English Teachers Readiness To Implement A Deep Learning Approach In Junior High Schools In Sorong Regency

Deep Learning has become one of the important approaches in the implementation of the Merdeka Curriculum because it emphasizes meaningful learning, critical thinking, creativity, and active student participation. However, the implementation of Deep Learning in English learning still faces several challenges, particularly related to teachers’ readiness in applying this approach in the classroom. Therefore, this study aimed to investigate English teachers’ readiness in implementing Deep Learning in English learning at junior high schools in Sorong Regency. This study employed a descriptive qualitative research design with a case study approach involving five English teachers from several junior high schools in Sorong Regency as the participants. The data were collected through semi-structured interviews and analyzed using data reduction, data display, and conclusion drawing. The findings revealed that most English teachers had fairly good readiness in implementing Deep Learning in English learning. Teachers understood the importance of student centered learning and had attempted to apply various interactive learning activities such as group discussions, role-play, presentations, text analysis, and problem solving activities to improve students’ critical thinking and communication skills. Teachers also utilized learning media and technology, including videos, PowerPoint, YouTube, and English learning applications to support the learning process. In addition, school principals and school policies generally supported teachers in implementing innovative learning methods in accordance with the Merdeka Curriculum. Nevertheless, several obstacles were still found in the implementation of Deep Learning, such as limited instructional time, differences in students’ abilities, inadequate learning facilities, limited internet access, and lack of specific training related to Deep Learning in English learning. Teachers also admitted that they still needed improvement in technology mastery, developing comprehension-based assessments, and designing Deep Learning-based teaching modules. Despite these challenges, teachers remained motivated to improve the quality of learning by adapting teaching strategies to students’ needs and participating in professional development activities. In conclusion, English teachers in junior high schools in Sorong Regency were considered sufficiently ready to implement Deep Learning in English learning, although continuous support in the form of training, adequate facilities, and ongoing professional development is still needed to optimize the implementation of Deep Learning in the classroom.