Students’ Perceptions of Deep Learning Implementation in English Classrooms: A Study at Junior High School

Abstract

This study investigates students’ perceptions of deep learning implementation in English classrooms at SMP Negeri 1 Campalagian. The study was motivated by the increasing need for learning approaches that develop students’ twenty-first-century competencies, including critical thinking, creativity, collaboration, communication, character, and citizenship. Deep learning is considered relevant because it shifts classroom practice from surface memorization to meaningful understanding, active participation, contextual application, and reflective learning. This research employed a qualitative descriptive design supported by descriptive quantitative data. The participants were 30 seventh-grade students of Class VII F who had experienced deep learning implementation in English lessons. Data were collected through a twelve-item Likert-scale questionnaire and interviews with 10 selected students. The questionnaire measured students’ perceptions of conceptual understanding and critical thinking, collaboration and communication, application and creativity, motivation and learning outcomes, and the role of the educator or scaffolding. The interview explored the benefits, difficulties, and coping strategies experienced by students during deep learning activities. The quantitative data were analyzed using frequency analysis, while the qualitative data were analyzed thematically. The findings show that students’ overall perception score was 80, categorized as good. The total empirical score was 1,147 out of the ideal maximum score of 1,440, resulting in a respondent achievement level of 79.65%. Interview findings revealed that deep learning improved students’ confidence, joy in learning, vocabulary understanding, practical English use, and peer collaboration. However, students still faced pronunciation difficulties, spelling problems, and comprehension gaps. They overcame these challenges through teacher scaffolding, repeated practice, asking questions, reading, writing, and maintaining persistence. The study concludes that students perceived deep learning positively because it made English learning more meaningful, enjoyable, collaborative, and supportive.