Enquiry towards Middle-School Teachers about Differentiated English Instruction in a Big Classroom
Main Article Content
Keywords
differentiated instruction, English language teaching, middle school, teacher development
Abstract
Differentiated instruction (DI) practice in Indonesia puts teachers in a dilemma because they need to accommodate students' diversity within significantly large class sizes. The present multi-case study scrutinizes Indonesian middle-school English teachers' strategies and needs while implementing DI in big classrooms. Four English teachers in the Special Region of Yogyakarta, Indonesia, participated in one-on-one semi-structured interviews and classroom observations to gather the data. Thematicanalysis were applied to analyse the qualitative data, following the stages of data reduction, display, conclusion drawing, and validation. The results indicate that teachers are currently implementing DI independently with no systematic guidelines for scaffolding. Consequently, teachers urgently need structured DI models, training, and institutional support for effective DI implementation. Additionally, ongoing challenges in large, diverse classrooms highlight policy gaps and trends across ASEAN. Ultimately, this study offers a comparative perspective on DI development in ASEAN to foster more inclusive teaching approaches worldwide.
References
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Cholsakorn, P., & Piamsai, C. (2022). The effects of differentiated reading instruction on reading comprehension and self-efficacy of Thai undergraduate students. Kasetsart Journal of Social Sciences, 43(3), 715-720. https://doi.org/10.34044/j.kjss.2022.43.3.24
Clarke, V., & Braun, V. (2013). Successful qualitative research: A practical guide for beginners. SAGE.
Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education. In Professional Development in Education (5th ed., Issue 3). Routledge. https://doi.org/10.4324/9780203224342
Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research. Pearson Education.
Dizon, R. P., & Nanquil, L. M. (2024). A closer look on Filipino ESL teachers' best practices: A basis for a multiculturally responsive and eclectic teaching approach. Journal of Language and Pragmatics Studies, 3(1), 1-8. https://doi.org/10.58881/jlps.v3i1.43
Emilia, E., Siagian, E. N. M., Novianti, N., Dwiyana, R., Muniroh, R. D. D., & Fikrianto, M. (2025). Unveiling English language education policies across primary and secondary levels in ASEAN. Indonesian Journal of Applied Linguistics, 14(3), 484-495. https://doi.org/10.17509/ijal.v14i3.75898
Ghaith, G., & Awada, G. (2022). Scaffolding understanding of scholarly educational research through Teacher/Student conferencing and differentiated instruction. Teaching and Learning Inquiry, 10. https://doi.org/10.20343/teachlearninqu.10.8
Gibbs, K. (2022). Voices in practice: Challenges to implementing differentiated instruction by teachers and school leaders in an Australian mainstream secondary school. The Australian Educational Researcher. https://doi.org/10.1007/s13384-022-00551-2
Gultom, O. D., Lumbantobing, J. S., Sinurat, B., & Sinaga, N. T. (2022). The application of differentiated instruction at the second grade students of SMPN 2 Bilah Hilir in writing descriptive text. Jurnal Pendidikan Dan Konseling (JPDK), 4(5), 6559-6565. https://doi.org/10.31004/jpdk.v4i5.7753
Hamied, F. A., & Musthafa, B. (2019). Policies on language education in Indonesia. Indonesian Journal of Applied Linguistics, 9(2), 308-315. https://doi.org/10.17509/ijal.v9i2.20279
Hasan, F. N. A., & Ajmain, M. T. (2022). The Differentiated Learning Method (DLM) practices in Malaysia. Innovative Teaching and Learning Journal, 6(2), 9-15. https://doi.org/10.11113/itlj.v6.99
Heng, T. T., & Song, L. (2020). A proposed framework for understanding educational change and transfer: Insights from Singapore teachers' perceptions of differentiated instruction. Journal of Educational Change, 21(4), 595-622. https://doi.org/10.1007/s10833-020-09377-0
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Kirkpatrick, A., & Liddicoat, A. J. (2017). Language education policy and practice in East and Southeast Asia. Language Teaching, 50(2), 155-188. https://doi.org/10.1017/S0261444817000027
Merawi, T. M. (2021). An investigation into factors affecting intervention fidelity of differentiated instruction in primary schools of Bahir Dar city administration. Bahir Dar Journal of Education, 21(1), 61-81. https://doi.org/10.4314/bdje.v21i1.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage Publications Inc.
