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All Journal VELES Voices of English Language Education Society Eduvest - Journal of Universal Studies
Imas Suryati
Universitas Muhammadiyah Surakarta
Aerospace Engineering Computer Science & IT Health Professions Languange, Linguistic, Communication & Media Neuroscience Social Sciences

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Teachers' Challenges in Implementing Differentiated Instruction in Teaching English at Junior High School Imas Suryati; Koesoemo Ratih; Maryadi Maryadi
Eduvest - Journal of Universal Studies Vol. 3 No. 9 (2023): Journal Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v3i9.871

Abstract

The objective of the study was to find out the teachers’challenges in implementing Differentiated Instruction in Teaching English at Junior High School. The subject in this study was an English teacher while the object was DI’ theory by Tomlinson. Qualitative phenomenology was the method and type of approach chosen in this study. This study used interview, observation, and analysis of documentation as instruments for collecting data. The data analysis techniques used in this study were data collection, data reduction, data display, and conclusions. The results of the study found that the implementation of differentiation based on content, process and product has been carried out properly as evidenced by teacher understanding, class observations and the existence of document used for teaching. Therefore the evaluation process was not only carried out on students but also in the learning process and the lesson plans used. The results for the challenges faced by teacher were time and effort in preparing and designing the learning process and lack of support from another teacher.
How Can Teachers Tailor Success? Innovative Strategies for Content, Process, and Product in EFL Classrooms Imas Suryati; Koesoemo Ratih; Maryadi
VELES Voices of English Language Education Society Vol 8 No 1 (2024): April 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i1.24451

Abstract

This study aimed to examine the Implementation of differentiated instruction in an EFL classroom, focusing on content, process, and product dimensions. It involved an English teacher and thirty-nine 8th-grade students at a junior high school. The research sought to identify the teacher's strategies to implement differentiated instruction, guided by Tomlinson's (2001) theory of Differentiated Instruction. Using a descriptive-qualitative methodology, the study employed interviews, observations, and document analysis as data collection instruments. The findings indicate that the teacher employed diverse texts and resources alongside varied support systems to differentiate content. For process differentiation, strategies included multiple intelligences and flexible grouping. Differentiation of the product involved varied questioning techniques, leading to activities such as student worksheets, group tasks, and presentations. This research contributes to understanding differentiated instruction in Indonesian EFL classrooms, highlighting the challenges and suggesting the need for further innovation in instructional strategies. Despite difficulties, the study illustrates the teacher's efforts to incorporate various differentiated instruction strategies, underscoring the potential for enhancing EFL teaching practices.
Co-Authors Koesoemo Ratih Maryadi Maryadi Maryadi