Indonesian English Foreign Language (EFL) Teachers’ Challenges and Strategies for Managing Mixed Ability Classroom

Abstract

This study explores the multifaceted experiences of Indonesian English as a Foreign Language (EFL) teachers in managing mixed-ability classroom, particularly within the framework of the Kurikulum Merdeka (Emancipated Curriculum). The presence of learners with varying levels of language proficiency in a single classroom presents a set of complex pedagogical and managerial challenges for teachers. This research aims to understand both the nature of these challenges and the strategies teachers employ to navigate them, as well as to examine how broader systemic and contextual factors shape instructional practices in inclusive EFL settings. Using a qualitative descriptive methodology with an instrumental case study design, the research was conducted at a private senior high school in Jember, East Java. Data were collected through classroom observations and semi-structured interviews with two male EFL teachers who had substantial teaching experience. The findings revealed six prominent categories of challenges frequently encountered in mixed-ability classroom: classroom management difficulties, discipline-related issues, the disparity in students’ English proficiency levels, the complexity of selecting and adapting appropriate teaching materials, inconsistent student engagement, and a limited understanding of the newly implemented curriculum among teachers. In response to these challenges, the participating teachers employed a variety of strategies that reflect key principles of inclusive and differentiated pedagogy. These strategies included differentiated instruction customized based on students’ interests and learning readiness alongside the integration of technology as a tool to enhance engagement, the use of formative assessments to monitor learning progress, participation in professional development activities (e.g., MGMP and Ruang GTK), and the implementation of motivational techniques such as humor and emotional scaffolding. However, the research also found that not all strategies yielded equal success, particularly in contexts constrained by institutional or emotional limitations. The study’s discussion underscores the critical role of teacher flexibility, continuous pedagogical reflection, and collaborative support networks in facilitating effective teaching in heterogeneous classroom. Furthermore, the research highlights the importance of providing teachers with institutional backing, including access to practical teaching resources, structured time for collaboration, and ongoing training tailored to the realities of mixed-ability instruction. This study makes a significant contribution to the growing body of research on inclusive EFL education in Indonesia, particularly under the changing educational paradigm introduced by Kurikulum Merdeka. It also offers practical implications for stakeholders such as policy-makers, teacher educators, and school administrators regarding the development of effective support mechanisms and training models. The findings emphasize that successful management of mixed ability classroom depends not only on teacher agency but also on systemic reform and institutional commitment to equitable education.