Teachers’ Voices in Implementing Differentiated Instruction in the English Classroom
Abstract
Differentiated Instruction (DI) has increasingly gained attention in Indonesia as an approach that supports teachers in addressing the diverse needs of learners. This study investigates how English teachers in public and private senior high schools in South Sulawesi, Indonesia, understand and implement DI, as well as the challenges they encounter. Using a qualitative case study design, data were generated through semi-structured interviews and classroom observations and were analyzed thematically. The findings indicate that public school teachers show a structured understanding of DI, particularly in differentiating content, process, and product. Moreover, private school teachers tend to implement DI intuitively and less systematically due to limited training and familiarity with DI elements. Teachers across both school types employ flexible grouping, tiered tasks, multimodal learning options, and interest-based activities, yet continue to encounter various constraints, such as low student engagement, limited instructional time, insufficient professional training, and inadequate resources. The study highlights the need for sustained professional development and stronger institutional support to ensure the effective integration of DI in English language classrooms.
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DOI: http://dx.doi.org/10.18415/ijmmu.v13i3.7383
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