Differentiated Instruction in English Classroom at MTSN 1 Kota Gorontalo: A Teacher Perception Study

Abstract

This study aimed to explore an English teacher’s perception of student engagement in the implementation of Differentiated Instruction (DI) at MTsN 1 Kota Gorontalo. This study employed a qualitative approach using a case study design. The participant of this study was one seventh-grade English teacher, while several students were involved as supporting participants through mini-interviews. Data were collected through in-depth interviews, mini-interviews, teaching module documentation, students’ assessment results, and field notes. The data were analyzed using thematic analysis. The findings revealed that the teacher had a good understanding of Differentiated Instruction and implemented it through diagnostic assessment, adaptation of learning materials, the use of various learning media, and differentiation of content, process, and product. The teacher perceived that DI positively supported student engagement in English learning, which was reflected in increased participation, self-confidence, learning motivation, and behavioral, emotional, and cognitive engagement. Students also responded positively because they felt more comfortable, appreciated, and not discriminated against based on their abilities. However, the teacher faced challenges related to the diverse ability levels of students within the same classroom. Overall, the teacher perceived that Differentiated Instruction contributed to creating a more inclusive learning environment and supported student engagement in English learning.