CTL AND OBE BASED DEEP LEARNING IN VOCATIONAL ENGLISH INSTRUCTION: FOSTERING ENTREPRENEURIAL MINDSET

Abstract

This study investigates how vocational high school (SMK) teachers implement deep learning within Contextual Teaching and Learning (CTL) and Outcome-Based Education (OBE) in English instruction and how this integration creates opportunities to foster students’ entrepreneurial mindset. Employing a qualitative multi-site case study, the study involved three certified English teachers from three vocational high schools in region 3 of Cirebon, West Java, Indonesia, during the 2025/2026 academic year. The data were analyzed thematically through coding, categorization, and cross-case comparison to identify recurring patterns and context-specific variations across the three cases. The findings reveal that OBE, CTL, and deep learning were implemented as complementary components: OBE established vocationally relevant learning outcomes, CTL connected English learning with authentic occupational contexts, and deep learning enhanced learning experiences through mindful, meaningful, and joyful engagement. Teachers employed authentic materials, workplace simulations, role-plays, collaborative activities, reflection, and performance-based assessment. These practices transformed English from a predominantly content-oriented subject into a functional vocational competence and created opportunities for developing entrepreneurial dispositions, particularly initiative, creativity, problem-solving, communication, collaboration, and adaptability. The study concludes that the integration of OBE, CTL, and deep learning offers a promising framework for contextualizing vocational English instruction and supporting students’ vocational and entrepreneurial development.