Muslim, A. B. (2021). Disadvantaged but more resilient: The educational experiences of indigenous Baduy children of Indonesia. Diaspora, Indigenous, and Minority Education, 15(2), 99-112. https://doi.org/10.1080/15595692.2020.1839408
Pourdana, N. (2022). Impacts of computer-assisted diagnostic assessment on sustainability of L2 learners' collaborative writing improvement and their engagement modes. Asian-Pacific Journal of Second and Foreign Language Education, 7(11). https://doi.org/10.1186/s40862-022-00139-4
Purwaningrum, A. Y., & Yusuf, F. N. (2020). Investigating digitized authentic materials: Pre-service teachers' voice. EduLite: Journal of English Education, Literature and Culture, 5(2), 225-239. https://doi.org/10.30659/e.5.2.225-239
Satyarini, P. N., Padmadewi, N. N., & Santosa, M. H. (2022). The implementation of teaching English using differentiated instruction in senior high school during Covid-19 pandemic. Jurnal Pendidikan Bahasa Inggris Undiksha, 10(1), 46-52. https://doi.org/10.23887/jpbi.v10i1.49840
Smale-Jacobse, A. E., Meijer, A., Helms-Lorenz, M., & Maulana, R. (2019). Differentiated instruction in secondary education: A systematic review of research evidence. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02366
Smets, W., De Neve, D., & Struyven, K. (2022). Responding to students' learning needs:
How secondary education teachers learn to implement differentiated instruction. Educational Action Research, 30(2), 243-260. https://doi.org/10.1080/09650792.2020.1848604
Sullivan, A. L., & Weeks, M. R. (2019). Differentiated instruction for young English learners. In S. Garton & F. Copland (Eds.), The Routledge Handbook of Teaching English to Young Learners (pp. 125-137). Routledge.
Suson, R., Baratbate, C., Anoos, W., Ermac, E., Aranas, A. G., Malabago, N., Galamiton, N., & Capuyan, D. (2020). Differentiated instruction for basic reading comprehension in Philippine settings. Universal Journal of Educational Research, 8(9), 3814-3824. https://doi.org/10.13189/ujer.2020.080904
Suwastini, N. K. A., Rinawati, N. K. A., Jayantini, I., & Dantes, G. R. (2021). Differentiated instruction across EFL classrooms: A conceptual review. TELL-US Journal, 7(1), 14-41. https://doi.org/10.22202/tus.2021.v7i1.4719
Tomlinson, C. A. (2005). Differentiating instruction: Why bother? Middle Ground, 9(1), 12-14. https://eric.ed.gov/?id=ED497093
Tomlinson, C. A. (2015). Differentiation does, in fact, work. Education Week, 34(19), 26-32.
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). ASCD.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Hardvard University Press.
Vygotsky, L. S. (2012). Thought and language. MIT Press.
Yin, R. K. (2009). Case study research: Design and methods. In Journal of the American Dietetic Association (5th ed.). SAGE.
