<![CDATA[This qualitative single-site case study examined how three English teachers at SMAN 1 Lenek, East Lombok, interpreted and enacted Indonesia’s Pembelajaran Mendalam, a pedagogical approach emphasizing mindful, meaningful, and joyful learning. Data comprised one complete lesson observation, one individual semi-structured interview, and one lesson document for each teacher. A hybrid thematic analysis used the official Pembelajaran Mendalam framework as a sensitizing lens while allowing context-specific patterns to be developed from the data. The teachers generally associated the approach with relevance, student participation, and a positive classroom climate, although they differed in how explicitly they articulated its formal components. Observed practices included personal check-ins, real-world framing, contextualized scaffolding, and flexible adaptation when planned media were unavailable. Because only one lesson per teacher was observed and the correspondence between some lesson documents and observed sessions could not be fully established, planned-enacted comparisons were interpreted cautiously. Reported constraints included uneven conceptual familiarity, technology access, variable student participation, and tension between depth and curriculum coverage. The study extends readiness-oriented research by illustrating how a national pedagogical direction was interpreted and adapted in a non-urban EFL context. The findings support sustained, practice-based professional development, shared planning criteria, and school-level support for iterative implementation.]]>
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