Exploring Teachers’ Strategies for Addressing Students Personality Differences in English Language Classroom

This study is entitled “Exploring Teachers’ Strategies for Addressing Students' Personality Differences in the English Language Classroom”. The researcher conducted this study to explore English teachers' strategies in identifying and addressing students' personality differences in the classroom. This study aims to find out how teachers recognize students' personality differences, and to explore what strategies teachers use to address them. This research uses qualitative methods. Data were collected through in-depth interviews with two English teachers and five ninth-grade students at MTsN 1 Aceh Selatan, who were purposively selected based on their differing personalities. Separate interviews were conducted using distinct protocols, the teacher interviews focused on how they identify students' personality types and the teaching strategies they employ in the classroom, while the student interviews aimed to understand their learning perspectives and experiences. All interview data were transcribed and analyzed thematically. The study found that teachers used two main approaches to identify student personalities: observing students' responses during classroom activities and analyzing students' regular exercises during the lessons. Based on this identification, teachers implemented five main strategies: Collaborative Learning with Differentiated Groups, Scaffolded Participation and Direct Motivation, Varied Interactive Methods, Differentiated Instruction through Routine Activities, and Psychological Safety & Adaptive Discipline. Students' perceptions of these strategies were highly positive; they felt more supported, motivated, and confident to participate actively in English language learning.