TELL-US Journal Vol.

9, Issue 3, September 2023, P-ISSN: 2442-7608; E-ISSN: 2502-7468

Universitas PGRI Sumatera Barat – Indonesia

EXPLORING THE IMPACT OF DIFFERENTIATED

INSTRUCTION ON STUDENTS’ PERCEPTION,
ENGAGEMENT, MOTIVATION IN EFL HIGH SCHOOL
EDUCATION
Like Ayu Saputri1), Khoirul Anwar 2), Nirwanto Maruf 3*)
1,2,3
Master Program in English Education, Universitas Muhammadiyah Gresik,
Gresik-Indonesia
E-mail: 1saputrilike@gmail.com, 2khoirulanwar@umg.ac.id,
3*
nirwanto.maruf@umg.ac.id

Submitted: 26-08-2023 Reviewed: 01-10-2023 Accepted:03-10-2023

DOI: https://doi.org/10.22202/tus.2023.v9i3.7380

Abstract
This study investigates the impact of Differentiated Instruction (DI) in high school
English as a Foreign Language (EFL) education, analyzing its influence on
students' perceptions, motivation, and engagement. Using mixed methods, it
delivers a comprehensive assessment of DI's effectiveness. Quantitative analysis of
survey data reveals a strong, positive perception of DI among EFL high school
students. Each one-unit increase in students' DI perception corresponds to a 0.508
units increase in DI (t = 10.613, p < 0.001, Beta = 0.639). Engagement also
significantly impacts DI; a one-unit increase in engagement yields a 0.496 units
increase in DI (t = 10.512, p < 0.001, Beta = 0.653). Conversely, motivation
negatively relates to DI; a one-unit increase in motivation results in a 0.353 units
decrease in DI (t = -7.219, p < 0.001, Beta = -0.305). Qualitative insights from in-
depth interviews resonate with the quantitative findings. Students express
heightened engagement, enjoyment, and empowerment through DI, accompanied
by a positive shift in their perspectives. They credit DI with accommodating diverse
readiness levels, enhancing learning achievements, and reshaping their views of
English as a subject. Additionally, the flexible grouping strategies within DI foster
dynamic, collaborative learning environments. In sum, this research highlights the
multifaceted benefits of DI in EFL high school education, offering a nuanced
understanding of its implications within this context. This abstract has been
expanded to 240 words to provide a more comprehensive overview of the study's
findings and implications.

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Keyword: differentiated instruction (di); students' perceptions; motivation;

engagement; comprehensive assessment
INTRODUCTION
English as a Foreign Language (EFL) education is a dynamic field that
continually evolves to meet the needs of diverse student populations in high school
settings. In this ever-changing landscape, educators seek effective pedagogical
approaches to engage students, enhance their motivation, and promote positive
perceptions of the learning experience. One such approach, Differentiated
Instruction (DI), has gained recognition as a potentially transformative method to
address the unique learning profiles and needs of students in EFL classrooms
(Abdelmoula et al., 2019; Hernandez, 2021; Suprayogi et al., 2022).

Differentiated Instruction, often abbreviated as DI, is a pedagogical

approach that acknowledges the diversity of learners within a classroom
(Abdelmoula et al., 2019; Charles., 2018; Simmons, 2018). It emphasizes tailoring
instruction to meet individual students' readiness levels, interests, and learning
profiles (Neuvirthova & Gadusova, 2021; Suson et al., 2020). DI seeks to move
away from a one-size-fits-all model of education and, instead, recognizes that
students learn best when instruction is adapted to their specific needs and abilities
(Bal et al., 2022; Magableh & Abdullah, 2019; Maruf et al., 2021).

This research article delves into the realm of EFL high school education,
aiming to explore the impact of Differentiated Instruction on students' perception,
engagement, and motivation. It is well understood that students' perceptions of the
learning process, their level of engagement in classroom activities, and their
motivation to learn are interconnected and pivotal for academic success. Hence, it
becomes crucial to investigate how DI strategies influence these key dimensions of
the educational experience.

