Abstrak
This research aimed to analyze how English teachers at SMKN 3 Payakumbuh adapted teaching to the four aspects of Differentiated Instruction (DI) content, process, product, and learning environment in alignment with Kurikulum Merdeka. The study focused on the challenges teachers encountered in accommodating students' diverse academic abilities, learning styles, and interests. It also examined the impact of limited guidance, time, and resources on the implementation of DI in English language teaching. The methodology used in this study is narrative inquiry, with data collection through direct observation and in-depth interviews. Observations were conducted over three meetings in class XI, focusing on four main aspects of DI: content, process, product and learning environment. Interviews were conducted with an English teacher and six students to understand their experiences regarding the application of DI in the teaching and learning process. Technique of data analysis was conducted through data collection techniques, data reduction, data presentation, and conclusion drawing. This approach enabled the researcher to obtain rich and in-depth narratives about the implementation of DI in the field. The results showed that the implementation of Differentiated Instruction (DI) in Class XI Culinary 4 included adaptations across content, process, product, and learning environment. The teacher adjusted content based on students’ readiness, offering options for text selection and modifying material difficulty based on feedback; however, some students still found the content challenging, suggesting a need for further refinement. In terms of process differentiation, collaborative learning and varied teaching methods were employed to address students' abilities, interests, and learning styles, though the teacher faced challenges in fully adapting all curriculum aspects to meet individual needs. Product differentiation allowed students to choose their preferred output formats, promoting creativity and engagement. Additionally, the teacher fostered an interactive learning environment by encouraging group discussions and collaboration, though some students remained less engaged, underscoring the need for strategies to ensure more consistent student participation and motivation.