The Implementation of Teaching English Using Differentiated Instruction in Senior High School during Covid-19 Pandemic
Keywords:implementation, differentiated instruction, Covid-19 pandemic
A large number of teachers are adopting one-size-fits-all teaching instruction for all students. However, the diversity of student characteristics should require teaching strategies that can meet various mixed abilities in the classroom. The study focused on analyzing the implementation of differentiated instruction and investigating the challenges encountered by the teacher in implementing differentiated instruction in teaching during the pandemic of Covid-19 in Senior High School. This research uses a descriptive qualitative research design assisted by observation and an interview. The researcher, observation sheet, interview guide, and documents were used as instruments to obtain the data. The participants of the study consisted of the researcher, an English teacher, and thirty-six students from class PBB 1. The data of the study were analyzed through components of the data analysis interactive model which included three concurrent activities such as data condensation, data display, and conclusion drawing and verification. The findings showed the implementation of differentiated instruction was partial. The teacher differentiated content, process, and product by following students' interests and learning profiles. However, the differentiation based on student readiness levels was not visible. The teacher only used eLearning, Zoom Video Conference, and WhatsApp groups, similar to how teachers commonly conducted online learning. In using differentiated instruction, the teacher encountered challenges associated with students' participation in a virtual class, a large number of students, a lack of time for planning, and group activities in learning that were limited.
Al-Shaboul, Y., Al-Azaizeh, M., & Al-Dosari, N. (2021). Differentiated instruction between application and constraints: Teachers’ perspective. European Journal of Educational Research, 10(1), 127–143. https://doi.org/10.12973/EU-JER.10.1.127.
Alchamdani, A., Fatmasari, F., Rahmadani Anugrah, E., Putri Sari, N., Putri, F., & Astina, A. (2020). The Impact of Covid19 Pandemic on Online Learning Process in the College at Southeast Sulawesi. Jurnal Kesehatan Lingkungan, 12(1si), 129. https://doi.org/10.20473/jkl.v12i1si.2020.129-136.
Alsalhi, N. R., Abdelrahman, R., Abdelkader, A. F. I., Ahmad Al-Yatim, S. S., Habboush, M., & Qawasmi, A. Al. (2021). Impact of Using the Differentiated Instruction (DI) Strategy on Student Achievement in an Intermediate Stage Science Course. International Journal of Emerging Technologies in Learning, 16(11), 25–45. https://doi.org/10.3991/ijet.v16i11.22303.
Alsubaie, A. M. (2020). The effectiveness of multiple intelligence-based differentiated instructions on metacognitive reading comprehension in the Arabic language among middle school students in Saudi Arabia. Revista Amazonia Investiga, 9(26), 158–166. https://doi.org/10.34069/ai/2020.26.02.17.
Ariyanti, A. (2020). EFL students’ challenges towards home learning policy during Covid-19 outbreak. IELTS (Indonesian Journal of English Language Teaching and Applied Linguistics), 5(1), 167–175. https://doi.org/10.21093/ijeltal.v5i1.649.
Benjamin, L., & Aguilar, S. (2020). Implementation of differentiated instruction in middle school classrooms: A qualitative study. World Journal of Education, 10(1), 81. https://doi.org/10.5430/wje.v10n1p81.
Bondie, R. S., Dahnke, C., & Zusho, A. (2019). How does changing “one-size-fits-all” to differentiated instruction affect teaching? Review of Research in …. https://doi.org/10.3102/0091732X18821130.
Chakraborty, D. A. (2021). Effective Medium of Online Classroom Communication During the Covid-19 Pandemic. Psychology and Education Journal, 58(1), 2186–2198. https://doi.org/10.17762/pae.v58i1.1096.
Creswell, J. W. (2012). Educational Research. The University of Nebraska.
de Graaf, A., Westbroek, H., & Janssen, F. (2019). A practical approach to differentiated instruction: How Biology Teachers redesigned their genetics and ecology lessons. Journal of Science Teacher Education, 30(1), 6–23. https://doi.org/10.1080/1046560X.2018.1523646.
Efriana, L. (2021). Problems of online learning during the Covid-19 Pandemic in EFL classroom and the solution. JELITA: Journal of English Language Teaching and Literature, 2(1), 38–47. https://jurnal.stkipmb.ac.id/index.php/jelita/article/view/74.
Endal, G., Padmadewi, N., & Ratminingsih, M. (2013). The effect of differentiated instruction and achievement motivation on students’ writing competency. E-Journal Program Pascasarjana Universitas Pendidikan Ganesha, 1, 1–10. 10.23887/jpbi.v1i0.808.
Faiz, A., Pratama, A., & Kurniawaty, I. (2022). Jurnal basicedu. Jurnal Basicedu, 6(2), 2846–2853. 10.31004/basic.v6i2.2504.
Ginja, T. G., & Chen, X. (2020). Teacher educators’ perspectives and experiences towards differentiated instruction. International Journal of Instruction, 13(4), 781–798. https://doi.org/10.29333/iji.2020.13448a.
Gorghiu, G., Drăghicescu, L. M., Cristea, S., Petrescu, A.-M., & Gorghiu, L. M. (2015). Problem-based Learning - An Efficient Learning Strategy in the Science Lessons Context. Procedia - Social and Behavioral Sciences, 191, 1865–1870. https://doi.org/https://doi.org/10.1016/j.sbspro.2015.04.570.
Habók, A., & Magyar, A. (2018). The effect of language learning strategies on proficiency, attitudes, and school achievement. Frontiers in Psychology, 8(JAN), 1–8. https://doi.org/10.3389/fpsyg.2017.02358.
