Adriani Yulia Purwaningrum, Margana Margana, Nur Hidayanto Pancoro Setyo Putro
Differentiated instruction (DI) practice in Indonesia puts teachers in a dilemma because they need to accommodate students’ diversity within significantly large class sizes. The present multi-case study scrutinizes Indonesian middle-school English teachers’ strategies and needs while implementing DI in big classrooms. Four English teachers in the Special Region of Yogyakarta, Indonesia, participated in one-on-one semi-structured interviews and classroom observations to gather the data. Thematic analysis were applied to analyse the qualitative data, following the stages of data reduction, display, conclusion drawing, and validation. The results indicate that teachers are currently implementing DI independently with no systematic guidelines for scaffolding. Consequently, teachers urgently need structured DI models, training, and institutional support for effective DI implementation. Additionally, ongoing challenges in large, diverse classrooms highlight policy gaps and trends across ASEAN. Ultimately, this study offers a comparative perspective on DI development in ASEAN to foster more inclusive teaching approaches worldwide. © 2025, Association of Southeast Asian Teacher Education Network (AsTEN). All rights reserved.
Universitas Negeri Yogyakarta, Indonesia
