EVALUATING DIFFERENTIATED INSTRUCTION IN ENGLISH AT SMP IT LHI YOGYAKARTA
DOI:
https://doi.org/10.21009/ishel.v1i1.58916Keywords:
differentiated instruction, english language teaching, content, process, productAbstract
This study examined the implementation of differentiated instruction in English classes at SMP IT LHI Yogyakarta using a qualitative case study approach. Data from observations, interviews, and documentation were analyzed using Miles and Huberman’s framework. Findings indicated that teachers differentiated content, process, and product to address diverse student needs. However, challenges such as time constraints, resource limitations, varying student abilities, and insufficient teacher expertise hindered optimal implementation. Despite these barriers, differentiated instruction enhanced student motivation and engagement, particularly among lower-proficiency learners, while advanced students required more challenging tasks. The study recommended teacher training, collaborative planning, and supportive policies to strengthen differentiated instruction practices.
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Copyright (c) 2025 Nunik Sugesti, Joko Priyana, Amrih Bekti Utami
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