The Implementation of Differentiated Instruction in EFL Classroom at SMPN 1 Harau

Abstract

This study aims to describe how differentiated instruction is implemented in the EFL classroom at SMP 1 Harau. It also aims to identify the difficulties teachers face in implementing it. This study uses a descriptive method using three instruments: document analysis, classroom observation, and stimulated recall interviews. This study involved three English teachers at SMPN 1 Kec. Harau. The results show that the three English teachers at SMPN 1 Harau have demonstrated efforts in implementing differentiated instruction across a range of approaches. Teachers implemented differentiation in content and process by providing materials that are close to students' daily lives and diverse learning activities. All teachers have also implemented a comfortable and safe learning environment that makes students active in learning. However, the implementation of product differentiation is still not optimal because students are still working on the same assignments. Difficulties faced by teachers include time constraints, inadequate facilities, providing materials appropriate to students' abilities, differences in students’ needs and learning styles, and maintaining student focus in learning. Therefore, support is needed from schools in the form of providing adequate learning facilities and provide training for teachers in preparing diagnostic tests, providing tiered assignments, and also increasing collaboration between English teachers in preparing learning to support the implementation of DI more optimally.