EFL Teachers’ Perceptions of Deep Learning Practices in Enhancing Elementary School Learners’ Language Skills: Evidence from Curriculum Merdeka Implementation
Authors
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Agus Wandi
Universitas Pendidikan Mandalika
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Haerazi Haerazi
Universitas Pendidikan Mandalika
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Lalu Ari Irawan
Universitas Pendidikan Mandalika
DOI:
https://doi.org/10.36312/jolls.v6i3.5919Keywords:
Deep learning practices, EFL teachers’ perception, Elementary school learners, English language skills, Curriculum MerdekaAbstract
This study explores EFL teachers’ perceptions of deep learning practices in enhancing elementary school learners’ English language skills within the context of Curriculum Merdeka implementation. Deep learning practices in this study refer to student-centered, meaningful, interactive, reflective, and contextual learning activities that encourage learners to use English for communication rather than memorization. Using a qualitative descriptive design, the study involved 25 EFL teachers from elementary schools in Central Lombok selected through purposive sampling. Data were collected through semi-structured interviews and classroom observations, and analyzed using thematic analysis. The findings revealed that teachers perceived deep learning practices as effective, relevant, and child-friendly for improving learners’ vocabulary, pronunciation, listening comprehension, speaking confidence, motivation, and classroom participation. Teachers reported that storytelling, songs, games, role play, picture-based discussion, guided questioning, simple projects, and group work helped learners connect English with familiar experiences. Classroom observations showed that deep learning practices supported engagement through enjoyable participation, confidence through low-pressure speaking opportunities, and meaningful English use through contextual classroom interaction. Teacher scaffolding, including modeling, repetition, visual support, gestures, and guided questions, was found to be essential in helping learners understand and produce English. However, challenges such as limited time, low vocabulary mastery, lack of media, large classes, and teacher readiness were also identified. The study concludes that deep learning practices offer a promising pedagogical direction for elementary EFL learning when supported by clear objectives, appropriate scaffolding, and teacher professional development.
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