IMPLEMENTING DIFFERENTIATED INSTRUCTION IN INDONESIAN SECONDARY SCHOOLS: OPPORTUNITIES AND CHALLENGES FROM LANGUAGE TEACHERS
Main Article Content
Abstract
The implementation of differentiated instruction (DI) is significant, as Indonesia's new curriculum emphasizes its role in enhancing student learning outcomes and accommodating diverse learning needs. This study employs a qualitative case study approach to explore the teachers’ understanding, benefits and challenges in implementing Di within language classroom. The research involved five teachers from three public secondary schools in Indonesia, all with a minimum of five years of teaching experience. Data collection encompassed multiple ways, including semi-structured interviews, classroom observations, and document analysis, following a thematic analysis framework. Findings revealed that while teachers recognized the benefits of DI in fostering student engagement and catering to diverse learning needs, they faced challenges such as time constraints for preparation, varying levels of student responsiveness, and difficulties in obtaining parental support, which hindered the overall effectiveness of instruction. This research contributes to the discourse on DI in education by highlighting practical insights for enhancing teaching practices and addressing the complexities involved in meeting diverse student needs.
Article Details
How to Cite
Tundreng, S., Yawan, H., & Marhamah, M. (2025). IMPLEMENTING DIFFERENTIATED INSTRUCTION IN INDONESIAN SECONDARY SCHOOLS: OPPORTUNITIES AND CHALLENGES FROM LANGUAGE TEACHERS. English Review: Journal of English Education, 13(1), 93-106. https://doi.org/10.25134/erjee.v13i1.10741
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References
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Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 77-101.
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Irwan, Nuryani, & Masruddin. (2023). Kolaborasi Sekolah dengan Orang Tua dalam Meningkatkan Proses Belajar Peserta Didik. Journal Of Islamic Education Management, 131-154.
Ismail, S. (2019). Impact of Differentiated Instruction on the Writing Process of ESL Learners. ELF Annual Research Journal, 130-153.
Jamoliddinova, N., & Kuchkarova, Y. (2022). Teachers’ Perception Towards Differentiated Instruction Approach in Secondary Schools of Namangan City. International Journal of Foreign Language Teaching and Research, 10(41), 37-47.
Jamoliddinova, N., & Kuchkarova, Y. (2022). Teachers‟ Perception towards Differentiated Instruction Approach in Secondary Schools of Namangan City. International Journal of Foreign Language Teaching And Research, 37-42.
Kamarulzaman, M., Azman, H., & Zahidi, A. (2017). Differentiated instruction strategies in English language teaching for gifted students. Journal of Applied Environmental and Biological Sciences, 7(1), 78-90.
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Robert K. Yin (2002) Case Study Research; Design and Methods, Third Edition, Applied Social Research Methods. Series, Vol 5.
Safrizal, S., Nurhafizah, N., Yulia, R., & Husnani, H. (2022). Analysis of Guru Penggerak Programs as Sustainable Professional Development for Teachers. AL-ISHLAH: Jurnal Pendidikan, 14(2), 2135-2142.
Saleh, A. H. A. E. (2021). The effectiveness of differentiated instruction in improving Bahraini EFL secondary school students in reading comprehension skills. REiLA: Journal of Research and Innovation in Language, 3(2), 135-145. DOI: https://doi.org/10.31849/reila.v3i2.6816
Taylor, B. K. (2015). Content, process, and product: Modeling differentiated instruction. Kappa Delta Pi Record, 51(1), 13-17. https://doi.org/10.1080/00228958.2015.988559
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Tomlinson, C. A. & Imbeau, B. Marcia. (2010). Leading and Managing a Differentiated Classroom. VA: ASCD.
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). Pearson Education, Inc.
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd edition). VA: ASCD.
Westbroek, H. B., van Rens, L., van den Berg, E., & Janssen, F. (2020). A practical approach to assessment for learning and differentiated instruction. International Journal of Science Education, 42(6), 955-976. DOI: 10.1080/09500693.2020.1744044
Yawan, H., & Halil, N. I. (2022) Factors Influencing the TPACK Development: Voices from Indonesian Pre-Service Teachers. Available at SSRN 4462211.