In recent years, the field of education has witnessed a paradigm shift from
traditional teaching methods toward more student-centered and personalized
approaches (C et al., 2021; Cha & Ahn, 2014; I. Magableh & Abdullah, 2020). This
shift is driven by the acknowledgment that each student possesses a unique set of

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abilities, interests, and learning preferences (Klepsch & Seufert, 2020; Maulana et
al., 2020; Tobin & Tippett, 2014). Consequently, educators are increasingly
embracing instructional strategies that accommodate this diversity and promote
inclusive learning environments (T. Iqbal & Muhammad, 2020; Maeng, 2017;
(Barianty et al., 2022).

In the context of EFL education, where students are often grappling with
not only the acquisition of language skills but also the cultural and contextual
nuances of English, the need for effective pedagogical approaches becomes even
more pronounced (Iqbal et al., 2020; Ramli & Nurahimah, 2020; Tobin & McInnes,
2008). EFL high school classrooms are microcosms of diversity, comprising
students from varied linguistic backgrounds, proficiency levels, and cognitive
abilities (Shaboul et al., 2021; Goodnough, 2010; Smets & Struyven, 2018).
Ensuring that every student can engage with and benefit from the instruction is a
formidable challenge.

Differentiated Instruction offers a promising solution to this challenge. By

tailoring instruction to meet individual students' needs, DI aims to foster a deeper
understanding of the subject matter, enhance student engagement, and ultimately
boost motivation (De Jesus, 2012; Lavania & Nor, 2020; Liu et al., 2023). It aligns
with the principles of inclusivity and equity, ensuring that all students, regardless
of their background or prior knowledge, have the opportunity to thrive in the EFL
classroom (Magableh & Abdullah, 2020; Onyishi & Sefotho, 2020; Jacobse et al.,
2019).

The primary objective of this research is to investigate the impact of

Differentiated Instruction (DI) in the context of high school English as a Foreign
Language (EFL) education. By examining students' perceptions of DI strategies and
assessing how the implementation of DI influences their motivation and
engagement levels, this study aims to provide valuable insights into the
effectiveness of this pedagogical approach. Through a mixed-methods research
design encompassing both quantitative and qualitative data, we seek to uncover the

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nuanced relationships between DI and students' educational experiences, ultimately

contributing to the ongoing discourse on enhancing EFL instruction and fostering
inclusive, student-centered learning environments in high school settings.

METHODS
Research Design and Participants
This study adopts a comprehensive mixed-methods research design to
investigate the impact of Differentiated Instruction (DI) in high school English as a
Foreign Language (EFL) education. The mixed-methods approach offers a holistic
understanding by combining both quantitative and qualitative data collection and
analysis (Creswell, J, 2014; Creswell, 2013; Weyant, 2022). This design allows us
to triangulate data from multiple sources, enabling a more thorough examination of
DI's effects on students' perceptions, engagement, and motivation in EFL
classrooms (Davidsen, 2018; Manavathu & Zhou, 2012).
The research was conducted in a diverse array of Senior High Schools
located in Gresik, comprising a total of 14 Public High Schools, 112 Private High
Schools, and 59 Advocacy High Schools. The selection of this heterogeneous
sample was deliberate, aiming to capture the full spectrum of student backgrounds
and instructional contexts prevalent in the EFL high school setting.
The participants in this study consisted of students from grades X, XI, and
XII who had experienced differentiated instruction strategies as part of their EFL
education. By involving students from various grade levels, we sought to obtain a
comprehensive view of the impact of DI throughout the high school years.
This approach ensures that our findings are not limited to a specific
demographic or type of school but are representative of the broader EFL high school
education landscape in Gresik. The diversity of participants enriches the study's
generalizability and contributes to a more robust exploration of DI's implications
for students across various contexts

Data Collection and Data Analysis

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To gather quantitative data on students' perceptions of Differentiated

