A PRELIMINARY STUDY: LECTURER'S PERCEPTIONS ON THE IMPLEMENTATION OF DIFFERENTIATED INSTRUCTIONS IN HIGHER EDUCATION

Abstract

Differentiated instructions are used to meet the student's needs. Every student has different characteristics, and they have their own preference for learning. Lecturers have a crucial role in implementing differentiated instructions in their teaching. Differentiated instructions allow lecturers to develop teaching and learning processes based on students' readiness, interest, and learning profile. The research examines lecturers' perceptions of differentiated instruction in higher education. The study employs a descriptive qualitative method, with interviews and questionnaires as the instruments. The participants are ten lecturers who teach English at one university in Cimahi, West Java. The data were analyzed qualitatively. The result shows that all lecturers know about differentiated instruction but have not fully applied it. They also understand the importance of differentiated instructions in meeting students' needs, which is a good way to enhance academic achievement. Still, they face implementation problems such as limited time, resources available, and the number of students in their class. They also mention that training and workshops are needed to develop their skill and experience in teaching.