IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION IN TEACHING ENGLISH SPEAKING SKILLS WITHIN THE MERDEKA CURRICULUM (A Qualitative Research At Junior High School in South Jakarta)

Abstract

This qualitative study aims to describe the Implementation of Differentiated Instruction (DI) in teaching English speaking skills within the Merdeka Curriculum at the junior high school level. The research addresses the need for adaptable learning strategies that cater to diverse student abilities, interests, and needs, promoting optimal development for every learner. Using a descriptive qualitative method, data was collected through observation, interviews, and documentation at El-Syifa Junior High School and Jagakarsa Junior High School in South Jakarta. The subjects were English teachers and eighth-grade students. Inductive analysis showed that teachers implemented DI through variations in content, process, and product. Specific strategies included role-play, discussion, group presentations, and providing choices in expressing learning outcomes. Students reported that this approach boosted their speaking skills, motivation, and confidence, making previously passive students more active. However, challenges identified included time constraints, large class sizes, and wide ability gaps. Overall, the findings confirm that DI is an effective approach for supporting the Merdeka Curriculum's emphasis on freedom, flexibility, and the development of individual potential.