Instruction (DI), engagement levels, and motivation, a structured survey
questionnaire was administered. The questionnaire was meticulously developed,
drawing on insights from existing literature, previous research, and the researchers'
experiences. This instrument employed a combination of Likert scale items,
multiple-choice questions, and open-ended questions to ensure the comprehensive
collection of both quantitative and qualitative data. Clear instructions were provided
to the participants, emphasizing the purpose of the survey, the confidentiality of
responses, and the importance of accurate completion. Surveys were distributed in
both paper format and through online survey platforms, offering flexibility and
convenience to participants. The data gathered through the survey questionnaire
served as a quantitative foundation for the analysis.
Qualitative data were acquired through individual interviews conducted
both face-to-face and online. A semi-structured interview guide was meticulously
developed following a thorough review of the literature and refined based on
feedback from six students who provided valuable input. This guide consisted of
open-ended questions designed to elicit rich insights into students' perceptions of
Differentiated Instruction in the EFL classroom. Interviews were scheduled at times
and locations convenient for participants, ensuring privacy and minimal
distractions. For online interviews, a secure Zoom link was shared with participants.
Prior to the interviews, informed consent was obtained, and participants were
assured of the confidential and ethical handling of their responses. The use of
probing questions during interviews encouraged participants to elaborate on their
responses, providing a deeper understanding of their experiences and perspectives.
Quantitative data collected through the survey questionnaire were
meticulously processed using SPSS software version 25. Descriptive statistics,
including frequencies, percentages, standard deviations, and mean values, were
employed to analyze and summarize the data. The mean values were particularly
instrumental in assessing the average stance of respondents regarding specific items
and gauging whether groups of students were in favor of or against particular
elements related to Differentiated Instruction. This quantitative analysis aimed to

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provide a clear and concise overview of students' perceptions and experiences,

enabling comparisons and identifying patterns within the data.
Qualitative data from individual interviews were transcribed, coded, and
thematically analyzed to unveil recurring themes, patterns, and emergent
categories. This process followed a rigorous approach, focusing on data source
triangulation to ensure the reliability and validity of the findings. Triangulation in
data validation involved cross-referencing information obtained from different
sources to ascertain the consistency and convergence of results. This approach
bolstered the internal validity of the study, aligning the researcher's understanding
with that of the participants. By employing this mixed-methods approach, the study
integrated findings from both quantitative and qualitative analyses, allowing for a
comprehensive exploration of the research questions and a richer understanding of
the impact of Differentiated Instruction in the EFL high school context.

FINDING
The Quantitative Results
We conducted a multiple regression analysis to examine the impact of
student's perception, engagement, and motivation on Differentiated Instruction (DI)
in the context of high school English as a Foreign Language (EFL) education. The
results of the regression analysis are presented below:
Table 1. Multiple Regression Analysis
Coefficients
Model Unstandardized Standardized T Sig.
Coefficients Coefficients
B Std. Error Beta
1 (Constant) -.993 .201 -4.933 .000
student's .508 .048 .639 10.613 .000
perception
Engagement .496 .047 .653 10.512 .000
Motivation -.353 .049 -.305 -7.219 .000

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Table 1 presents the results of the multiple regression analysis examining the impact
of student's perception, engagement, and motivation on Differentiated Instruction
(DI). Constant: The constant term (-.993) represents the intercept when all other
predictor variables are zero. It is statistically significant (t = -4.933, p < 0.001).
Student's Perception: The coefficient for student's perception (0.508)
indicates that for every one-unit increase in student's perception of DI, there is a
0.508 unit increase in DI. This relationship is statistically significant (t = 10.613, p
< 0.001), and the standardized coefficient (Beta = 0.639) indicates a strong positive
impact of student's perception on DI.
Engagement: The coefficient for engagement (0.496) suggests that for
every one-unit increase in engagement, there is a 0.496 unit increase in DI. This
relationship is statistically significant (t = 10.512, p < 0.001), with a strong positive
standardized coefficient (Beta = 0.653), highlighting the significant impact of
engagement on DI.
Motivation: The coefficient for motivation (-.353) implies that for every
one-unit increase in motivation, there is a 0.353 unit decrease in DI. This
relationship is statistically significant (t = -7.219, p < 0.001), and the standardized
coefficient (Beta = -0.305) indicates a negative impact of motivation on DI.
These findings suggest that student's perception and engagement have
strong positive impacts on DI, while motivation has a negative impact. Overall,
these quantitative results provide valuable insights into the factors influencing the
effectiveness of Differentiated Instruction in the EFL high school context.

The Qualitative Results

In this study, semi-structured interviews were conducted to gain additional
insights into students' perceptions of Differentiated Instruction (DI) in high school
where English as a Foreign Language (EFL) education. Six interviewees were
thoughtfully selected to represent a diverse range of students, including low
achievers, average achievers, and high achievers, from different schools. This
careful selection aimed to prevent biases in the interview process and ensure a well-
rounded understanding of students' perspectives.

