EFL TEACHERS’ BARRIERS AND STRATEGIES IN IMPLEMENTING DIFFERENTIATED INSTRUCTION IN ENGLISH TEACHING AT JUNIOR HIGH SCHOOL IN UJUNGPANGKAH GRESIK

The students’ diversity and differences in recent years have significantly increased the requirement for teachers to take the initiative to design courses that are specific to the needs and desires of their students. The majority of teachers, however, are unaware that their students are varied and that they must include diversity into their instruction. The goal of the current study is to investigate the barriers faced by EFL teachers while attempting to apply differentiated instruction in the teaching of English as well as their strategies for overcoming these barriers. This current study is a qualitative study and utilizes a multi-case study design. It is done in two secondary schools in Ujungpangkah Gresik with three English teachers. The data are collected through classroom observation and interview. The findings showed that the barriers in implementing DI are limited resources, poor student behavior, limited time, and big class size. Meanwhile, the strategies to cope with the barriers are assigning students into group or seating areas smoothly, making a plan for students to turn in work, using varied text and resource materials, adjusting learning contracts, and doing students’ learning style test. By knowing the barriers and strategies in implementing DI, it is expected that EFL teachers
can implement appropriate strategies to cope with barriers in implementing differentiated learning.