Implementation of Differentiated Instruction for BIPA Students in Learning the Indonesian Language
english
Abstract
Purpose of the Study: This study explores the implementation of differentiated instruction in teaching Bahasa Indonesia to foreign speakers, focusing on how adaptive teaching strategies address linguistic and cultural barriers while enhancing learners' communicative competence. Differentiated instruction allows educators to modify content, processes, and assessments based on students’ varying proficiency levels, learning preferences, and cultural contexts creating an inclusive and engaging language-learning environment.
Methodology: A qualitative case study approach was employed to provide an in-depth understanding of instructional practices. The participants were 20 foreign students (8 males and 12 females) from diverse countries enrolled in a Bahasa Indonesia course at the State University of Surabaya. Data were gathered through classroom observations, semi-structured interviews, and document analysis. Thematic analysis was applied to identify patterns in instructional adaptation, learner engagement, and classroom implementation challenges.
Main Findings: The results demonstrated that differentiated instruction significantly improved students’ language acquisition, participation, and motivation. Learners benefited from varied learning activities, technology-enhanced tools, and flexible assessment approaches that accommodated different linguistic abilities and cultural backgrounds. Nevertheless, the study identified challenges in lesson preparation time and teachers’ capacity to maintain instructional consistency.
Novelty/Originality of this Study: This research offers one of the first comprehensive examinations of differentiated instruction in the context of Bahasa Indonesia as a foreign language. It offers a culturally responsive pedagogical model that bridges linguistic diversity with inclusive education principles, providing theoretical and practical guidance for educators seeking to enhance equitable, learner-centered language teaching practices in multicultural classrooms.
References
K. Allen et al., Understanding Learning Style. Huntington Beach: Shell Education Publishing, Inc., 2011. https://books.google.co.id/books/about/Understanding_Learning_Styles.html?id=lfKkGRm_gPQC&redir_esc=y
S. Z. B. Tahir, G. Sakkir, and R. Iye, “Buru language learning management model in ecotourism-based embedded-multilingual: Teachers’ need analysis,” Idarah (Jurnal Pendidikan Dan Kependidikan), vol. 8, no. 1, pp. 15–30, 2024, doi: 10.47766/idarah.v8i1.2333.
L. Baecher, M. Artigliere, D. K. Patterson, and A. Spatzer, “Differentiated instruction for English language learners as 'variations on a theme' teachers can differentiate instruction to support English language learners,” Middle Sch. J., vol. 43, no. 3, pp. 14-21, 2012, doi: 10.20414/edulangue.v5i1.5130.
S. Stollman, J. Meirink, M. Westenberg, and J. van Driel, “Teachers’ interactive cognitions of differentiated instruction in a context of student talent development,” Teaching and Teacher Education, vol. 77, pp. 138-149, 2019.
N. L. Djamudi, R. Iye, and F. I. N. Abida, “Survival language of teenagers in coastal families in Sandi Village, Wakatobi District,” Journal of Languages and Language Teaching, vol. 12, no. 1, pp. 136–152, 2024, doi: 10.33394/jollt.v12i1.9213.
G. Belakova, “Differentiated instruction in the foreign language classroom,” Lang. Educ., vol. 14, no. 2, pp. 32-35, 2019, doi: 10.1037/0022-0663.82.3.498.
M. Pozas, V. Letzel, and C. Schneider, “Teachers and differentiated instruction: exploring differentiation practices to address student diversity,” Journal of Research in Special Educational Needs, vol. 20, no. 3, pp. 217-230, 2020, doi: 10.1111/1471-3802.12481.
N. Brouwer, F. Korthagen, and T. Wubbels, "Teacher learning in the context of differentiated instruction," Teach. Teach. Educ., vol. 63, pp. 186-197, 2017, doi: 10.1080/13540602.2013.744201.
H. D. Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy. Pearson Education, 2001.
C. Tomlinson, How to Differentiate Instruction in Academically Diverse Classrooms, 3rd ed. Alexandria, VA: ASCD, 2017.
R. Ghanmi, and J. Navracsics, “Metalinguistic awareness, writing competence and lexical diversity in bilingual and multilingual adults in Hungary learning English as an additional language,” International Journal of Multilingualism, pp. 1-25, 2025, doi: 10.1080/14790718.2025.2517337.
O. Tajik, S. Noor, and J. Golzar, “Investigating differentiated instruction and the contributing factors to cater EFL students’ needs at the collegial level,” Asian. J. Second. Foreign. Lang. Educ, vol. 9, pp. 74, 2024, doi: . 10.1186/s40862-024-00299-5.
N. Mediyawati, N. Lustyantie, and E. Emzir, “M E D I A: Designing a model of IFL learning materials for foreign workers”, Cakrawala Pendidikan, vol. 38, no. 1, pp. 75–89, 2019. 10.21831/cp.v38i1.22245.
