Faculty of Teacher Training and Education Universitas Muhammadiyah Mataram Mataram City.
Indonesia International Conference on Global Innovations in Education.
Science, and Technology Mataram.
September 25-26, 2025 Exploring English Learning Challenges and Deep LearningAos Potential in the Coastal Contexts Wa Ode Sinta Kalsum1.
Sariyatun2.
Nurarifah Drajati3 1,2,3Department of Educational Technology.
Universitas Sebelas Maret Surakarta.
Indonesia waode_sintak@student.
id, sariyatun@staff.
id, nurarifah_drajati@staff.
Abstract: Amidst the complexities of English language learning in coastal areas, schools are urged to adapt to the current educational transformation that encourages the implementation of deep learning in educational units.
This research is crucial to understand initial conditions and potential adaptations of deep learning approach.
The purpose of this study is to explore challenges in English learning and assess schools' readiness to implement deep learning approach in coastal contexts.
The method used is a descriptive qualitative study through in-depth interviews with English teachers in two coastal communities in Wakatobi namely.
Sampela and Mantigola.
The results indicate that low student literacy, minimal family support, limited learning facilities, and local culture such as fishing season are a series of problems in coastal schools.
However, there are signs of readiness from teachers and schools to adapt the deep learning approach through the use of more accessible digital media, contextual learning, and involvement in supportive training.
In conclusion, deep learning has the potential to increase the relevance and meaningfulness of English language learning in coastal This research has implications for the development of technology-based learning policies and designs that are sensitive to the cultural and geographical conditions in coastal areas.
Keywords: English Learning.
Deep Learning Approach.
Coastal Contexts.
Article History:
Received: 02-09-2025 Online : 30-09-2025 This is an open access article under the CCAeBY-SA license AiAiAiAiAiAiAiAiAiAi I AiAiAiAiAiAiAiAiAiAi INTRODUCTION English language learning in coastal schools encounters multifaceted challenges.
Earlier researches have highlighted that students in remote coastal contexts often experience barriers ranging from limited learning facilities and strong socio-cultural influences (Poedjiastutie.
These issues include inadequate learning resources which limit the quality of classroom instruction, lack of exposure to English in their immediate environment which limit opportunities to develop language proficiency, particularly vocabulary acquisition, and the maritime lifestyle, in which children are frequently involved in household economic activities, often leads to irregular school attendance (Widyahening & Rahayu, 2.
These conditions create unavoidable challenges that significantly affect both the learning process and English achievement in coastal schools (Suryana, 2.
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Amidst these various challenges, coastal schools are faced with the demands of being able to adapt to the transformation of national education.
Recently, the Ministry of Education promotes the integration of deep learning as a pedagogic approach.
Unlike the concept of deep learning in the context of artificial intelligence, this approach draws on a learning model developed by experts such as Michael Fullan .
This approach emphasizes active student engagement, real-world problem-solving, and connections between learning content and everyday life, while creating a positive and motivating learning environment (Fullan, 2.
This approach focuses on developing deep understanding through the integration of three main components, mindful learning, meaningful learning, and joyful learning (Feriyanto & Anjariyah, 2.
Mindful learning highlights awareness and active engagement in understanding concepts.
Meaningful learning stresses the relevance of materials to studentsAo real-life contexts, thereby improving retention and applicability.
Joyful learning, meanwhile, ensures that the process is enjoyable and motivating, which is particularly important to sustain studentsAo interest in coastal areas where school engagement is often disrupted (Feriyanto & Anjariyah, 2.
Although the concept of deep learning has been widely discussed in educational literature, little is known about how schools in coastal settings are prepared to adopt this approach.
This study is therefore important to provide an understanding of the initial conditions and the potential for adapting deep learning in coastal schools.
Therefore, this study aims to explore the challenges of English learning in coastal contexts and to examine the readiness of schools to adopt deep learning as a more contextual, meaningful, and sustainable instructional The findings are expected to contribute to policy development, instructional design, and teacher professional development that are sensitive to the cultural and geographical realities of coastal education.
METHOD
This study employed a descriptive qualitative research to explore the challenges of English language learning and the readiness of coastal schools in adopting deep learning.
Descriptive qualitative research involves the description, interpretation of situations, and conditions used to explain in research reports (Hancock, 2.
A qualitative approach was selected because it allows for in-depth understanding of contextual and cultural factors that influence the learning process.
Research Sites and Participants The research was conducted in July- August 2025 took place in three coastal schools in Kaledupa.
