Deep Learning in Indonesian EFL Classrooms: Supporting Students’ Readiness for the English TKA
DOI:
https://doi.org/10.24090/16kqee81Keywords:
deep learning pedagogy, EFL classrooms, English TKA, student learning experiences, Indonesian secondary educationAbstract
The English Academic Achievement Test (Tes Kemampuan Akademik/TKA) in Indonesia requires students to demonstrate higher-order thinking skills, including interpreting texts, drawing inferences, and evaluating information. This raises questions about whether classroom practices adequately support students’ readiness for such cognitively demanding assessments. While deep learning pedagogy has been widely recognized for promoting inquiry, collaboration, and reflective learning, its role in supporting students’ readiness for the English TKA in Indonesian EFL contexts remains underexplored. This study examines how deep learning practices support high school students’ readiness for the English TKA. The research was conducted with Grade XII students at a senior high school in Semarang where deep learning pedagogy has been implemented over several years. A mixed-methods design was employed. Quantitative data were collected using the Student Perception of Deep Learning Implementation Scale (SP-DLI), measuring learning partnerships, learning environments, digital tool integration, and pedagogical practices. These data were complemented by semi-structured interviews exploring students’ learning experiences and strategies in understanding complex English texts. Collaborative discussions, inquiry-based reading, and project-based learning play a significant role in supporting students’ readiness to meet the analytical demands of the English TKA. Meaningful learning experiences appear to play an important role in helping students develop the analytical and interpretive competencies required in contemporary English assessments.
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