O. M. Al-Saadi, M. A. B. M. Adnan, and M. Hussin, “The effect of the individualized instruction strategy (One-on-One) on developing the speaking skills of non-native arabic language learners at the intermediate level at the sultan qaboos institute for teaching Arabic to non-native speakers,” International Journal of Academic Research in Business and Social Sciences, vol. 15, no. 7, pp. 1232–1245, 2025, doi: 10.6007/IJARBSS/v15-i7/26070.
C.-W. Chien, “Analysis of Taiwanese elementary school English teachers’ perceptions of designs, and knowledge constructed about differentiated instruction in content,” Cogent Educ., vol. 2, no. 1, 2015, doi: 10.1080/2331186X.2015.1111040.
J. W. Creswell, Qualitative Inquiry and Research Design: Choosing Among Five Approaches. Sage Publications, 2013.
N. K. Denzin and Y. S. Lincoln, The SAGE Handbook of Qualitative Research. Sage Publications, 2018.
P. T. Laksono, and F. Ismiatun, “Adapting to a hard situation: BIPA teachers' successful strategies for teaching local culture during the COVID-19 pandemic,” REiLA: Journal of Research and Innovation in Language, vol. 5, no. 1, pp. 63-76, 2023, doi: 10.31849/reila.v5i1.11199.
A. N. Ketut, “Leveled storybook: A supplementary material for teaching BIPA to primary school students,” Bahasa: Jurnal Keilmuan Pendidikan Bahasa dan Sastra Indonesia, vol. 6, no. 2, pp. 84-92, 2024, doi: 10.26499/bahasa.v6i2.1047.
L. Guo, N. A. B. N. M. Alwi, A. A. B. Mohamed, and L. Changlin, “A systematic review: Influence of intermediate-level language differences on language acquisition and writing competence. Sustainable Multilingualism/Darnioji daugiakalbystė, vol. 26, pp. 182-211, 2025, doi: 10.2478/sm-2025-0007.
A. El khdar, R. Samira, and B. Abdelmajid, “A Case Study of Differentiated Instruction in the EFL Reading Classroom in one high school in Morocco. International Journal of English Literature and Social Sciences, vol. 4, no. 6, pp. 1862-1868, 2019, doi: 10.22161/ijels.46.38.
M. Muslim, A. Arsad, and R. Iye, “Students' ability to communicate in speaking learning through an active learning approach for high school students,” AIQU: Journal Multidiscipliner of Science, vol. 1, no. 3, pp. 123-131, 2023. https://jurnal-umbuton.ac.id/index.php/aiqu/article/view/4727
M. Panduwangi, “The effectiveness of task-based language teaching to improve students’ speaking skills,” Journal of Applied Studies in Language, 5(1), 205-214, 2021, doi: 10.31940/jasl.v5i1.2490.
H. Gardner, Frames of Mind: The Theory of Multiple Intelligences. Basic Books, 1983.
G. H. Gregory and C. Chapman, Differentiated Instructional Strategies: One Size Doesn't Fit All, 3rd ed. Corwin, 2013.
J. Hattie and K. Zierer, 10 Mindframes for Visible Learning: Teaching for Success. Routledge, 2018.
M. Hedegaard, The Zone of Proximal Development as Basis for Instruction, in An Introduction to Vygotsky, Routledge, pp. 234-258, 2012.
K. J. Lunsford, Challenges to Implementing Differentiated Instruction in Middle School Classrooms with Mixed Skill Levels, Walden University, 2017. https://scholarworks.waldenu.edu/dissertations.
N. Shobikah, “The importance of English language in facing ASEAN Economic Community (AEC),” At-Turats, 11(1), 85-93, 2017, doi: 10.24260/at-turats.v11i1.873.
N. H. Chanh, “Enhancing EFL Vietnamese students’ communicative competence through selected speaking strategies,” REiLA: J. Res. Innov. Lang., vol. 5, no. 1, pp. 17-31, 2023, doi: 10.31849/reila.v5i1.12276.
I. F. Rachman, “Cultural issues in Indonesian language learning for foreign speakers,” International Journal of Educational Research Review, vol. 4, no. 3, pp. 454-460, 2019, doi: 10.24331/ijere.573951.
Jakarta Post, “Indonesia among top destinations for foreign students,” 2021. [Online]. Available: https://www.thejakartapost.com/news/2021/01/16/indonesia-among-top-destinations-for-foreign-students.html.
S. Kagan and M. Kagan, Kagan Cooperative Learning. Kagan Publishing, 2009.
R. Weganofa, and M. Mujiono, “A Meta-analysis of the effects of differentiated instruction on English language proficiency. JEES (Journal of English Educators Society), vol. 10, no. 2, pp. 85–94, 2025, doi: 10.21070/jees.v10i2.1929.
R. Ahmed, “Peer review in academic writing: Different perspectives from instructors and students,” TESOL Journal, vol. 12, no. 1, doi: 10․1002/tesj․537.
