Persepsi Calon Guru Bahasa Inggris terhadap Penerapan Pengajaran Berdiferensiasi dalam Praktik Mengajar: Tantangan dan Strategi

Pre-service English Teachers’ Perceptions towards the Implementation of Differentiated Instruction in Teaching Practicum: Challenges and Strategies

This study investigates the perceptions, challenges, and strategies utilized by pre-service English teachers in the implementation of Differentiated Instruction (DI). This research used a mixed-methods approach, integrating open-ended surveys and semi-structured interviews to examine the attitudes, challenges, and practices of pre-service English instructors about Differentiated Instruction (DI). Descriptive statistics summarized the questionnaire results, and thematic analysis was performed on interview transcripts to obtain deeper insights, engaging 50 people who filled out open-ended questionnaires and 10 participants who participated in semi-structured interviews. Data was gathered by Google Forms for the questionnaire and online interviews conducted via Google Meet, afterwards analyzed using thematic analysis. Research findings indicate that most participants possess positive perceptions of differentiated instruction, acknowledging its capacity to improve student engagement and motivation. Nevertheless, they faced significant hurdles, including time limitations, substantial class sizes, and little institutional support. To overcome these challenges, participants utilized tactics such as student-centered instruction, contextual learning resources, and the integration of digital technology. The findings indicate that although the adoption of DI poses problems, it can be successfully achieved with the support of specialized teacher training, institutional facilitation, and reflective teaching practices. It is advisable for teacher education programs to provide training centered on differentiated instruction and to offer actual opportunities for its implementation during teaching practicums.

Keywords: Differentiated Instruction, Perceptions, Challenges, Strategies, Pre-service English Teachers