<![CDATA[Each student has a unique set of learning needs, learning styles, and background of knowledge, concerns have been expressed about differentiated instruction. Differentiated instruction is a teaching strategy that modifies lessons to meet the needs of each individual student, improving learning and motivation. Traditional instruction frequently fails to meet the requirement for struggling and advanced learners because it tent to focus on ordinary students. Using the framework proposed by Thomlinson (2014), this study evaluates the potential use of the textbook English on Sky to assist differentiated instruction as evidenced by the occurrence of differentiated instruction elements: content, process and product contained in the textbook. This descriptive qualitative study collected data through a three-type categorization of differentiated instruction from Thomlinson (2014) and an interview conducted to an English teacher using the textbook. The findings reveal that the textbook does not support any differentiated instruction content, process and product. The teacher also has adequate understanding about DI. The study leads to the conclusion that English on Sky does not have potential to assist differentiated instruction considering that the book was not written for an emancipated curriculum. To accommodate different students' interests and learning styles, it is recommended that teachers switch to textbooks that offer differentiated instruction in terms of content, process, and product.]]>
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