ADRIANI YULIA PURWANINGRUM (UNIVERSITAS NEGERI YOGYAKARTA)

PEACER: A SCAFFOLDING FOR ENGLISH TEACHERS TO DIFFERENTIATE INSTRUCTION IN MIDDLE SCHOOL : EQUITY AND LEARNER DIVERSITY

Differentiated instruction (DI) is a widely discussed notion among scholars in the educational field correlated to the issue of equality in education with no child left behind. However, designing an effective differentiated instruction is not an easy task for educators given that various aspects need to be considered carefully, both from the learners and teachers’ perspectives. Although studies assume that there is no best method for DI because this model is considered as dynamic process, teachers reported many challenges when implementing DI in their mixed-ability classrooms. One of the prominent challenges found in the Indonesian English Language Teaching (ELT) context is the need for scaffolding to facilitate teachers in practicing DI in orderly manner. Grounded on the plight of the four middle school English teachers in Yogyakarta, Indonesia, the present study proposes a rationale for differentiating instruction in middle school. Upon reviewing the literature on differentiated instruction, conducting a classroom observation, interviewing teachers, and highlighting models and evidence to support the data, a framework is designed for differentiating instruction. Abbreviated as PEACER, this framework includes a comprehensive guideline that facilitates scaffolding for teachers in differentiating instruction. To illustrate the application of PEACER, this study revisited the DI implementation of the four English teachers involved.

Adriani Yulia Purwaningrum is a doctor in language education. Her research interest is about autonomous learning, differentiated instruction, and technology utilization in English Language Teacher. Her current dissertation focuses on the development of differentiated instruction model in Indonesia.