<![CDATA[The implementation of the Deep Learning Approach in education emphasizes meaningful, contextual, active, and reflective learning. In English language learning, identifying students’ needs is important to ensure that the learning process is relevant to students’ actual conditions, difficulties, expectations, and learning preferences. This study aimed to identify and describe the target needs and learning of 11th grade students at SMAN 1 Sungai Puar in learning English in the context of the Deep Learning Approach. This study used an explanatory sequential mixed-methods design. Quantitative data were collected through a questionnaire administered to 85 eleventh-grade students, while qualitative data were collected through semi-structured interviews with nine selected students to give deeper explanations of the quantitative findings. The questionnaire was develop based on Hutchinson and Waters’ (1987) framework, consisting of target needs, namely necessities, lacks, and wants, and learning needs, namely learning material and media, activities, interaction, and teacher’s role. The quantitative data were analyzed using descriptive statistics, while the qualitative were analyzed thematically. The findings showed that students a very high need all aspects of target needs, including necessities, lacks, and wants. They needed contextual English materials connected to real-life situations and prior knowledge, opportunities to practice speaking and writing, support to overcome difficulties in vocabulary and listening comprehension, opportunities to express ideas confidently, and opportunities to evaluate and reflect on their learning. In terms of learning needs, students also need a very high need all aspects of learning media, learning activities, learning interaction, and teacher’s role. They needed contextual, visual, and audio-visual learning media, interactive, practical, collaborative, and reflective activities, a comfortable and supportive learning environment, teacher guidance, clear explanations, feedbacks, and evaluation from teachers. Therefore, the findings show that students involve contextual, active, interactive, collaborative, and reflective English learning that focus on their target needs and learning needs.]]>
