THE IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION FOR TEACHING WRITING SKILLS FOR VOCATIONAL HIGH SCHOOL STUDENTS AT SMK MUHAMMADIYAH 1 PRAMBON NGANJUK

Learning writing is an essential skill that plays a significant role in both academic and professional settings. It is interesting to note that non-native writers face a significant challenge, and the recognition of this challenge was slow to come even among teachers of English as a Second Language (ESL). As a result, writing skills were not considered a priority for ESL students. The problems also happened to most of the students in all departments at Vocational High School of Nganjuk, East Java, particularly at SMK Muhammadiyah 1 Prambon where they struggled to comprehend writing skills. Therefore, the teacher should apply a certain approach to gain the students' understanding of writing skills, one of the approaches that can be used is differentiated instruction (DI). This study presents a detailed examination of the implementation of DI in teaching writing skills and explores students' perceptions of its effectiveness at SMK Muhammadiyah 1 Prambon, Nganjuk. Utilizing a descriptive qualitative approach with a basic interpretative study method, the research involved both teachers and Multimedia/Visual Communication Design (DKV) students as participants. Data were collected through semi-structured interviews, direct observations, and rigorous document analysis. The findings reveal that the implementation of DI effectively customizes content, processes, and products to cater to the diverse needs, learning styles, and proficiency levels of students. Strategies such as flexible grouping, scaffolding, and the integration of technology proved to be effective in enhancing student engagement. Students responded positively to DI, reporting feelings of increased support, motivation, and improved collaboration skills. Moreover, this approach enabled students to develop writing skills relevant to industry standards, cultivate critical thinking, and prepare for future professional challenges. In conclusion, this study emphasizes that DI is an inclusive and adaptive teaching approach capable of meeting the varied needs of vocational school students. By aligning teaching strategies with industry requirements, DI helps prepare students to become both competent and innovative professionals in their workplace.