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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Teaching English as a Foreign Language Overseas Journal (TEFLO)
Vepriani Masirri
Universitas Kristen Indonesia Toraja
Education Languange, Linguistic, Communication & Media

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THE IMPLEMENTATION OF THE DEEP LEARNING APPROACH IN ENGLISH LANGUAGE LEARNING FOR FOURTH-GRADE STUDENTS AT SDN 3 RANTETAYO Vepriani Masirri; Theresyam Kabanga; Trivena Trivena
Teaching English as a Foreign Language Overseas Journal Vol. 13 No. 3 (2025): Teaching English as a Foreign Language Overseas Journal
Publisher : Publikasi dan UKI Press UKI Toraja.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47178/5h4cmg06

Abstract

This study aims to describe the implementation of the deep learning approach in English language learning for fourth-grade students at SDN 3 Rantetayo, Tana Toraja Regency. This research employed a descriptive qualitative method. The informants were the principal, the fourth-grade teacher, and a fourth-grade student. Data were collected through in-depth interviews, classroom observation, and documentation. The data were analyzed through data reduction, data display, and conclusion drawing. The findings show that the deep learning approach was implemented through mindful learning, meaningful learning, and joyful learning. In English learning, the teacher applied contextual strategies, discussion, reflection, simple English practice, formative assessment, and interactive activities. These activities encouraged students to become more active, motivated, confident, and engaged in the learning process. Students also showed greater courage in asking questions, expressing simple ideas, and completing learning tasks. However, several challenges were found, including limited time, lack of facilities and media, different student ability levels, low motivation, and teachers’ administrative workload. To overcome these challenges, the teacher used available media, managed time effectively, provided positive reinforcement, collaborated with other teachers, and created a comfortable classroom atmosphere. Overall, the deep learning approach supported meaningful, reflective, and enjoyable English learning for young learners..
Co-Authors Theresyam Kabanga Trivena, Trivena