FIRMANSYAH, BIANCA NALURI and Elfiza, Rona and Satria, Benni (2026) AN ANALYSIS OF DI IMPLEMENTATION IN GENDER-SEPARATED EFL CLASSES AT SMP ISLAM DE GREEN CAMP. S1 thesis, Universitas Maritim Raja Ali Haji.

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Abstract

This study aimed to analyze the implementation of Differentiated Instruction (DI) in gender-separated English as a Foreign Language (EFL) class at SMP Islam De Green Camp, Tanjungpinang. The study employed a quantitative descriptive-analytical design supported by qualitative data. Quantitative data were collected through a Differentiated Instruction questionnaire administered to 36 ninth-grade students (19 male and 17 female students). The questionnaire captured students’ classroom learning experiences as indicators of instructional practices implemented by the teachers. Qualitative data were obtained through semi-structured interviews with two English teachers to support the interpretation of the quantitative findings. Quantitative data were analyzed using descriptive statistics and the Mann–Whitney U test to examine variations in response patterns, while qualitative data were analyzed through thematic analysis. The findings indicate that DI was implemented relatively evenly across both classes. However, variations were found in the dominant DI components within each classroom context. Process differentiation was more prominent in the male class, reflecting the need for active, structured, and kinaesthetic learning activities. In contrast, product differentiation was more dominant in the female class, where teachers provided more complex and challenging output tasks to accommodate students’ learning pace and readiness levels. Qualitative findings further reveal that teachers consider Differentiated Instruction suitable for gender-separated EFL classrooms, as such settings facilitate the identification of dominant learning characteristics. Nevertheless, challenges related to time management and increased instructional preparation remain significant. Overall, the study concludes that while Differentiated Instruction is implemented equitably in gender-separated classes, its classroom manifestation varies in response to students’ learning characteristics. These findings highlight the importance of adaptive and flexible pedagogical practices in supporting diverse learners within gender-separated EFL contexts.

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