EXPLORING ENGLISH TEACHER CHALLENGES IN APPLYING DIFFERENTIATED LEARNING AT A SENIOR HIGH SCHOOL

Abstract

The implementation of Differentiated Learning is a teaching approach that requires teachers to accommodate the diversity of students' abilities, interests, and readiness. However, many teachers still face difficulties during the implementation, particularly in the context of English as a foreign language in senior high schools. Therefore, the present study was conducted to explore the challenges faced by English teachers in applying Differentiated Learning in the teaching and learning process. This study used a qualitative approach with a case study design, conducted at a senior high school in Jombang, with an English teacher who has implemented the Differentiated Learning method as the participant. The data were gathered through semi-structured interviews and classroom observations, and the researcher used interview guidelines and field notes for the instruments. The analysis process involved stages of coding, theme grouping, and data interpretation, with data validity maintained through member checking. The findings revealed four main challenges faced by English teachers, namely challenges in addressing the diversity of students' English proficiency levels, challenges of motivation and low student participation, challenges of time constraints and teacher workload, as well as challenges in maintaining fairness in assessing and identifying students' actual abilities. The study concludes that although differentiated instruction is relevant for addressing student diversity, its implementation demands teacher preparedness, institutional support, and practical, context-based strategies. This study suggests that teachers should implement differentiation gradually, schools should offer structural support, and future research should expand the context and study participants.