study aimed to find out the teachers’ challenges in implementing differentiated instruction and deep learning approach in vocational EFL classrooms. This research used a qualitative method design where consist of 5 teachers selected through purposive sampling technique. Data collection involved the classroom observations and teacher’s interview while researcher recorded their answer to get more detailed information about the phenomenon being studied. The data was analyzed by using the reflexive Thematic Analysis (TA) criteria which consists of some steps, begin from familiarization with data, coding, generating initial themes, developing and reviewing themes until presenting a detailed teacher’s reflexive journals. The findings revealed that teachers still lack of experience in implementing differentiated instruction through deep learning approach in their classrooms. Not only that, some teachers also still confused on how to accommodate a diverse array of student needs, interests, and ability levels which were the most important thing in differentiated instruction implementation and also deep learning where both of those approaches can encourage students to explore content deeply, think critically, and apply their learning in meaningful contexts which is necessity for preparing learners for the challenges of the future. However, successful implementation requires sustained effort, investment in technology, and continuous professional development. Practically, this research will help educators, teachers, authorized bodies, students, and researchers to know the challenges that hinder successful implementation of differentiated instruction especially for English subject in vocational high school.
Co-Authors Muhammad Tahir Nur Aeni