The Implementation of Deep Learning and Cross-Disciplinary Learning Approaches in EFL Material “Procedure Text” at SD Negeri 2 Kentengsari

Abstract

This study aims to describe the implementation of interdisciplinary learning in English language instruction on procedural texts among sixth-grade students at SD Negeri 2 Kentengsari and to identify its impact on students’ understanding and engagement. The study employed a qualitative, descriptive approach. Subjects included sixth-grade teachers and students involved in the learning process. Data collection techniques included observation, interviews, and documentation. Data were analyzed using an interactive model through the stages of data reduction, data presentation, and conclusion drawing. Data validity was maintained through triangulation of sources and techniques. The results showed that interdisciplinary learning integrating English with Fine Arts created more contextual and meaningful learning. Students not only understood the structure of procedural texts but also applied it in real-world activities, such as simple classroom exercises. Furthermore, students’ activeness, collaboration, critical thinking, and artistic and creative skills increased throughout the learning process. The teacher’s role as a facilitator was also key in directing and managing learning to maintain structure. These findings demonstrate that an interdisciplinary approach is effective at the elementary school level, particularly in applied material such as procedural texts. Therefore, interdisciplinary learning can be an alternative, innovative learning strategy that supports the holistic development of student competencies and is relevant to everyday life.