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The qualitative data obtained from individual interviews underwent a

systematic and rigorous analysis process. This process included transcription,
coding, and thematic analysis, aiming to unveil recurring themes, patterns, and
emergent categories within the responses of the interviewed students. Thematic
analysis provided a rich, in-depth understanding of the qualitative data and allowed
for the identification of key insights (Creswell, J, 2014; Creswell, 2013; Maruf,
2023).
The results of the thematic analysis revealed several notable themes and
patterns in students' perceptions of Differentiated Instruction (DI): first theme is
Engagement and Enjoyment: Across the interviews, students consistently expressed
a high level of engagement with and enjoyment of DI. They found DI to be a
stimulating and enjoyable approach to learning. Below are two statements from
participants that illustrate this theme.
Excerpt 1:
"In the interviews, it was clear that we were all really engaged with
Differentiated Instruction. It's not like the usual classes where you just
sit and listen. DI makes you feel like you are part of something exciting.
Learning becomes more than just listening to a teacher; it's like a
journey, and you're exploring it together. It's stimulating because you
get to choose how you want to learn, and that makes it enjoyable."
(student #2)

Excerpt 2:
"DI has a way of making learning fun. I never thought I'd say that
about English class, but it's true. It's not like the traditional way where
you're stuck with one approach. With DI, it's like a toolbox of different
ways to learn, and you get to pick what works best for you. So, it's
engaging because it feels like you're in control, and that makes the
whole experience enjoyable. I actually look forward to English class
now." (student #3)

The second theme is Readiness-Level Accommodation: Participants

appreciated that DI effectively accommodated their diverse readiness levels. They
felt that DI allowed for personalized learning experiences, catering to their
individual strengths and areas of growth. The following are two statements from
participants that showcase this theme.

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Excerpt 3:
"I think what's great about DI is that it doesn't treat everyone the same.
We all have our strengths and areas where we need some help. With DI,
it's like the teacher knows exactly where you're at and gives you what
you need. For me, that's a big confidence boost. I don't feel left behind
or bored because I can work at my own pace. It's like having a
customized learning path." (student #5).

Excerpt 4:
"I've seen the difference DI makes for students at different levels. Some
of my friends struggle with English, and they appreciate the extra help
and support they get through DI. But for me, it's about pushing myself
further. I like that I can take on more challenging tasks and explore
topics that interest me. It's not just about keeping up; it's about reaching
for your potential. DI respects that, and that's why it works so well."
(student #6).

The third theme is Enhanced Learning Achievements: Students credited DI

with contributing to improved learning achievements. They attributed their progress
to the tailored instruction and resources provided under the DI framework. Included
here are two statements from participants that represent this theme.
Forth theme is Shifted Perspectives: A noteworthy finding was the
transformation of students' views towards learning English. Many reported a shift
from perceiving English as a challenging subject to one they found more
approachable and engaging under the DI model. Outlined ahead are two statements
from participants that reflect this theme.
Excerpt 5:
"Through the interviews, it became clear that our views on learning
English had shifted significantly since we started with Differentiated
Instruction. English used to feel like this tough puzzle, but DI has a way
of breaking it down into manageable pieces. It's no longer intimidating;
it's engaging. I never thought I'd say that about English." (student #4)

Excerpt 6:
"A big change for me has been how I see English class now. It's not just
a subject; it's an adventure. Before DI, it felt like something I had to do,
but now it's something I want to do. It's become more approachable, and

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I find it genuinely engaging. DI changed my perspective completely."