Yawan, H., Furqan, A., Karman, K., Sarmadan, S., & Reskiawan, B. (2023). Exploring educational paths: unveiling contrasts between indonesia’s curriculum and hong kong’s curriculum. IJIET (International Journal of Indonesian Education and Teaching), 7(2), 234-248.
Zens, A. (2021). "The impact of differentiated learning activities on student engagement and motivation in the English language arts classroom". Dissertations, Theses, and Projects. 611. https://red.mnstate.edu/thesis/611
Zólyomi, A. (2022). Exploring hungarian secondary school English teachers’ beliefs about differentiated instruction. Language Teaching Research. Advance online publication. https://doi.org/10.1177/13621688221114780
Blaz, D. (2016). Differentited Instruction A Guide for World Language Teachers. New York: Routledge .
Bogdan, R. C., & Biklen, S. K. (2007). Qualitative Research for education: An introduction to Theories and Methods. Fifth edition. Boston: Pearson Education.
Bondie, R. S., Dahnke, C., & Zusho, A. (2019). How Does Changing “One-Size Fits-All” to Differentiated Instruction Affect Teaching? Review of Research in Education, 336-362.
Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 77-101.
Braun, V., & Clarke, V. (2013). Successful Qualitative Research: A practical Guide for Beginners. London: SAGE Publication.
Brevik, L. M., Gunnulfsen, A. E., & Renzulli, J. S. (2018). Student Teachers‟ Practice and Experience with Differentiated Instruction for Students with Higher Learning Potential. Teaching and Teacher Education, 34-45.
Bryman, A. (2016). Social research methods. Oxford university press.
Conti, G. J., & Blomberg, G. (2019). Differentiated Instruction in the College Classroom: Strategies for Implementation . Routledge.
Creswell, J. W. (2013). Steps in conducting a scholarly mixed methods study.
Damayanti, D., & Asbari, M. (2024). Guru penggerak: pengembangan pendidikan melalui kepemimpinan guru. Journal of Information Systems and Management (JISMA), 3(2), 5-10.
Daulay, R. F. (2023). Conducting English Teaching by Using Differentiated Instruction in The 21st Century: A Student-Centered Approach. Jurnal Jeopallt, 21-32.
Fauzi, A. (2022). Implementasi kurikulum merdeka di sekolah penggerak. Jurnal Pahlawan| Vol, 18(2), 20-30.
Gay, L. R., Mills, G. E., & Airasian, P. (2011). Educational research: Competencies for Analysis and Applications. Boston: Pearson Education International.
Goddard, Y. L., & Kim, M. (2018). Examining connections between teacher perceptions of collaboration, differentiated instruction, and teacher efficacy. Teachers College Record, 120(1), 1–24. https://doi.org/10.1177/016146811812000102
Graaf, A. D., Westbroek, H., & Janssen, F. (2019). A Practical Approach to Differentiated Instruction: How Biology Teachers Redesigned Their Genetics and Ecology Lessons. Journal of Science Teacher Education, 6- 23.
Halil, N. I., & Yawan, H. (2023). Exploring Directive Speech Acts in Elementary School Communication in Kolaka: Language Pedagogy Implications. International Journal of Language Education, 7(2), 241-254.
Halil, N. I., Nasir, A., Syam, H., & Yawan, H. (2023). Building a Digital Learning Hub: Moodle-Based E-Learning for Sekolah Penggerak in Kolaka Utara. International Journal Of Education, Social Studies, And Management (IJESSM), 3(2), 90-105
Hussein, A., & Saleh, A. E. (2021). The Effectiveness of Differentiated Instruction in Improving Bahraini EFL Secondary School Students in Reading Comprehension Skills. Journal Of Research And Innovation In Language, 135-145.
Irwan, Nuryani, & Masruddin. (2023). Kolaborasi Sekolah dengan Orang Tua dalam Meningkatkan Proses Belajar Peserta Didik. Journal Of Islamic Education Management, 131-154.
