Implementing Differentiated Instruction in Islamic Boarding School: An Experience of an Indonesian EFL Teacher

Abstract

Although several studies have discussed how differentiated English instructions were

implemented, research on differentiated instruction in Islamic Indonesia EFL boarding school- based education context is still limited. The current study attempts to explore the English language

teaching strategies, methods, and approaches implemented by an English as a Foreign Language (EFL) teacher at an Islamic Boarding School (IBS) in Kuningan,West Java. For that purpose, a descriptive qualitative method is implemented to get a clear picture of how the participant design, teach, and evaluate English lessons. The participant was an English teacher who has been teaching English for eight years. The data for this study were collected using semi-structured interviews. The data were then coded and categorized to find out what strategies, methods, and approaches that the participant implemented. The results indicated that the Communicative Language Teaching (CLT) method and some other techniques were used by the participant. This study is expected to give a clear picture of how an English teacher implemented differentiated instructions in a school with different culture and characteristics from common schools. With that, future researchers may have insight into the differences between English language teaching in common schools and Islamic boarding schools.