Phase C Picture Storybook in the Perspective of Deep Learning and Local Wisdom in English Learning

Abstract

This study investigates the limited use of picture storybooks in English language teaching and the insufficient integration of Deep Learning and local wisdom in Phase C learning materials. It aims to examine teachers’ use of picture storybooks and analyze the incorporation of Deep Learning and local wisdom in Phase C English learning materials. A qualitative approach using qualitative content analysis was employed. The participants were 10 English teachers from elementary and junior secondary schools in Kendal Regency. Data were collected through observation, semi-structured interviews, and document analysis, focusing on meaningful, mindful, and joyful learning and local wisdom indicators. The findings reveal that picture storybooks are still rarely used, with most teachers relying on conventional textbooks. The analyzed textbooks primarily emphasize vocabulary, grammar, literal comprehension, and written exercises, indicating limited implementation of Deep Learning. Local wisdom is also minimally represented and is not substantially integrated into narratives or learning activities. The study concludes that Phase C picture storybooks should systematically integrate Deep Learning and local wisdom to promote meaningful, contextual, and student-centered English learning.