Students’ Perception Towards Differentiated Instruction in English Reading Class

Abstract

Differentiated instruction has emerged as a vital approach to meet the diverse needs of learners, particularly in inclusive classrooms. The objectives of this study are: (1) to explore how students perceive differentiated instruction in English reading class. (2) to investigate how students' perceptions of differentiated instruction influence their comprehension in English reading. The data of this case study are collected through observation, questionnaire, and interview. The sources of this data are: (1) research participants that consist of the students of Network Engineering class of Vocational School in Central Java; (2) events, that is, the raeding activities in English classroom. The techniques used to analyze the data cover data condensation, data display, and conclusion drawing or verification. The findings reveal that students generally have a positive perception of differentiated instruction, appreciating its inclusivity, flexibility, and the opportunity to engage with learning materials tailored to their interests and needs. Students reported increased motivation and better comprehension, particularly in identifying main ideas, understanding explicit content, and inferring meaning from context. However, some learners faced challenges with complex texts and unfamiliar vocabulary, highlighting the need for appropriate scaffolding. The study concludes that while differentiated instruction fosters improved engagement and comprehension, careful implementation is crucial to balance challenge and support. These insights underscore the importance of student-centered approaches in enhancing English reading instruction in Indonesian classrooms.

Keywords: Case study, diferentiated instruction, reading comprehension, English language teaching and learning.