Challenge and Opportunities: A Qualitative Exploration of Junior High School English Language Educators' Perspectives on Implementing Differentiated Instruction

  • Rahmaniar Rahmaniar SMK Negeri 2 Polewali
  • Zulkifli Surahmat Insitut Agama Islam Darud Da’wah wal Irsyad Sidenreng Rappang
  • Ahmed Sardi STKIP Darud Da'wah wal Irsyad Pinrang
  • Ihfa Indira Nurnaifah Universitas Negeri Makassar
Keywords: Differentiated Instruction, Perspective


The article explores the implementation of Differentiated Instruction (DI), focusing on the challenges and opportunities faced by English language teachers in junior high schools. The study follows a qualitative approach within a social constructivist worldview, emphasizing the need for tailored strategies to address diverse learning needs. The research questions delve into teachers' perceptions of DI, the challenges encountered, and effective strategies for addressing diversity in the classroom. The proposed strategies reflect a systematic approach to address challenges in differentiated learning. Through team teaching, technology integration, and enhanced knowledge mapping, the study aims to contribute valuable insights into the perspectives of English as a Foreign Language (EFL) teachers on DI. The findings anticipate informing support mechanisms for teachers to meet the diverse needs of their students effectively.


Download data is not yet available.


Anderson, R. S., & Speck, B. W. (1998). “Oh what a difference a team makes”: Why team teaching makes a difference. Teaching and teacher education, 14(7), 671-686.

Benjamin, A. (2014). Differentiated instruction using technology: A guide for middle & HS teachers. Routledge.

Berlitz, P. (2003). Getting Around. Prineton: Berlitz Language, Inc.

Elviya, D. D., & Sukartiningsih, W. (2023). Penerapan pembelajaran berdiferensiasi dalam kurikulum merdeka pada pembelajaran Bahasa Indonesia kelas IV sekolah dasar di SDN Lakarsantri I/472 Surabaya. Jurnal Penelitian Pendidikan Guru Sekolah Dasar, 11(8), 1780-1793.

Handiyani, M., & Muhtar, T. (2022). Mengembangkan Motivasi Belajar Siswa melalui Strategi Pembelajaran Berdiferensiasi: Sebuah Kajian Pembelajaran dalam Perspektif Pedagogik-Filosofis. Jurnal Basicedu, 6(4), 5817-5826

Feng, Z. (2013). Using Teacher Questions to Enhance EFL Students' Critical Thinking Ability. Journal of Curriculum and Teaching, 2(2), 147-153.

Kathleen, C. (2015). Classroom Questioning. Retrieved April 2, 2017, from

Mayberry, S., & Hartle, L. (2003). The Successful Teachers' Guide to Frequently Asked Questions. United States of America: Scarecrow Press, Inc.

Meng, J., & Chattouphonexay. (2012). Teacher's Question in a Content- Based Classroom for Efl Young Learner. Theori and Practice in Language Studies, 12(2), 2603-2620.

Nunan, D., & Lamb, C. (1996). The Self-Directed Teacher. Cambridge: Cambridge University Press.

Nurhaya, A. (2015). The Analysis of Question Strategy Used by English Teachers at SDI Al-Azhar 3 Makassar. Makassar: Thesis of PPS State University of Makassar.

Qashoa, S. H. (2013). Effects of Teacher Question Types and Syntactic Structures on EFL Classroom Interaction. The International Journal of Social Sciences, 1(7), 52-56.

Rauf, W. A. H. Y. U. D. D. I. N. (2017). Students’ Perception towards the Lecturer’s Teaching Styles and Personality Traits at Muhammadiyah University of Makassar. An MA thesis: available at: eprints. unm. ac. id/5693/1/Wahyuddin% 20Rauf. pdf.

Ruby, Y. (2012). Teachers' Questioning in Second Language Classroom; an Investigation of Three Case Studies. Hong Kong: The Hong Kong Institute of Education Department of English.

Sardi, A., Haryanto, A., & Weda, S. (2017). The Distinct types of diction used by the efl teachers in the classroom interaction. International Journal Of Science and Research (IJSR), 6(3), 1061-1066.

Sardi, A. (2022). The Building up of Students’ Vocabulary Mastery through Knowing by Heart Strategy. LETS: Journal of Linguistics and English Teaching Studies, 4(1), 62-72.

Sardi, A., JN, M. F., Walid, A., & Ahmad, A. K. (2022). An Analysis Of Difficulties In Online English Learning Experienced By The Efl Teacher. Inspiring: English Education Journal, 5(2), 144-154.

Seime, K. (2002). An Exploration of the Relationship Among Type of Teachers Questions, Students Profeciency and Wait-Time: a Case Study. The Ethiopian Journal of Education, 1(2), 32-39.

Sujariati. (2012). English Teachers' Questioning Strategies in EFL Classroom at SMAN 1 Bontomarannu. Makassar: Thesis of PPS State University of Makassar.

Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Association for Supervision and Curriculum Development

Tomlinson, C., & Moon, T. (2013). Assessment and student success in a differentiated classroom. Alexandria, VA: ASCD

Zólyomi, A. (2022). Exploring Hungarian secondary school English teachers’ beliefs about differentiated instruction. Language Teaching Research. Advance online publication.

Xuerong, F. (2012). Excellent English Teachers' Classroom Strategies: A Case Study of Three College English Teachers in China. Higher Education Social Science, 1(2), 1 - 7.

How to Cite
Rahmaniar, R., Surahmat, Z., Sardi, A., & Nurnaifah, I. I. (2024). Challenge and Opportunities: A Qualitative Exploration of Junior High School English Language Educators’ Perspectives on Implementing Differentiated Instruction. JELITA, 5(1), 28-40.