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UNCOVERING THE REALITY: TEACHERS' VIEWS ON IMPLEMENTING DIFFERENTIATED INSTRUCTION IN ENGLISH CLASSROOMS
Last modified: 2025-07-04
Abstract
The purpose of this study is to look at the viewpoints of senior high school English teachers in Takalar, South Sulawesi, Indonesia, on the application of Differentiated Instruction (DI) in English Language Teaching (ELT) and identify the obstacles they confront. A mixed-methods approach was used, including quantitative data from a Likert-scale questionnaire distributed to 22 teachers and qualitative insights from semi-structured interviews with ten participants. The findings show that, while teachers are aware of DI ideas and recognize their benefits for student engagement and learning outcomes, classroom practices remain primarily traditional, with limited use of DI tactics. Efforts to develop supportive learning environments and provide student options are clear; nonetheless, differentiation in learning objectives, content, assessments, and evaluation remains limited. The study underlines the importance of focused professional development and institutional support in bridging the gap between understanding and practice of DI in ELT. Recommendations for improving DI implementation are made with the goal of creating a more inclusive and student-centered learning environment at Takalar's senior high schools.
Keywords
Differentiated Instruction, EFL Classroom, Perspective, Professional Development, Implementation
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