PRAKTIK PEMBELAJARAN BERDIFERENSIASI DALAM PEMBELAJARAN BAHASA INGGRIS: PERSPEKTIF GURU BAHASA INGGRIS SEKOLAH MENENGAH PERTAMA

Diah Nurpratiwi H, 2026. Differentiated Learning Practices in English Classroom:
Perspectives of Junior High School English Teachers. Master thesis. English
Education Study Program, Postgraduate, Faculty of Teacher Training and
Education, Tadulako University, Supervisor (1) Konder Manurung (2) Abdul
Kamaruddin
This study aims to examine how English teachers implement differentiated learning
in the classroom and the challenges they encountered during its implementation.
This research employed a qualitative case study approach involving two English
teachers who had implemented the Merdeka Curriculum for at least two years and
consistently applied differentiated learning practices. Data were collected through
interviews, observations, and document analysis. The results of the study indicated
that both teachers effectively implemented differentiated learning throughout the
teaching and learning process. Students' learning needs were identified through
diagnostic assessments and continuous classroom observations of their readiness
and learning profiles, which informed the differentiation of content, process,
product, and the learning environment. However, they encountered several
challenges, including limited preparation time due to heavy workloads, large class
sizes, and a lack of practical training. Teachers also faced socio-emotional hurdles,
specifically student labelling and academic grouping, which raised parental
concerns. Despite these obstacles, they remained committed to delivering inclusive
learning experiences. Consequently, the findings highlighted the importance of
practical professional development, Institutional support, and mitigate parental
anxieties regarding academic grouping to strengthen the effective implementation
of differentiated learning in English Language Teaching.
Keywords: Differentiated Learning, English Language Teaching (ELT),
Implementation Challenges.