Educational Contexts of English Teachers’ Implementation of Differentiated Instruction: A Case Study of Senior High Schools in Pekanbaru

Abstract

This research intended on exploring educational contexts, as well as potential challenges that shape the Senior High School English teachers on the implementation of Differentiated Instruction (DI) in the classroom. Four English teachers that represented three varied institutional educations; 2 from public SHSs, 1 from private SHSs and 1 from madrasa were the subject of the research. This research utilized a qualitative case study approach in identifying contextual factors that affect the practices of DI. Data was collected through Classroom Observations and Interview and analyzed through Thematic Analysis (TA). The findings discovered the implementation of DI was arbitrated by classroom atmosphere, school culture, instructional time allocation and participants’ demography. The research also revealed potential challenges related to students’ preparedness and learning infrastructures, which commonly contribute the English teachers to apply the DI at a surface level rather than implementing them in a structured and adaptive approach corresponded to the students’ readiness, interests and learning profiles. This research indicated that institutional support, continuous professional development, and institutional policy played a pivotal role in purposeful practices of DI in the classroom. This research contributed to delivering a context-sensitive comprehension of DI implementation across SHS environments.