Yu, X. (2020). English vocabulary teaching techniques at junior middle schools. English Language Teaching, 13(11), 12. https://doi.org/10.5539/elt.v13n11p12
Ziernwald, L., Hillmayr, D., & Holzberger, D. (2022). Promoting high-achieving students through differentiated instruction in mixed-ability classrooms - A systematic review. Journal of Advanced Academics, 33(4), 540-573. https://doi.org/10.1177/1932202X221112931
Alojado, G. (2024). Teachers' best practices in meeting diverse learners' needs: An exploratory sequential design. Southeast Asian Journal of Multidisciplinary Studies, 4(2). https://cmc.edu.ph/research/index.php/journals/article/view/183
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, Ri. E., Pintrich, P. R., Raths, J., & Wittrock, M. C. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
Babakr, Z. H., Mohamedamin, P., & Kakamad, K. (2019). Piaget's cognitive developmental theory: Critical review. Education Quarterly Reviews, 2(3), 517-524. https://doi.org/10.31014/aior.1993.02.03.84
Cholsakorn, P., & Piamsai, C. (2022). The effects of differentiated reading instruction on reading comprehension and self-efficacy of Thai undergraduate students. Kasetsart Journal of Social Sciences, 43(3), 715-720. https://doi.org/10.34044/j.kjss.2022.43.3.24
Clarke, V., & Braun, V. (2013). Successful qualitative research: A practical guide for beginners. SAGE.
Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education. In Professional Development in Education (5th ed., Issue 3). Routledge. https://doi.org/10.4324/9780203224342
Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research. Pearson Education.
Dizon, R. P., & Nanquil, L. M. (2024). A closer look on Filipino ESL teachers' best practices: A basis for a multiculturally responsive and eclectic teaching approach. Journal of Language and Pragmatics Studies, 3(1), 1-8. https://doi.org/10.58881/jlps.v3i1.43
Emilia, E., Siagian, E. N. M., Novianti, N., Dwiyana, R., Muniroh, R. D. D., & Fikrianto, M. (2025). Unveiling English language education policies across primary and secondary levels in ASEAN. Indonesian Journal of Applied Linguistics, 14(3), 484-495. https://doi.org/10.17509/ijal.v14i3.75898
Ghaith, G., & Awada, G. (2022). Scaffolding understanding of scholarly educational research through Teacher/Student conferencing and differentiated instruction. Teaching and Learning Inquiry, 10. https://doi.org/10.20343/teachlearninqu.10.8
Gibbs, K. (2022). Voices in practice: Challenges to implementing differentiated instruction by teachers and school leaders in an Australian mainstream secondary school. The Australian Educational Researcher. https://doi.org/10.1007/s13384-022-00551-2
Gultom, O. D., Lumbantobing, J. S., Sinurat, B., & Sinaga, N. T. (2022). The application of differentiated instruction at the second grade students of SMPN 2 Bilah Hilir in writing descriptive text. Jurnal Pendidikan Dan Konseling (JPDK), 4(5), 6559-6565. https://doi.org/10.31004/jpdk.v4i5.7753
Hamied, F. A., & Musthafa, B. (2019). Policies on language education in Indonesia. Indonesian Journal of Applied Linguistics, 9(2), 308-315. https://doi.org/10.17509/ijal.v9i2.20279
Hasan, F. N. A., & Ajmain, M. T. (2022). The Differentiated Learning Method (DLM) practices in Malaysia. Innovative Teaching and Learning Journal, 6(2), 9-15. https://doi.org/10.11113/itlj.v6.99
Heng, T. T., & Song, L. (2020). A proposed framework for understanding educational change and transfer: Insights from Singapore teachers' perceptions of differentiated instruction. Journal of Educational Change, 21(4), 595-622. https://doi.org/10.1007/s10833-020-09377-0
Hidayati, A. F., Yuliati, & Hutagalung, F. D. (2024). The implementation of culturally responsive teaching in ELT classrooms within the concept of emancipated curriculum. ELT Forum: Journal of English Language Teaching, 13(2). https://doi.org/10.15294/elt.v13i2.7731
Kirkpatrick, A., & Liddicoat, A. J. (2017). Language education policy and practice in East and Southeast Asia. Language Teaching, 50(2), 155-188. https://doi.org/10.1017/S0261444817000027
Merawi, T. M. (2021). An investigation into factors affecting intervention fidelity of differentiated instruction in primary schools of Bahir Dar city administration. Bahir Dar Journal of Education, 21(1), 61-81. https://doi.org/10.4314/bdje.v21i1.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage Publications Inc.
