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All Journal Indonesian EFL Journal JMM (Jurnal Masyarakat Mandiri) Eduscience : Jurnal Ilmu Pendidikan Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat Interference: Journal of Language, Literature, and Linguistics Sawala : Jurnal pengabdian Masyarakat Pembangunan Sosial, Desa dan Masyarakat Studies in English Language and Education Stairs: English Language Education Journal
Palupi, Tara Mustikaning
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Journal : Interference: Journal of Language, Literature, and Linguistics

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Meeting Diverse Learner Needs: Perception and Practices of Differentiated Instruction Agustina, Imas Wahyu; Palupi, Tara Mustikaning; Sari, Sulhizah Wulan
Interference: Journal of Language, Literature, and Linguistics Vol 6, No 2 (2025): INTERFERENCE
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/interference.v6i2.73194

Abstract

Abstract. As Indonesian students bring a wide range of cultures, beliefs, needs, interests, and attitudes into their English class, differentiated instruction (DI) can offer a possible yet challenging solution since it enables learning to fit the students' needs but opposes the standardized one-size-fits-all education model. This study investigated the teachers' perception of differentiated instruction in English language learning and its implementation. This study employs a descriptive qualitative design using questionnaires adapted from Tomlinson’s (2017) concept of differentiating learning elements based on learners’ variances to collect data from 48 junior and senior high school English teachers in the Jabodetabek area. The findings revealed that respondent teachers were generally aware that DI required teachers to adjust the learning to the students’ needs, yet only a few fully noticed that modification was conducted in the content, process, and product according to the readiness, interest, and profile. They implemented various DI strategies by varying the resources, complexity, titles, situations, structures, supports, output formats, working procedures, and deadlines. However, concerns about the implementation remain due to the excessive demands for effort and time for preparation, highlighting the need for ongoing, context-specific professional support. This study hopefully brings insights to help all English teachers with the practices of DI in their classes and raises awareness of the importance of DI to allow all language learners to achieve similar learning outcomes despite their individual differences. Keywords: Differentiated Instruction; Differentiated Instruction Strategies: Implementation of Differentiated Instruction; Teacher's Perception of Differentiated Instruction
Co-Authors Agiel, Mochammad Faisal Agustina, Imas Wahyu Chen, Yinghui Ilza Mayuni Kamaliya, Vikasari Maulidya, Alga Dilfa Suci Ni Made Ratminingsih Nurhasanah Halim Pieter, Pieter Pratiwi, Anisa Putra, Alvin Harya Subianto, Kurniawan Aji Sulhizah Wulan Sari