A DESCRIPTIVE STUDY OF LINGUISTIC LANDSCAPE TO SUPPORT THE DEEP LEARNING-BASED TEACHING AND LEARNING PROCESS IN PONOROGO DISTRICT ELEMENTARY SCHOOLS

Ryan Achmad Maulana A Descriptive Study of Linguistic Landscape to Support the Deep Learning-Based Teaching and Learning Process in Ponorogo District Elementary Schools. Thesis. Department of English Education, Muhammadiyah University of Ponorogo. Advisor 1 Dr. Diyah Atiek Mustikawati, M.Hum. Advisor II Dr. Ana Maghfiroh, M.Pd., BI.
Linguistic landscape has gained increasing attention in educational contexts because environmental texts provide authentic language exposure and meaningful learning opportunities beyond classroom instruction. In elementary schools, posters, signs, vocabulary displays, informational boards, and students’ work function as authentic pedagogical resources that support literacy and contextual learning. However, research examining the role of linguistic landscape in supporting deep learning-based teaching and learning in elementary school settings remains limited. Therefore, this study aimed to identify the types of linguistic landscape that support the deep learning-based teaching and learning process, explore teachers’ perceptions of its pedagogical role, and examine its contribution to students’ engagement and understanding.
This study employed a qualitative case study design conducted at SD Muhammadiyah Ponorogo and SDMT Ponorogo. The participants consisted of two elementary school teachers selected through purposive sampling. Data were collected through observations, semi-structured interviews, and documentation, and were analyzed using the interactive model of Miles, Huberman, and Saldaña.
The findings revealed four major types of linguistic landscape: literacy and educational displays, motivational and character-building texts, informational and instructional texts, and multilingual linguistic resources. The teachers perceived linguistic landscape as an authentic pedagogical resource that supports classroom instruction, literacy development, contextual learning, and meaningful learning experiences. Based on the triangulation of observations, documentation, and teachers’ perceptions, the findings further indicated that linguistic landscape provides opportunities for students to engage actively in learning, supports inquiry and classroom interaction, promotes contextual vocabulary development, and facilitates meaningful understanding by connecting learning materials with students’ everyday experiences. Overall, the study concludes that linguistic landscape functions as an authentic pedagogical resource that supports the implementation of deep learning-based teaching and learning by fostering contextual, meaningful, and student-centred learning experiences in elementary school settings.
Keywords: linguistic landscape, deep learning, elementary school, student engagement, teachers’ perceptions.