Differentiated learning in English language teaching: Perceptions and implementation challenges among Indonesian primary school teachers

Abstract

The dynamic educational landscape requires adaptive pedagogical approaches to cater to diverse student needs and learning styles. Despite the increasing interest in differentiated learning (DL), primary school teachers often encounter various challenges in its practical implementation within English Language Teaching (ELT). This qualitative descriptive field study aimed to investigate English teachers' perceptions regarding the implementation of differentiated learning in ELT, focusing on their experiences, challenges, and perceived effectiveness within the Indonesian context, particularly concerning the Kurikulum Merdeka. Sixteen (16) English teachers were purposively selected, and data were collected through a Google Forms survey comprising both open and close-ended questions, with data validated via triangulation and member checking. The analysis involved cleaning and organizing responses, thematic analysis for qualitative data, and quantitative analysis for close-ended questions. Key findings indicate that while most teachers perceive DL as effective for enhancing student engagement and outcomes, they face significant barriers including a lack of time for preparation, insufficient training, and limited resources. Furthermore, despite some familiarity, implementation frequency varies, highlighting a need for increased support. The study concludes that addressing these systemic challenges through comprehensive professional development, enhanced resource provision, and administrative support is crucial for optimizing differentiated learning's potential and fostering inclusive, effective ELT practices aligned with the Kurikulum Merdeka.