Exploring English Teachers’ Perspective of Deep Learning Approach In Independent Curriculum

Abstract

As the world rapidly evolves, the need for grasp intercultural communication skills increased as English becomes a mandatory component in the Indonesian educational framework. This study explores English teachers’ pedagogical understanding of deep learning approach in independent curriculum. By employing a qualitative research design, using case study approach, data obtained through semi-structured interviews with three English teachers in junior high school. This study serves teachers’ understanding, challenges occurred, coping and strategies, and support during the implementation of deep learning approach in independent curriculum. Moreover, this study examines the importance of professional development, adequate facilities, and collaborative practices can smoothen the implementation. Ultimately, this study contributes to limited research regarding this topic.