Muslim, A. B. (2021). Disadvantaged but more resilient: The educational experiences of indigenous Baduy children of Indonesia. Diaspora, Indigenous, and Minority Education, 15(2), 99-112. https://doi.org/10.1080/15595692.2020.1839408
Pourdana, N. (2022). Impacts of computer-assisted diagnostic assessment on sustainability of L2 learners' collaborative writing improvement and their engagement modes. Asian-Pacific Journal of Second and Foreign Language Education, 7(11). https://doi.org/10.1186/s40862-022-00139-4
Purwaningrum, A. Y., & Yusuf, F. N. (2020). Investigating digitized authentic materials: Pre-service teachers' voice. EduLite: Journal of English Education, Literature and Culture, 5(2), 225-239. https://doi.org/10.30659/e.5.2.225-239
Satyarini, P. N., Padmadewi, N. N., & Santosa, M. H. (2022). The implementation of teaching English using differentiated instruction in senior high school during Covid-19 pandemic. Jurnal Pendidikan Bahasa Inggris Undiksha, 10(1), 46-52. https://doi.org/10.23887/jpbi.v10i1.49840
Smale-Jacobse, A. E., Meijer, A., Helms-Lorenz, M., & Maulana, R. (2019). Differentiated instruction in secondary education: A systematic review of research evidence. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02366
Smets, W., De Neve, D., & Struyven, K. (2022). Responding to students' learning needs:
How secondary education teachers learn to implement differentiated instruction. Educational Action Research, 30(2), 243-260. https://doi.org/10.1080/09650792.2020.1848604
Sullivan, A. L., & Weeks, M. R. (2019). Differentiated instruction for young English learners. In S. Garton & F. Copland (Eds.), The Routledge Handbook of Teaching English to Young Learners (pp. 125-137). Routledge.
Suson, R., Baratbate, C., Anoos, W., Ermac, E., Aranas, A. G., Malabago, N., Galamiton, N., & Capuyan, D. (2020). Differentiated instruction for basic reading comprehension in Philippine settings. Universal Journal of Educational Research, 8(9), 3814-3824. https://doi.org/10.13189/ujer.2020.080904
Suwastini, N. K. A., Rinawati, N. K. A., Jayantini, I., & Dantes, G. R. (2021). Differentiated instruction across EFL classrooms: A conceptual review. TELL-US Journal, 7(1), 14-41. https://doi.org/10.22202/tus.2021.v7i1.4719
Tomlinson, C. A. (2005). Differentiating instruction: Why bother? Middle Ground, 9(1), 12-14. https://eric.ed.gov/?id=ED497093
Tomlinson, C. A. (2015). Differentiation does, in fact, work. Education Week, 34(19), 26-32.
Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). ASCD.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Hardvard University Press.
Vygotsky, L. S. (2012). Thought and language. MIT Press.
Yin, R. K. (2009). Case study research: Design and methods. In Journal of the American Dietetic Association (5th ed.). SAGE.
Yu, X. (2020). English vocabulary teaching techniques at junior middle schools. English Language Teaching, 13(11), 12. https://doi.org/10.5539/elt.v13n11p12
Ziernwald, L., Hillmayr, D., & Holzberger, D. (2022). Promoting high-achieving students through differentiated instruction in mixed-ability classrooms - A systematic review. Journal of Advanced Academics, 33(4), 540-573. https://doi.org/10.1177/1932202X221112931
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Published
Jun 5, 2025
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How to Cite
Purwaningrum, A. Y., Margana, M., & Setyo Putro, N. H. P. (2025). Enquiry towards Middle-School Teachers about Differentiated English Instruction in a Big Classroom. AsTEN Journal of Teacher Education, 9(1). https://doi.org/10.56278/asten.v9i1.3062
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Section 1: Research Articles and Research Briefs
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