(student #1)

The fifth theme is Flexible Grouping: The flexible grouping strategies

within DI were highlighted as instrumental in providing students with a variety of
learning opportunities. Participants valued the collaborative and dynamic nature of
these arrangements. Highlighted below are two statements from participants that
embody this theme.
Excerpt 1:
"What stood out in our interviews was how much we appreciated the
flexible grouping in DI. It's like a breath of fresh air. We get to work
with different classmates on different tasks, and that variety keeps
things interesting. The collaborative atmosphere encourages us to share
ideas and learn from each other. It's dynamic, and that's what makes DI
special." (student #3)

Excerpt 2:
"The flexible grouping strategies in DI add a whole new dimension to
learning. It's not just about sitting in one place; it's about moving around,
working with different people, and exploring ideas together. It's like a
mini-community within the class, and it's great. We get different
perspectives, and that's invaluable." (student #5)

The qualitative findings from the interviews provide a profound

understanding of the impact of Differentiated Instruction (DI) on high school
English as a Foreign Language (EFL) students. These insights reveal a highly
positive perception of DI, marked by a sense of engagement, enjoyment, and
empowerment among students. DI's unique ability to accommodate diverse
readiness levels was evident, as students praised the personalized learning
experiences it offered. Moreover, DI was credited with significantly enhancing
learning achievements, underscoring its effectiveness in improving English
proficiency. Most notably, DI appeared to transform students' perspectives, shifting
their initial views of English as a challenging subject to one that is approachable
and engaging. The flexible grouping strategies within DI also stood out as
instrumental in fostering collaboration and providing a dynamic learning

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environment. These qualitative results collectively highlight the multifaceted

benefits of DI in EFL high school education, emphasizing its potential to
revolutionize students' learning experiences and perceptions.

Discussion
The discussion aims to contextualize and interpret the research findings
within the broader framework of existing literature and relevant theories. The
multifaceted impact of Differentiated Instruction (DI) on high school English as a
Foreign Language (EFL) education, as revealed by this study, is analyzed and
critiqued in light of established research and educational theories.
The congruence between the findings of this study and previous research
underscores the consistent positive impact of Differentiated Instruction (DI) on
various aspects of the educational experience. A substantial body of literature has
indicated that DI allows for tailored instruction, accommodating students' diverse
learning needs, interests, and readiness levels (Davidsen, 2018; Magableh &
Abdullah, 2021; Manavathu & Zhou, 2012). This alignment reaffirms that DI aligns
with the foundational principles of educational psychology, which emphasize the
significance of adapting instruction to individual students (Ginja & Chen, 2020;
Shareefa & Moosa, 2020; van Geel et al., 2019). This pedagogical approach
resonates with Vygotsky's Zone of Proximal Development (ZPD), which posits that
learning is most effective when it occurs within a student's ZPD (Fani & Ghaemi,
2011; Irshad et al., 2021; Arifin et al., 2022), the range of tasks they can perform
with guidance. DI facilitates this by providing instruction that matches each
student's current abilities while challenging them to progress, aligning with
Vygotsky's theory.
The intriguing finding of a negative relationship between motivation and DI
diverges from some previous studies that have suggested a positive link between
autonomy, intrinsic motivation, and DI (Aliyeva, 2021b; Kamarulzaman et al.,
2018; Klonari & Koutaleli, 2017). These studies propose that when students are
given autonomy and choice in their learning, they are more likely to be intrinsically
motivated, which in turn leads to enhanced learning outcomes. However, the

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negative relationship identified in this study suggests a more nuanced interplay

between motivation and DI.
One possible explanation for this contrast could be the variation in students'
experiences and preferences. While DI empowers students with choice and
autonomy, it might not universally resonate with all students (Aliyeva, 2021;
McNeill & Polly, 2023; Valiandes et al., 2017) Some students may thrive in
structured, teacher-led environments, and for them, the autonomy offered by DI
might be overwhelming or demotivating (Bai et al., 2021; Cholsakorn & Piamsai,
2022; Pourdana & Asghari, 2021). It's crucial to recognize that students have
diverse motivational profiles, and a one-size-fits-all approach may not apply when
it comes to motivation in the context of DI (Holloway, 2000; Ninković et al., 2022;
Venturin, 2020).
To gain a comprehensive understanding of this complex relationship,
further research should explore how individual differences, learning preferences,
and other contextual factors interact with DI to influence motivation. Additionally,
examining the role of teachers in fostering motivation within the DI framework
could shed light on strategies to enhance motivation for all students.

