Unpacking Differentiated Instruction in Indonesian EFL Classrooms: Implementation Realities and Pedagogical Barriers
Keywords:
differentiated instruction, EFL, inclusive education, case study, student engagementAbstract
This study investigates the implementation of Differentiated Instruction (DI) in a 12th-grade English as a Foreign Language (EFL) classroom at SMAN 1 Ungaran, Central Java, Indonesia. Using a qualitative case study design, data were collected through classroom observations and semi-structured interviews with one EFL teacher and twelve students. Findings indicate that DI was applied across four key dimensions: content, process, product, and learning environment, based on Tomlinson’s framework. Strategies such as tiered materials, flexible grouping, varied assignments, and supportive classroom settings enhanced student engagement and motivation. Nevertheless, several challenges impeded effective implementation, including time constraints, limited access to levelled learning resources, large class sizes, and a lack of formal professional development. In addition, inconsistencies in DI application and insufficient communication of its purpose created student confusion and perceptions of unfairness. The study concludes that while DI has strong potential to foster inclusive and responsive EFL instruction, its effectiveness depends on systemic support, teacher capacity-building, and transparent classroom communication. Practical implications highlight the importance of sustained institutional support and targeted pedagogical training to ensure equitable learning opportunities for all students.
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