Exploring Senior High School English Teachers’ Experiences in Implementing Differentiated Instruction
DOI:
https://doi.org/10.31849/ckrfnf28Keywords:
Differentiated Instruction, English Language Teaching, English Teacher ExperiencesAbstract
The differentiated instruction as a core pedagogical approach, yet teachers' lived experiences with this student-centered methodology remain underexplored. This study examined senior high school English teachers' experiences implementing differentiated instruction and the barriers they encountered in Pekanbaru classrooms. Employing a qualitative phenomenological design, researchers conducted classroom observations and semi-structured interviews with five English teachers from public and private school and madrasa between January and April 2025. Data were analyzed using Braun and Clarke's thematic analysis to identify patterns in teachers' beliefs, practices, and challenges. Findings revealed that teachers conceptualized differentiated instruction as transformative pedagogy emphasizing two-way communication, personalization based on learning needs, and accommodation of diverse learning styles, contrasting sharply with monotonous conventional methods they experienced as former students. Implementation yielded predominantly positive outcomes including enhanced student responsiveness, collaborative freedom, and enjoyable learning, though teachers acknowledged complexities requiring meticulous planning, extended preparation following physically intensive classes, and realistic goal-setting for foreign language learners. However, significant barriers impeded effective implementation: end-of-day scheduling caused student fatigue, post-Physical Education exhaustion required extended recovery time, minimal prior English exposure created proficiency gaps, technology dependence without backup plans risked disruptions, cramped seating limited kinesthetic activities, and inadequate learning facilities undermined listening and speaking instruction. These findings demonstrate that while teachers view differentiated instruction as pedagogically valuable and experientially rewarding, successful implementation demands sustained institutional support addressing temporal, infrastructural, and professional development needs to overcome persistent barriers complicating committed teachers' differentiation efforts.
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