English teachers’ perceptions of deep learning implementation in classes: A survey-based study

Abstract

This study investigates English teachers’ perceptions of deep learning implementation in vocational high schools (SMKs) in Semarang, Indonesia. Deep learning, as promoted in recent curriculum reforms, emphasizes higher-order thinking, reflective practice, and student-centered engagement. However, the extent to which teachers understand and apply these principles in English language instruction remains underexplored. Adopting a quantitative survey design, the study involved nine English teachers from various vocational schools. Data were collected through a structured questionnaire comprising items related to teachers’ understanding, lesson planning, collaboration, and classroom application of deep learning principles. Descriptive statistics were used to analyze teachers’ responses, supplemented by qualitative insights from open-ended items. The findings reveal that teachers hold positive perceptions toward deep learning, particularly in conducting initial assessments, aligning learning outcomes with graduate profiles, and integrating higher-order thinking skills (HOTS). However, implementation tends to be inconsistent and procedural, as reflection and revision of lesson plans are performed only occasionally. Collaboration with peers and integration across subjects were also found to be moderate. Teachers identified several challenges, including administrative workload, lack of continuous professional training, and limited opportunities for collegial collaboration. The study concludes that while English teachers demonstrate conceptual readiness and positive attitudes, they require stronger institutional support and sustained professional development to transform perception into consistent pedagogical practice. It recommends targeted mentoring, simplified administrative systems, and reflective learning communities to enhance the quality of deep learning implementation in English education.