Deep Learning Implementation In English Classroom of Grade 8 Students At SMP Cinta Rakyat 3 Pematangsiantar

Abstract

This study aimed to describe the implementation of the Deep Learning approach in Grade 8 English classrooms and to describe students’ responses toward its implementation at SMP Cinta Rakyat 3 Pematangsiantar. This study used a descriptive qualitative research design. The participants were two English teachers and 158 Grade 8 students. The data were collected through non-participant classroom observations and questionnaires. The observation data were analyzed using thematic analysis, while the questionnaire data were analyzed using descriptive analysis based on frequency and percentage. The findings showed that the Deep Learning approach was implemented through three main principles: Mindful Learning, Meaningful Learning, and Joyful Learning. Mindful Learning was implemented through explaining learning objectives, asking questions, giving students time to think, encouraging them to express ideas, and conducting reflection activities. Meaningful Learning was implemented by connecting English materials with students’ previous knowledge, personal experiences, daily lives, and real communication. Joyful Learning was implemented through enjoyable activities, songs, discussions, group work, presentations, and positive feedback. The students also showed highly positive responses toward the implementation of Deep Learning. The positive responses were 98.23% for Mindful Learning, 95.95% for Meaningful Learning, and 98.10% for Joyful Learning. These findings indicate that the implementation of Deep Learning created an active, meaningful, and enjoyable English learning environment and encouraged students to think, participate, communicate, collaborate, reflect, and connect English learning with their daily lives. Therefore, Deep Learning through Mindful, Meaningful, and Joyful Learning can support a more active, meaningful, and enjoyable English learning experience for Grade 8 students.