M. A. AM, S. Hadi, E. Istiyono, and H. Retnawati, “Does differentiated instruction affect learning outcome? systematic review and meta-analysis,” Journal of Pedagogical Research, vol. 7, no. 5, pp. 18-33, 2023, doi: 10․33902/JPR․202322021.
A. Amoakwah, and S. Donkoh, “Basic school teachers’ knowledge and use of differentiated instruction,” European Journal of Education Studies, vol. 10, no. 10, 2023, doi: 10․46827/ejes․v10i10․5004.
K. Bullers, A. M. Howard, A. Hanson, W. D. Kearns, J. J. Orriola, R. L. Polo, and K. A. Sakmar, “It takes longer than you think: librarian time spent on systematic review tasks,” Journal of the Medical Library Association, vol. 106, no. 2, 2018, doi: 10․5195/jmla․2018․323.
D. Lawrence-Brown, Differentiated Instruction and Inclusive Schooling․ In Oxford Research Encyclopedia of Education․ Oxford University Press․ doi: 10․1093/acrefore/9780190264093․013․1223
I. Magableh, and A. Abdullah, “The effect of differentiated instruction on EFL learners: Teachers’ perspective,” International Journal of Academic Research in Business and Social Sciences, vol. 10, no. 5, 2020, doi: 10․6007/IJARBSS/v10-i5/7235
I. S. I. Magableh, and A. Abdullah, “On the effectiveness of differentiated instruction in the enhancement of jordanian students’ overall achievement,” International Journal of Instruction, vol. 13, no. 2, pp. 533–548, 2020, doi: 10․29333/iji․2020․13237a
I. S. I. Magableh, and A. Abdullah, “The impact of differentiated instruction on students’ reading comprehension attainment in mixed-ability classrooms,” Interchange, vol. 52, no. 2, pp. 255–272, 2021, doi: 10․1007/s10780-021-09427-3
S. C. Mahali, and P. R. Sevigny, “Multicultural classrooms: Culturally responsive teaching Self-Efficacy among a sample of canadian preservice teachers,” Education and Urban Society, vol. 54, no. 8, pp. 946–968, 2022, doi: 10․1177/00131245211062526.
N. Maruf, “The interplay of teachers’ beliefs, attitudes, and the implementation of differentiated instruction in Indonesian EFL contexts,” English Review: Journal of English Education, vol. 11, no. 2, pp. 357–364, 2023, doi: 10․25134/erjee․v11i2․7251
A. Mavidou, and D. Kakana, “Teachers’ experiences of a professional development program for differentiated instruction,” Creative Education, vol. 10, no. 3, pp. 555–569, 2019, doi: doi: 10․4236/ce․2019․103040.
S. Melese, and L. Tinoca, “Instructors’ knowledge, attitude and practice of differentiated instruction: The case of college of education and behavioral sciences, Bahir Dar University, Amhara region, Ethiopia,” Cogent Education, vol. 6, no. 1, 2019, doi: 10․1080/2331186X․2019․1642294.
Y. G. Melka, and I. B. Jatta, “Investigating the effects of differentiated instruction on high school students’ grammar learning achievement in an Ethiopian EFL context, Addis Ababa University, Ethiopia,” East African Journal of Education Studies, vol. 5, no. 3, pp. 246–253, 2022, doi: 10․37284/eajes․5․1․636
Y. G. Melka, and I. B. Jatta, “Study the effects of differentiated instruction on English grammar teaching in Ethiopia,” Development of Education, vol. 5, no. 3, pp. 19–31, 2022, doi: 10․31483/r-103546.
A. B. Menson, “Differentiated learning instruction: Its effects on students’ oral English fluency,” Journal of Data Acquisition and Processing, vol. 39, no. 1, pp. 1670, 2024, doi: 10․5281/zenodo․755230.
H. Nassaji, “Language instruction and language acquisition: A complex interplay,” Language Teaching Research, vol. 21, no. 5, pp. 543–545, 2017․ https://doi․org/10․1177/1362168817727203.
D. P. Ortega, J. M. Cabrera, and J. V. Benalcázar, “Differentiating instruction in the language learning classroom: Theoretical considerations and practical applications,” Journal of Language Teaching and Research, vol. 9, no. 6, pp. 1220, 2018, doi: 10․17507/jltr․0906․11
M. Partanen, L. S. Siegel, and D. E. Giaschi, “Longitudinal outcomes of an individualized and intensive reading intervention for third grade students,” Dyslexia, vol. 25, no. 3, pp. 227–245, 2019, doi: 10․1002/dys․1616.
Copyright (c) 2025 Heny Subandiyah, Fahri Fahri, Fithriyah Inda Nur Abida, Nadia Cao Jia, Abdul Rosyid, Etik Minarti
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Integrated Science Education Journal is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
.png)
.png)