Ismail, S. (2019). Impact of Differentiated Instruction on the Writing Process of ESL Learners. ELF Annual Research Journal, 130-153.
Jamoliddinova, N., & Kuchkarova, Y. (2022). Teachers’ Perception Towards Differentiated Instruction Approach in Secondary Schools of Namangan City. International Journal of Foreign Language Teaching and Research, 10(41), 37-47.
Jamoliddinova, N., & Kuchkarova, Y. (2022). Teachers‟ Perception towards Differentiated Instruction Approach in Secondary Schools of Namangan City. International Journal of Foreign Language Teaching And Research, 37-42.
Kamarulzaman, M., Azman, H., & Zahidi, A. (2017). Differentiated instruction strategies in English language teaching for gifted students. Journal of Applied Environmental and Biological Sciences, 7(1), 78-90.
Kotob, M., & Arnouss, D. (2019). Differentiated Instruction: The Effect on Learner‟s Achievement in Kindergarten. International Journal of Contemporary Education, 61-92.
Lavrijsen, J., Dockx, J., Struyf, E., & Verschueren, K. (2021). Class composition, student achievement, and the role of the learning environment. Journal of Educational Psychology, 114(3), 498–512. https://doi.org/10.1037/edu0000709
Lin, P.-Y., Wu, W.-C., & Yang, J.-H. (2021). A QR code-based approach to differentiating the display of augmented reality content. Applied Sciences, 11, 11801. https://doi.org/10.3390/app112411801
Magableh, I., & Abdullah, A. (2020). The Effect of Differentiated Instruction on EFL Learners: Teachers‟ Perspective. International Journal of Academic Research In Business And Social Sciences, 626-641.
Robert K. Yin (2002) Case Study Research; Design and Methods, Third Edition, Applied Social Research Methods. Series, Vol 5.
Safrizal, S., Nurhafizah, N., Yulia, R., & Husnani, H. (2022). Analysis of Guru Penggerak Programs as Sustainable Professional Development for Teachers. AL-ISHLAH: Jurnal Pendidikan, 14(2), 2135-2142.
Saleh, A. H. A. E. (2021). The effectiveness of differentiated instruction in improving Bahraini EFL secondary school students in reading comprehension skills. REiLA: Journal of Research and Innovation in Language, 3(2), 135-145. DOI: https://doi.org/10.31849/reila.v3i2.6816
Taylor, B. K. (2015). Content, process, and product: Modeling differentiated instruction. Kappa Delta Pi Record, 51(1), 13-17. https://doi.org/10.1080/00228958.2015.988559
Tomlinson, C. A & Moon, Tonya R. (2013). Assessment and student success in a differentiated classroom. VA: ASCD.
Tomlinson, C. A. & Imbeau, B. Marcia. (2010). Leading and Managing a Differentiated Classroom. VA: ASCD.
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). Pearson Education, Inc.
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd edition). VA: ASCD.
Westbroek, H. B., van Rens, L., van den Berg, E., & Janssen, F. (2020). A practical approach to assessment for learning and differentiated instruction. International Journal of Science Education, 42(6), 955-976. DOI: 10.1080/09500693.2020.1744044
Yawan, H., & Halil, N. I. (2022) Factors Influencing the TPACK Development: Voices from Indonesian Pre-Service Teachers. Available at SSRN 4462211.
Yawan, H., Furqan, A., Karman, K., Sarmadan, S., & Reskiawan, B. (2023). Exploring educational paths: unveiling contrasts between indonesia’s curriculum and hong kong’s curriculum. IJIET (International Journal of Indonesian Education and Teaching), 7(2), 234-248.
Zens, A. (2021). "The impact of differentiated learning activities on student engagement and motivation in the English language arts classroom". Dissertations, Theses, and Projects. 611. https://red.mnstate.edu/thesis/611
Zólyomi, A. (2022). Exploring hungarian secondary school English teachers’ beliefs about differentiated instruction. Language Teaching Research. Advance online publication. https://doi.org/10.1177/13621688221114780