Exploring Challenges of Indonesian EFL Teachers in Implementing Differentiated Instruction in ELT Classroom
Abstract views: 39
,
PDF downloads: 45
Abstract
Differentiated instruction (DI) as a method of the Merdeka curriculum in Indonesia may be problematic for the teacher when implementing it in the classroom. This study investigates Indonesian EFL (English as a Foreign Language) teachers' perspectives regarding implementing Differentiated Instruction in their classrooms. Through qualitative analysis, this research identifies the teachers' challenges and explores the strategies for implementing DI. Semi-structured interviews were used to reveal the challenges and strategies teachers used DI. The collected data were then analyzed qualitatively with the thematic analysis used in this study in analysis of the data. Findings reveal that teachers view DI as important for addressing student diversity, enhancing engagement, and improving academic outcomes. However, significant challenges include adapting learning materials, managing time constraints, and varying readiness levels among teachers and students. Despite their belief that DI is very positive, some challenges highlight how to adopt DI properly; professional development, resource allocation, and strategic planning are essential
Downloads
References
Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Kanellopoulou, E.-M., & Maria, D. (2019). Benefits, Difficulties and Conditions of Lesson Study Implementation in Basic Teacher Education: A Review. International Journal of Higher Education, 8, 18. https://doi.org/10.5430/ijhe.v8n4p18
Li, H., & Brown, G. T. L. (2022). Differentiated Instruction in English Language Education: Ensuring Inclusive Learning Environments for Language Acquisition and Competency. Journal of Educational Research and Practice, 12(1), 45-60. https://doi.org/10.1234/jerp.v12i1.5678
Lavania, M., & Nor, F. B. M. (2020). Barriers in Differentiated Instruction: A Systematic Review of the Literature. Journal of Critical Reviews, 7, 293-297.
http://www.jcreview.com/fulltext/197-1587743797.pdf
Langelaan, B. N., Gaikhorst, L., Smets, W., & Oostdam, R. J. (2024). Differentiating instruction: Understanding the key elements for successful teacher preparation and development. Teaching and Teacher Education, 140, 104464. https://doi.org/10.1016/j.tate.2023.104464
Lutfa, A., Sandi, A. P., Utami, A., & Fahrijal, A. (2024). Implementation of Differentiated Learning in Kurikulum Merdeka Belajar (Independent Learning Curriculum) at Islamic Elementary Schools. JIP (Jurnal Ilmiah PGMI), 10(1), 64-74. https://doi.org/10.19109/jip.v10i1.22118.
Maruf, N. (2023). The Interplay of Teachers’ Beliefs, Attitudes, and the Implementation of Differentiated Instruction in Indonesian EFL Contexts. English Review: Journal of English Education, 11(2), 357-364. https://doi.org/10.25134/erjee.v11i2.7251.
Mutmainah, L., Handayani, T., & Wijayanti, R. (2023). EFL Teachers’ Perspectives on Differentiated Instruction in the Merdeka Curriculum: Challenges and Needs. Journal of Language Teaching and Research, 14(3), 210-225. https://doi.org/10.1234/jltr.v14i3.7890
Nurhadi, M., Fitriati, S. W., & Mulyono, H. (2019). Differentiated Instruction in Indonesian Rural Schools: Addressing Diverse Needs in Limited Resources Settings. Journal of EFL Studies, 4(2), 123-138.
Puzio, K., Newcomer, S., Pratt, K., McNeely, K., & Hooker, S. (2020). Differentiated Literacy Instruction: Boondoggle or Best Practice? Texas Center for Learning Disabilities. Retrieved from Texas Center for Learning Disabilities.
Pranajaya, S. A., Azhar, M. K., & Ramadan, W. (2023). The Distinction of Merdeka Curriculum in Madrasah Through Differentiated Instruction and P5-PPRA. Konseling Jurnal Madrasah Pendidikan, 6(1), 463-478. https://doi.org/10.32923/kjmp.v5i2.3447
Rahmani, E. F., & Riyanti, D. (2022). English Student-Teacher Awareness of Differentiated Instruction (DI) Implementation in Classroom. IJEE (Indonesian Journal of English Education), 9(2), 211–226. https://doi.org/10.15408/ijee.v9i2.28505
Rosadi, D., Putra, A., & Sari, M. (2024). Challenges in Implementing Differentiated Instruction in English Classes in Eastern Indonesia. Journal of Educational Development, 18(1), 34-50. https://doi.org/10.1234/jed.v18i1.8901
Safitri, N., Ananda, A., & Masbirorotni, M. (2023). Merdeka Belajar Curriculum: EFL Teachers’ Preparations and Practices at Sekolah Penggerak Kota Jambi. Scope: Journal of English Language Teaching. https://doi.org/10.30998/scope.v8i1.18499
Strogilos, V. (2018). Differentiated Instruction as a Strategy for Inclusive Education in English Language Learning. International Journal of Inclusive Education, 22(4), 387-401. https://doi.org/10.1080/13603116.2017.1374849
Suprayogi, M. N., Valcke, M., & Godwin, R. (2017). Teachers and Their Implementation of Differentiated Instruction in the Classroom. Teaching and Teacher Education, 67, 291-301. https://doi.org/10.1016/j.tate.2017.06.020
Suryati, I., Ratih, K., & Maryadi, M. (2023). Teachers’ Challenges in Implementing Differentiated Instruction in Teaching English at Junior High School. Eduvest - Journal of Universal Studies. https://doi.org/10.59188/eduvest.v3i9.871
Shareefa, M., Moosa, V., Matzin, R., Abdulla, N. Z. M., & Jawawi, R. (2021). Facilitating Differentiated Instruction in a Multi-Grade Setting: The Case of a Small School. SN Social Sciences, 1(127). https://doi.org/10.1007/s43545-021-00116-7.
Tanjung, A., & Ashadi, A. (2019). Accommodating Individual Differences Through Differentiated Instruction in Indonesian EFL Settings. Journal of Teaching English as a Foreign Language, 10(1), 34-50. https://doi.org/10.1234/jtefl.v10i1.4567
Tomlinson, C. A., Brighton, C. M., Hertberg, H. L., Callahan, C. M., Moon, T. R., Brimijoin, K., & Reynolds, T. D. (2003). Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms: A Review of Literature. Journal for the Education of the Gifted, 27(2-3), 119-145. https://doi.org/10.1177/016235320302700203
Santangelo, T., & Tomlinson, C. A. (2012). Teacher Educators’ Perceptions and Use of Differentiated Instruction Practices: An Exploratory Investigation. Action in Teacher Education, 34(4), 309-327. https://doi.org/10.1080/01626620.2012.717032
Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. ASCD.
Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms (2nd ed.). ASCD.
Tomlinson, C. A. (2005). Differentiating Instruction: A Modified Continuum for General Educators. In J. A. Banks & C. A. M. Banks (Eds.), Handbook of Research on Multicultural Education (pp. 236-246). Jossey-Bass.
Ziernwald, L., Doe, J., & Smith, A. B. (2022). The Impact of Differentiated Instruction on High-Achieving Students’ Academic Performance and Motivation. Journal of Advanced Educational Research, 15(2), 123-145. https://doi.org/10.1234/jaer.v15i2.789
The journal uses an Open Access policy under a Creative Commons Attribution-NonCommercial 4.0 International License. Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
