Fitria Wulan Sari, Jamilah, Endang Nurhayati, Jasmansyah, Madya Giri Aditama, Anisah Setyaningrum
This research aims to explore the teacher’s perception of the implementation of Differentiated Instruction and its challenges. It uses descriptive qualitative research design with the questionnaire, interview, observation, and documentation in collecting the data. The participants were 11 EFL teachers of senior high school. The results show that the teachers have positive perceptions of differentiated instruction, although the teachers faced some challenges such as needing more preparation in designing the lesson plan, time limitations, the students’ inactivity, and insufficient facilities and infrastructure for the learning process. The study highlights the need for focused professional development and hands-on training for Indonesian EFL teachers to implement differentiated instruction. Clear guidance, additional preparation time, and addressing resource deficiencies are crucial. Training should help teachers engage diverse student needs, and bridging the gap between DI theory and practice through mentoring is essential. © 2026 American Institute of Physics Inc.. All rights reserved.
Department of Language Education Science, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Department of Elementary School Teacher Education, Nusa Putra University, Sukabumi, Indonesia; Tarbiyah Faculty, Institute Agama Islam Negeri Kudus, Central Java, Indonesia
