Implementing Differentiated Instruction through Gallery Walk in English Language Classroom

<p>Dealing with various students’ needs in an EFL classroom, teachers may adapt a learning method that can be integrated in differentiated instruction, such as cooperative learning. One of cooperative learning techniques that can be used by the teachers in differentiating instruction is through gallery walk. This study aimed at describing the implementation and teacher’s perspective of differentiated instruction by using gallery walk to teach English for lower secondary school students. Employing descriptive qualitative approach, this study was conducted in a public junior high school, located in <em>Kota Malang </em>by involving an English teacher and thirty-one grade eight students as the participants. Observation, interview, and document analysis were carried out in collecting the data. The result found out that differentiated instruction with gallery walk can be conducted in some stages, including mapping the students, employing various resources, grouping and giving roles to the students, and providing some options for students’ products. In addition, the benefits and challenges in implementing differentiated instruction with gallery walk were also explained in detail in this study. Due to the limitation of this study, it is recommended for future research to adopt the same issue, but comprehending with students’ perspectives or the significance in improving students’ competence.</p>