PRE-SERVICE EFL TEACHERS’ REFLECTION ON THE IMPLEMENTATION OF DIFFERENTIATED LEARNING

Abstract

Reflection is a cognitive process that allows us to analyze and evaluate our ideas and emotions regarding a specific event or a challenging day. It provides us with an opportunity to reconcile and make sense of our thoughts and emotions related to the experience. The significance of reflective practice has been extensively examined and reexamined throughout the course of the past three decades. The primary objective of the study is to provide insight into the reflection of Pre-Service EFL teachers regarding how they implemented Differentiated Learning, as promoted by the Free Learning Curriculum. This narrative study aimed to use the theoretical and methodological assumptions obtained from Gibb's (1988) stages of reflection, based on the observed phenomenon and empirical findings mentioned earlier. This study was carried out by conducting in-depth interviews with Pre-Service EFL Teachers at a university in Semarang. The multiple data collection were gathered and analyzed by thematic analysis. The findings showed that the Pre-Service Teachers implemented differentiated learning in the content, process, and product by considering students’ learning style. This study has implications for how EFL/ESL teachers teach and ideas for future researchers.