Implementation of Differentiated Instruction and Challenges Faced by Malay Language Teachers in Primary Schools in Keningau, Sabah

Differentiation instruction is a reaction to learner differences, which adjust the instruction to the readiness, needs, interests and learning strengths of pupils. This paper has discussed the application of differentiated instruction in the Malay Language lessons and the difficulties faced by primary school teachers in Keningau, Sabah. Authors employed an exploratory qualitative design where two purposely sampled Malay Language teachers with direct experience of differentiated instruction were employed. Data were produced via semi-structured interviews, observations and analysis of lesson plans and teaching materials in classrooms. The data gathered during the interview was analysed using a deductive approach based on the Zone of Proximal Development and Multiple Intelligences theory by Vygotsky and Gardner respectively and triangulation was carried out with the aid of observation and document evidence. The results developed four inter-related implementation practices. The initial method used by teachers to determine the readiness of pupils was diagnostic reading combined with oral and writing exercises with constant observation. The next step they undertook was differentiation by ability-based grouping, different teaching materials, differentiation of tasks and enrichment. Individual and graduated scaffolding, peer support, encouragement and, in some cases, parental support were used to provide instructional support. There was also a variety of learning activities in linguistic, auditory, visual-spatial, kinaesthetic, interpersonal, intrapersonal, logical-mathematical and naturalistic strengths by teachers. The problems were basically the lack of instructional and preparation time, the necessity to prepare multi-level materials, the classroom-management needs, the high number of pupils in need of assistance, inconsistent levels of motivation, and the perception of unequal task challenge and distribution of teacher attention among groups of pupils. The research finds that inclusive and responsive Malay Language instruction with diagnostic assessment, structured planning and scaffolding that is paired with long-term professional and school-wide support can be supported through differentiated instruction.

Keywords: Differentiated instruction, Malay Language teachers, primary schools, scaffolding, teacher challenges

Differentiated instruction, Malay Language teachers, primary schools, scaffolding, teacher challenges

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