An Analysis Of English Teacher’s Strategies In Implementing Differentiated Learning At SMPN 6 Bukittinggi

Yudi Irawan (Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi)
Reflinda (Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi)
Widya Syafitri (Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi)
Veni Roza (Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi)

Didactum
Vol. 1 No. 3 (2026): September 2026

This study aimed to find out and analyze the strategies English teachers at SMPN 6 Bukittinggi use to implement differentiated instruction under Kurikulum Merdeka. The study was motivated by several challenges identified in the field, including limited time allocation, large class sizes, low student motivation, and the heavy demands of preparing varied instructional materials, which hinder the optimal implementation of differentiated learning despite the strong theoretical foundation and flexibility granted by the new curriculum. The methodology used was a qualitative approach with a narrative design to explore the personal experiences and instructional practices of the educators. The informants consisted of two English teachers at SMPN 6 Bukittinggi, selected for their active involvement in applying differentiated strategies. Data were collected through semi-structured interviews, non-participant classroom observations, and field notes, and were analyzed using the technique of organizing, reducing, displaying, and drawing conclusions. The instruments were validated using Aiken's V, with the interview sheet reaching a validity score of 0.875 and the observation sheet 0.885. The findings reveal that both teachers share common core practices, such as utilizing multimodal instructional activities to address varied learning styles, implementing flexible and heterogeneous grouping, and offering flexible product formats. However, they diverge significantly in other areas: one teacher maintains uniform learning materials and avoids project-based learning or learning stations due to time constraints, while the other utilizes diagnostic assessments to tier content and successfully implements both project-based learning and learning stations. In conclusion, the implementation of differentiated instruction is not uniform but is shaped by individual teachers' theoretical understanding and judgments regarding classroom conditions, time constraints, and the social and emotional consequences for their students.