A Narrative Inquiry Into Primary EFL Teachers’ Challenges in Promoting Deep Learning

Nur Handawati Putri; Rina Wahyu Setyaningrum

doi:10.31004/basicedu.v10i2.11647

Authors

Nur Handawati Putri Universitas Muhammadiyah Malang, Indonesia
Rina Wahyu Setyaningrum Universitas Muhammadiyah Malang, Indonesia

DOI:

https://doi.org/10.31004/basicedu.v10i2.11647

Abstract

Deep learning focuses on developing critical thinking skills, conceptual connections, and meaningful application of knowledge, but its implementation in an elementary school EFL context still faces various pedagogical obstacles. This study aims to examine the challenges faced by teachers in promoting deep learning in English classes at an Islamic elementary school in Batam, Indonesia. Research on EFL teaching at the elementary school level is still lacking, especially in exploring teachers' experiences in realistic settings within an Islamic school context. Therefore, this study offers a contextual perspective and honest assessments from teachers. This study used a narrative inquiry design with three purposefully selected English-speaking teachers from grades 1-3. Data were collected using a narrative framework, semi-structured writing, and documentation, then analyzed using thematic analysis. The research findings indicate that teachers have a limited understanding of the fundamentals of teaching. Furthermore, teachers face challenges in engaging in activities that can encourage critical thinking and meaningful connections. Time constraints, curriculum demands, and student readiness also influence implementation. Furthermore, learning practices still tend to be oriented towards completing tasks. These findings emphasize the importance of continuous professional development to strengthen teachers' pedagogical capacity in designing reflective, meaningful, and enjoyable EFL learning, as well as enriching in-depth learning studies in the context of Islamic elementary schools

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