An Analysis of Teachers' Roles in Implementing Deep Learning in English Classes at MAN Lima Puluh Kota
Marsa Tsurayya, 2322090. An Analysis of Teachers’ Roles in Implementing Deep Learning in English Classes at MAN Lima Puluh Kota. Thesis, English Education Department, Faculty of Tarbiyah and Teacher Training, UIN Sjech M.Djamil Djambek Bukittinggi. Deep learning has become an important educational approach that emphasizes meaningful learning, collaboration, critical thinking, and the application of knowledge in real-life contexts. In line with the implementation of the Merdeka Curriculum, teachers are expected to enact the roles of activator, collaborator, and culture builder to support deep learning. However, studies that specifically examine how English teachers enact these roles in classroom practice remain limited. Therefore, this study aimed to analyze how English teachers enact the roles of activator, collaborator, and culture builder in implementing deep learning and to explore the challenges they experience while enacting these roles. This study employed a qualitative method with a case study design. The participants consisted of two English teachers as the main participants and twelve students as supporting participants at MAN Lima Puluh Kota. Data were collected through classroom observations, semi-structured interviews, and documentation. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña (2014), which includes data condensation, data display, and conclusion drawing. The findings revealed that the teachers enacted the roles of activator, collaborator, and culture builder as an integrated pedagogical process in implementing deep learning. Rather than functioning independently, these roles complemented one another in promoting students’ meaningful engagement throughout English learning. The findings also showed that the challenges experienced by the teachers were primarily practical rather than conceptual, requiring them to continuously adapt their instructional practices to students’ diverse learning needs and classroom situations. These findings suggest that the successful implementation of deep learning depends not only on teachers’ understanding of their professional roles but also on their ability to integrate these roles and respond flexibly to classroom realities.