DEEP LEARNING CURRICULUM IN ENGLISH LANGUAGE TEACHING: A CASE STUDY AT SMK NEGERI 1 BENGKAYANG

Abstract

This study investigates the implementation of the Deep Learning Curriculum within English Language Teaching (ELT) at SMK Negeri 1 Bengkayang. The research explores how deep learning principles, such as inquiry-based learning, collaboration, creativity, and reflection enhance students’ communicative competence and critical thinking. A qualitative case study design was used, involving classroom observations, interviews with English teachers and students, and analysis of lesson plans. The findings reveal that deep learning practices encourage active participation and authentic language use through project-based and problem-based tasks. Despite positive impacts on student engagement and confidence, challenges were found in aligning assessments, teacher readiness, and limited exposure to authentic English input. The study concludes that integrating deep learning into EFL promotes meaningful language learning and supports the goals of the Merdeka Curriculum in vocational education. Deep learning in EFL classroom emphasizes higher-order cognitive processes, creativity, and real-world application, moving beyond traditional memorization of language rules. It aligns with the goals of building global competencies such as character, citizenship, communication, collaboration, creativity, and critical thinking, which are essential for success in both academic and vocational contexts.