Southeast Sulawesi, namely SMP Negeri Satap Mantigola.
SMP Negeri Satap Bajo Sampela, and MTSS Mantigola.
The participants comprised English teachers and students from the participating coastal schools.
Total of three English teachers directly involved in classroom instruction and familiar with the realities of coastal education were selected.
addition, five students from each school were purposively chosen to represent diverse characteristics .
, gender, grade level, attendance patterns, and academic performanc.
Wa Ode Sinta Kalsum.
Exploring English Learning.
Data Collection Data were collected through observation and semi structured interviews.
The interview instruments developed from two frameworks.
Ecological Systems Theory Framework (Bronfenbrenner, 1.
was used to collect data related to challenges of English learning, while Technology Readiness Index (Parasuraman, 2.
used to collect data related to readiness to adopt the deep learning approach.
Each interview lasted approximately 45- 60 minutes and was conducted in Indonesian to ensure clarity and comfort for participants.
Table 1.
Interview Guide Based on EST and TRI Frameworks Framework Component Description Sample Question Ecological Systems Microsystem Direct environment:
AuWhat challenges do Theory studentsAo literacy, your students face in (Bronfenbrenner, classroom learning, learning English family support.
vocabulary in class?Ay Mesosystem Interaction between AuHow do parents home, school, and collaborate with teachers to support studentsAo English learning?Ay Exosystem External factors AuHow does parentsAo indirectly influencing fishing activity or school students .
arentsAo infrastructure affect work, facilities, studentsAo attendance and learning?Ay Macrosystem Broader cultural AuIn what ways does local values and norms maritime culture affecting education.
influence studentsAo attitudes toward schooling and English learning?Ay Chronosystem Influence of time and AuHow do seasonal educational changes.
absences or curriculum reforms affect the continuity of English learning?Ay Technology Optimism Positive expectations AuDo you believe deep Readiness Index about deep learning learning can improve (Parasuraman, 2.
approach benefits studentsAo English .
indful, meaningful, learning in a more meaningful and joyful way?Ay Innovativeness Willingness to try AuHave you tried new pedagogical integrating new methods strategies and tools.
or digital tools to make learning more studentcentered?Ay Discomfort Feelings of difficulty AuWhat challenges do you in applying new face when implementing 4 | International Conference on Global Innovations in Education.
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Framework Component Insecurity Description approaches or Concerns about sustainability and effectiveness of the Sample Question deep learning activities in class?Ay AuDo you feel confident that students can adapt consistently to deep learning practices?Ay Data Analysis The collected data were transcribed and analyzed using thematic analysis.
The transcripts were coded to identify recurring themes related to English learning challenges, readiness indicators, and potential benefits of deep learning.
To enhance trustworthiness, data triangulation was carried out by comparing findings across the two schools.
Member checking was also conducted by sharing summaries with the participants to validate the accuracy of RESULTS AND DISCUSSION Results Interviews with English teachers and students revealed multi-layered challenges in coastal schools.
At the microsystem level, many students in both Sampela and Mantigola still struggle with basic literacy, such as recognizing letters or retaining vocabulary after repeated Their inconsistent attendance further reduces engagement, while limited parental support at home weakens studentsAo motivation.
Moving to the mesosystem, weak collaboration between parents and schools was reported, with teachers noting that parental involvement in supporting English learning is minimal and cultural activities often take precedence over formal schooling.
At the exosystem level, parentsAo economic activities, particularly fishing, strongly influence studentsAo attendance, as children are frequently absent during fishing seasons.
Limited school infrastructure, including unstable electricity and inadequate classrooms, also hinders the learning process.
The macrosystem reflects the broader maritime culture that shapes educational practices, where children are expected to contribute to family livelihoods.
Low parental education levels contribute to reduced prioritization of formal learning, while social events such as community celebrations cause additional absenteeism.
Finally, the chronosystem highlights how seasonal fishing patterns create discontinuity in learning, particularly in vocabulary acquisition that requires consistent practice.
Teachers also emphasized the role of recent curriculum reforms promoting deep learning, which they perceive as both a challenge and an opportunity.
In terms of readiness to adopt the deep learning approach, the interviews with teachers provided important insights into their perspectives on mindful, meaningful, and joyful Optimism was evident across schools, as teachers generally believed that deep learning, supported by contextualized and interactive methods, could enhance student engagement and make English learning more relevant to their daily lives.
