Abstract :

Despite the growing recognition of differentiated instruction for diverse learners, its implementation for slow learner inclusion students in English language teaching within resource-constrained Indonesian schools remains underexplored. This study investigates the implementation of differentiated learning models for slow learner inclusion students at SMPN 1 Rembon, South Sulawesi, Indonesia, focusing on the challenges these students face and the impact of differentiated instruction on their learning motivation and competence. Employing a qualitative case study approach, data were collected through in-depth interviews with nine slow learner inclusion students, two English teachers, and two homeroom teachers, complemented by classroom observations and document analysis. Thematic analysis was conducted within Miles and Huberman’s interactive framework. The findings revealed eight major challenges confronting slow learner inclusion students: negative emotional responses, perceived difficulty of English, comprehension failures, falling behind during instruction, need for extended learning time, vocabulary deficits, affective barriers, and environmental obstacles. Following differentiated learning implementation, four significant positive impacts emerged: improved comprehension and language skills demonstrated by increased ability in writing simple commands (from 20% to 75%), enhanced participation rates (from 75% to 85%), strengthened intrinsic motivation and self-confidence, and development of independent learning habits. Teachers identified five implementation challenges and employed eight effective strategies including content differentiation, discovery learning, parent collaboration, and individual learning plans. The study concludes that despite infrastructural and pedagogical constraints in peripheral educational settings, targeted differentiation strategies can substantially improve learning outcomes for slow learner inclusion students. These findings contribute original insights into differentiated instruction in the Indonesian ELT context, challenging the assumption that effective inclusion requires resource-intensive interventions while providing evidence-based recommendations for creating inclusive learning environments that advance educational equity in the Global South.

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Keywords :

Differentiated instruction, Educational equity, English language teaching, inclusion students, slow learner

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