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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Journal of English Education, Literature and Linguistics Education and Human Development Journal JURNAL EDUCAZIONE : Jurnal Pendidikan, Pembelajaran dan Bimbingan dan konseling SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Jurnal Scientia Journal of English Language and Education SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Linguistic, English Education and Art (LEEA) Journal International Journal of Humanities Education and Social Sciences Nusantara Educational Review SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Merdeka Belajar Kampus Merdeka
Ana Christanti
Universitas Nahdlatul Ulama Sidoarjo
Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Implementation of Differentiated Instruction by Certified Teacher Leaders Across Educational Tiers: A Qualitative Case Study Ana Christanti; Ryan Purnomo
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol. 11 No. 2 (2026): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

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Abstract

This qualitative case study investigates how certified teacher leaders (Guru Penggerak) execute Differentiated Instruction (DI) across distinct educational tiers, from kindergarten to senior high school, in Sidoarjo, East Java. Utilizing classroom observations and post-observation interviews with four educators across public and private institutions, this research evaluates teacher perceptions and the practical application of content, process, and product differentiation. The empirical findings reveal a persistent disconnect between pedagogical awareness and actual classroom execution. Although participants expressed positive attitudes toward DI as a catalyst for student engagement, their ability to apply content differentiation varied substantially across developmental stages. Early childhood educators experienced structural barriers in adapting learning content due to young learners' dependence on direct teacher instruction. In contrast, primary and secondary teachers implemented process and product differentiation more fluently by tapping into students' growing capacity for self-directed learning, though outcomes remained tied to teacher creativity. These insights highlight the need for level-specific professional development to refine differentiation practices within evolving competency-based curricula.
The Implementation of Differentiated Instruction by Certified Teacher Leaders Across Educational Tiers: A Qualitative Case Study Ana Christanti; Ryan Purnomo
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol. 11 No. 2 (2026): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This qualitative case study investigates how certified teacher leaders (Guru Penggerak) execute Differentiated Instruction (DI) across distinct educational tiers, from kindergarten to senior high school, in Sidoarjo, East Java. Utilizing classroom observations and post-observation interviews with four educators across public and private institutions, this research evaluates teacher perceptions and the practical application of content, process, and product differentiation. The empirical findings reveal a persistent disconnect between pedagogical awareness and actual classroom execution. Although participants expressed positive attitudes toward DI as a catalyst for student engagement, their ability to apply content differentiation varied substantially across developmental stages. Early childhood educators experienced structural barriers in adapting learning content due to young learners' dependence on direct teacher instruction. In contrast, primary and secondary teachers implemented process and product differentiation more fluently by tapping into students' growing capacity for self-directed learning, though outcomes remained tied to teacher creativity. These insights highlight the need for level-specific professional development to refine differentiation practices within evolving competency-based curricula.
Reading Ability of Students with Intellectual Disabilities at SLB AC Dharma Wanita Sidoarjo Novi Diksianti; Ruri Fadhilah Kurniati; Ana Christanti; Evi Mahsunah; Masyitah Noviyanti
Linguistic, English Education and Art (LEEA) Journal Vol 9 No 3 (2026): Linguistic, English Education and Art (LEEA)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/0hbsk138

Abstract

This qualitative case study described the English reading ability of tenth-grade students with moderate and severe intellectual disability at SLB AC Dharma Wanita Sidoarjo and the strategies their English teacher uses to teach them. Seven students, four classified with moderate and three with severe intellectual disability, took part together with the English teacher responsible for their instruction. Data came from a teacher questionnaire, a structured interview, and documentation combined with a field verification visit, analysed through the interactive model of data condensation, display, and conclusion drawing. Findings showed a gap between the two categories that Frith's stage model of reading acquisition describes as a difference in strategy rather than speed: students with moderate intellectual disability were transitioning from the alphabetic stage toward the orthographic stage, producing whole words such as gud moni for good morning but consistently dropping final consonants, while students with severe intellectual disability remained at the logographic stage, with only a narrow, copy-based foothold in the alphabetic stage. To teach reading, the English teacher combined four strategies, adapted English instruction, multisensory instruction, the Visual Auditory Kinesthetic Tactile (VAKT) method, drilling and repetition, and scaffolding with visual support, adjusting the intensity of support to each category rather than applying one procedure to the whole class. The study concludes that reading instruction in special education English classes needs a level-by-level account of reading ability to calibrate support to each student's severity category. Keywords: Intellectual disability, Reading ability, Teaching strategies.
Co-Authors Achmad Wahyudi Adawiyah, Aisyah Afiase, Dwi Rias Afria Dian Prastanti, Afria Dian Ahmad Munir Andhi Dwi Nugroho, Andhi Dwi Dewi Anzali Dewi Anzali Evi Mahsunah Farah Zulfiah Firdausi, Nuzula Hidayati, Khafidoh Johanes Climacus Setyo Karjono Laivia Corilla Nisa Machfudzil Asror Masyitah Noviyanti Muawwinatul Laili Muhammad Nawawi Muhammad Nawawi Nabila, Avina Salsabilatun Nila Rutbatul Ulya Nisa, Laivia Corilla Novi Diksianti Nuzula Firdausi Ramadhania, Vivi Anggraini Ruri Fadhilah Kurniati Ryan Purnomo Susanto Vivi Anggraini Ramadhania Zulfiah, Farah