Ilyosovna, N. (2020). The importance of the English language. International Journal of English Learning & Teaching Skills, 2(1), 1028–1035. https://doi.org/10.15864/ijelts.2119.
Ismail, S. (2019). Impact of Differentiated Instruction on the Writing Process of ESL Learners. ELF Annual Research Journal, 21(May), 130–153. https://www.academia.edu/download/62624248/ELF-Differentiated_Instructions20200331-37436-1ojowen.pdf.
Kotob, M., & Arnouss, D. (2019). Differentiated instruction: The effect on learner’s achievement in Kindergarten. International Journal of Contemporary Education, 2(2), 61. https://doi.org/10.11114/ijce.v2i2.4479.
Lavania, M., & Mohamad Nor, F. (2021). Factors influencing the implementation of differentiated instruction in English language instruction in rural and urban secondary schools of Johor Bahru. Creative Education, 12(06), 1235–1246. https://doi.org/10.4236/ce.2021.126093.
Magableh, I., & Abdullah, A. (2020). The effect of differentiated instruction on EFL learners: Teachers’ perspective. International Journal of Academic Research in Business and Social Sciences, 10(5). https://doi.org/10.6007/ijarbss/v10-i5/7235.
Miles, M. B., & Huberman, A. M. (1984). Drawing valid meaning from qualitative data: Toward a shared craft. Educational Researcher, 13(5), 20–30. https://doi.org/10.3102/0013189X013005020.
Moore, J. L., Dickson-Deane, C., & Galyen, K. (2011). E-Learning, online learning, and distance learning environments: Are they the same? Internet and Higher Education, 14(2), 129–135. https://doi.org/10.1016/j.iheduc.2010.10.001.
Moosa, V., & Shareefa, M. (2019). Implementation of differentiated instruction: Conjoint effect of teachers' sense of efficacy, perception, and knowledge. Anatolian Journal of Education, 4(1), 23–38. https://doi.org/10.29333/aje.2019.413a.
Nishanthi, R. (2018). The importance of learning English in today's world. International Journal of Trend in Scientific Research and Development, Volume-3(Issue-1), 871–874. https://doi.org/10.31142/ijtsrd19061.
Oktaviani, A., & Fauzan, A. (2017). Teachers Perceptions about the Importance of English for Young Learners. Linguistic, English Education and Art (LEEA) Journal, 1(1), 1–15. https://doi.org/10.31539/leea.v1i1.25.
Puspitasari, N. (2020). Analisis proses pembelajaran dalam jaringan masa pandemi covid 19 pada guru. Magistra: Media Pengembangan Ilmu Pendidikan Dasar Dan Keislaman, 11(2). https://doi.org/10.31942/mgs.v11i2.3943.
Putri, N. P. J. E., Artini, L. P., & Wahyuni, L. G. E. (2020). EFL Teachers’ Perception and Strategies for Integrating Character Education into the Lesson. Jurnal Pendidikan Dan Pengajaran. https://doi.org/10.23887/jpp.v53i1.19172.
Saleh, A. H. A. E. (2021). The Effectiveness of Differentiated Instruction in Improving Bahraini EFL Secondary School Students in Reading Comprehension Skills. REiLA : Journal of Research and Innovation in Language, 3(2), 135–145. https://doi.org/10.31849/reila.v3i2.6816.
Sandra, L. A., & Kurniawati, L. A. (2020). Differentiated instructions in teaching English for students with an autism spectrum disorder. Jet Adi Buana, 5(01), 41–53. https://doi.org/10.36456/jet.v5.n01.2020.2274.
Sutarto, S., Sari, D. P., & Fathurrochman, I. (2020). Teacher strategies in online learning to increase students' interest in learning during the COVID-19 pandemic. Jurnal Konseling Dan Pendidikan, 8(3), 129. https://doi.org/10.29210/147800.
Tanjung, P. A., & Ashadi, A. (2019). Differentiated instruction in accommodating individual differences of EFL students. Celtic: A Journal of Culture, English Language Teaching, Literature, & Linguistics, 6(2), 63. https://doi.org/10.22219/celticumm.vol6.no2.63-72.
Tesar, M. (2020). Towards a post-Covid-19 ‘new normality?’: Physical and social distancing, the move to online and higher education. Policy Futures in Education, 18(5), 556–559. https://journals.sagepub.com/doi/full/10.1177/1478210320935671.
Tillayeva, S. . (2020). Learning the English Language Is Essential in Today's World. JournalNX- A Multidisciplinary Peer Reviewed Journal, 6(11), 354. https://www.neliti.com/publications/335699/learning-english-language-is-essential-in-todays-world.
Tomlinson, C. A. (2001). How to Differentiate instruction in mixed-ability classrooms (2nd ed.). Association for Supervision and Curriculum Development (ASCD).
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (third edition). ASCD.
Uddiniyah, N., & Silfia, E. (2019). An analysis of student's motivation in learning English at SMAN 8 Kota Jambi academic year 2018/2019. Journal Of English Language Teaching, 3(2), 139–149. http://jelt.unbari.ac.id/index.php/jelt/article/view/42.
Yulfi, & Aalayina, A. (2021). Students’ motivation in learning English. Linguistic, English Education and Art (LEEA), 4(2), 401–413. 10.31539/leea.v4i2.2256.
Zelalem, A., Melesse, S., & Seifu, A. (2022). Teacher educators’ self-efficacy and perceived practices of differentiated instruction in Ethiopian primary teacher education programs: Teacher education colleges in Amhara regional state in focus. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2021.2018909.
Copyright (c) 2022 Satyarini Pande Nyoman, Padmadewi Ni Nyoman , Santosa Made Hery
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.Authors who publish with the Jurnal Pendidikan Bahasa Inggris Undiksha agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)