The Implementation of Differentiated Instruction in Teaching Writing Recount Text for Tenth Grade Students at SMA Negeri 1 Tanjung Pura

This study aimed to describe the implementation of differentiated instruction in
teaching writing recount text and to identify the difficulties faced by the teacher in
its application. The research was conducted at SMA Negeri 1 Tanjung Pura with
tenth grade students in the 2023/2024 academic year. This study employed a
descriptive qualitative research design. The participants consisted of one English
teacher and thirty two students from one class. The data were collected through
classroom observation, interview, and documentation, and were analyzed by using
qualitative data analysis procedures proposed by Sugiyono, including data
collection, data reduction, data display, and drawing conclusions. The findings
revealed that differentiated instruction was implemented by considering students‟
readiness levels (high, medium, and low) and learning styles (visual, auditory, and
kinesthetic). Differentiation was applied to content, process, and product. The
results showed that all student groups experienced improvement in writing
recount texts. High level students demonstrated better organization and
grammatical accuracy, medium level students showed improvement in text
structure and vocabulary, and low level students developed better sentence
construction and sequencing of events. In addition, differentiated activities
increased students‟ motivation, participation, and engagement in the learning
process. However, the teacher encountered several difficulties, including
managing a large class sizes, fair grading assessment, and limited planning time.
To overcome these difficulties, the teacher applied diagnostic assessments,
flexible grouping, differentiated assessment scales, and adaptive instructional
strategies. Overall, the study concludes that differentiated instruction is an
effective and relevant strategy for teaching writing recount texts and supports the
principles of the Merdeka Curriculum by accommodating student diversity in the
classroom.