Regarding innovativeness, some teachers had begun experimenting with digital media such as interactive slide presentation, videos, and online quizzes, dictionaries, as well as contextual strategies that Wa Ode Sinta Kalsum.
Exploring English Learning.
link English vocabulary to local maritime life.
SMPN Satap Mantigola, in particular, demonstrated stronger initiative in this area.
However, significant discomfort was also reported, with teachers expressing concerns about limited infrastructure, unstable electricity, and insufficient training to implement deep learning effectively.
these issues were more pronounced in Sampela and MTSS Mantigola.
Finally, insecurity remained an obstacle, as some teachers expressed doubts about the sustainability of deep learning practices, particularly given irregular student attendance and uncertainty about studentsAo ability to adapt consistently.
The findings reveal that readiness for deep learning adoption is uneven across the three While Mantigola shows higher readiness in optimism and innovativeness, both Sampela and MTSS Mantigola demonstrate stronger barriers in discomfort and insecurity.
However, across all schools, there is a shared recognition of the need for more contextualized, engaging, and sustainable English learning practices.
Discussion The findings of this study, analyzed through the Ecological Systems Theory (EST), indicate that challenges in English learning among coastal students are shaped by complex and interrelated factors.
At the microsystem level, studentsAo limited literacy and lack of family support align with prior research highlighting the double burden of mastering both basic literacy and foreign language acquisition in marginalized areas (Rahmawati & Rasyid, 2.
The mesosystem challenges, such as weak parentAeschool collaboration and low parental involvement, reflect broader patterns observed in rural education where family priorities often lean toward economic survival rather than academic achievement (Hadiyanto & Simanjuntak.
Exosystem and macrosystem influences, including parentsAo fishing activities, limited infrastructure, and strong maritime culture, further exacerbate irregular attendance and hinder continuous language development.
These findings support Poedjiastutie .
, who emphasized that sociocultural and structural barriers are critical determinants of learning inequities in coastal and rural contexts.
The chronosystem dimension further illustrates how seasonal fishing patterns disrupt learning continuity, while the introduction of curriculum reforms promoting deep learning represents a new contextual shift that schools must navigate.
In terms of readiness for adopting the deep learning approach, insights from the adapted Technology Readiness Index (TRI) reveal both opportunities and barriers.
TeachersAo optimism and emerging innovativeness demonstrate their willingness to enhance English learning through contextualized, student-centered strategies.
This reflects alignment with the Ministry of EducationAos policy on mindful, meaningful, and joyful learning, which emphasizes deeper engagement and relevance (Feriyanto & Anjariyah, 2.
However, discomfort and insecurity remain strong in schools like Sampela and MTSS Mantigola, where infrastructural limitations and inconsistent attendance challenge the sustainability of deep learning practices.
These findings echo SuryanaAos .
observation that childrenAos involvement in economic activities directly undermines academic outcomes, and they highlight the importance of strengthening teacher training and infrastructural support to ensure effective implementation.
Taken together, the dual analysis using EST and TRI demonstrates that successful adoption of deep learning in coastal schools requires not only technological readiness but also 6 | International Conference on Global Innovations in Education.
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sensitivity to the ecological contexts in which students and teachers operate.
Addressing microsystem challenges such as literacy gaps and parental support, while simultaneously reducing exosystem and macrosystem barriers, will be crucial for ensuring that deep learning practices become sustainable and culturally relevant in coastal education.
CONCLUSIONS AND SUGGESTIONS
English learning in coastal schools is challenged by low literacy, weak parental support, irregular attendance, and cultural-economic factors such as fishing and community festivities.
Despite these barriers, teachersAiespecially in SMPN Satap MantigolaAishow optimism and innovativeness to adopt deep learning, though discomfort and insecurity remain in other It is suggested to strengthen teacher training in deep learning pedagogy, improve infrastructure and digital access, and enhance parental and community involvement to support sustainable and contextualized English learning.
ACKNOWLEDGMENTS
The author would like to sincerely thank the English teachers and school principals of SMPN Satap Mantigola.
SMPN Satap Sampela, and MTSS Mantigola for their valuable participation and support during the data collection process.
Special appreciation is extended to the organizing committee of this international conference for providing the platform to present this work.
The author also expresses deep gratitude to the academic supervisors.
Prof.
Sariyatun.
Pd.
Hum and Dr.
Nurarifah Drajati.
Pd, whose insightful guidance and constructive feedback were crucial throughout the research and writing process.
Their encouragement and expertise greatly contributed to the completion of this research.
REFERENCES