THE IMPLEMENTATION OF DIFFERENTIATED INSTRUCTION IN TEACHING WRITING AT A JUNIOR HIGH SCHOOL IN KEDIRI

Abstract The Merdeka Curriculum in Indonesia has transformed teaching and learning, introducing innovative approaches to education. Differentiated instruction (DI) offers a significant opportunity for English teachers to address diverse student needs, particularly in teaching writing. This qualitative case study explores how and to what extend DI is planned and implemented in a writing class at a Junior High School in Kediri, Indonesia. In the study, the teacher implemented DI in content, process, and product using the Genre-Based Approach (GBA), encompassing four stages: Building Knowledge of the Field (BKOF), Modelling of the Texts (MOT), Joint Construction of the Texts (JCOT), and Individual Construction of the Texts (ICOT). Data were collected through observation, interviews, and document analysis from 32 seventh-grade students and one teacher, selected via purposive sampling. The data were analysed using thematic analysis and direct quotations. Findings reveal that DI, tailored to students’ interests and readiness, enhanced engagement and writing skills. Students reported positive perceptions of DI’s flexible and inclusive approach. This study provides insights for English teachers implementing the Merdeka Curriculum and suggests future research on DI in other language skills and classroom management strategies. Keywords: Merdeka curriculum; differentiated instruction; teaching writing; Genre-Based Approach (GBA); junior high school