CONCLUSION
This research embarked on a comprehensive exploration of the impact of
Differentiated Instruction (DI) within the realm of high school English as a Foreign
Language (EFL) education. With a mixed-methods approach encompassing both
quantitative and qualitative analyses, the study aimed to shed light on the intricate
relationships between DI, students' perceptions, motivation, and engagement levels.
The findings of this study align with a substantial body of prior research,
reaffirming the pivotal role of DI in shaping students' educational experiences
(Dewaele & Nakano, 2013; Shareefa et al., 2021). The strong positive correlation
between students' perception of DI and its implementation underscores the
importance of personalized instruction tailored to the unique learning profiles and
readiness levels of students (Alshareef et al., 2022; Suwastini, 2021; Muhammad &
Iqbal, 2020; Yavuz, 2020). This echoes Vygotsky's Zone of Proximal Development

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(ZPD) theory, emphasizing the significance of instructional adjustments to optimize

learning outcomes.
However, a notable and intriguing finding emerged in the form of a negative
relationship between motivation and DI. This counters some prior studies that
suggested intrinsic motivation stemming from autonomy within DI. This
discrepancy underscores the complexity of the interplay between motivation and
instructional methods, suggesting that motivation is not a one-size-fits-all concept
(Aliyeva, 2021a; Haelermans, 2022; I. S. I. Magableh & Abdullah, 2021; Broek &
Espin, 2012).
These results invite further investigation into the nuanced factors
influencing students' motivation within the DI framework. It calls for research that
delves deeper into individual differences, learning preferences, and contextual
variables, recognizing that motivation operates differently for diverse student
populations.
In conclusion, this study contributes valuable insights into the multifaceted
nature of DI's impact on EFL high school education. While reaffirming the benefits
of DI in promoting tailored instruction and engagement, it also highlights the need
for a more nuanced understanding of motivation within this pedagogical approach.
The implications of this research extend to educators, policymakers, and
researchers, prompting ongoing discussions and explorations aimed at enhancing
the educational experiences of high school EFL students. The journey to
comprehending the intricacies of DI and motivation in education continues, offering
exciting possibilities for future research and transformative pedagogical practices.

CONCLUSION
This research embarked on a comprehensive exploration of the impact of
Differentiated Instruction (DI) within the realm of high school English as a Foreign
Language (EFL) education. With a mixed-methods approach encompassing both
quantitative and qualitative analyses, the study aimed to shed light on the intricate
relationships between DI, students' perceptions, motivation, and engagement levels.

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Universitas PGRI Sumatera Barat – Indonesia

The findings of this study align with a substantial body of prior research,
reaffirming the pivotal role of DI in shaping students' educational experiences
(Dewaele & Nakano, 2013; Shareefa et al., 2021). The strong positive correlation
between students' perception of DI and its implementation underscores the
importance of personalized instruction tailored to the unique learning profiles and
readiness levels of students (Alshareef et al., 2022; Suwastini, 2021; Muhammad &
Iqbal, 2020; Yavuz, 2020). This echoes Vygotsky's Zone of Proximal Development
(ZPD) theory, emphasizing the significance of instructional adjustments to optimize
learning outcomes.
However, a notable and intriguing finding emerged in the form of a negative
relationship between motivation and DI. This counters some prior studies that
suggested intrinsic motivation stemming from autonomy within DI. This
discrepancy underscores the complexity of the interplay between motivation and
instructional methods, suggesting that motivation is not a one-size-fits-all concept
(Aliyeva, 2021a; Haelermans, 2022; I. S. I. Magableh & Abdullah, 2021; Broek &
Espin, 2012).
These results invite further investigation into the nuanced factors
influencing students' motivation within the DI framework. It calls for research that
delves deeper into individual differences, learning preferences, and contextual
variables, recognizing that motivation operates differently for diverse student
populations.
In conclusion, this study contributes valuable insights into the multifaceted
nature of DI's impact on EFL high school education. While reaffirming the benefits
of DI in promoting tailored instruction and engagement, it also highlights the need
for a more nuanced understanding of motivation within this pedagogical approach.
The implications of this research extend to educators, policymakers, and
researchers, prompting ongoing discussions and explorations aimed at enhancing
the educational experiences of high school EFL students. The journey to
comprehending the intricacies of DI and motivation in education continues, offering
exciting possibilities for future research and transformative pedagogical practices.

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Universitas PGRI Sumatera Barat – Indonesia

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