Abstrak
This research aims to illustrate how the eight elements of the deep learning graduate profile were implemented in English language education at SMPN 1 Tarakan, related the problems encountered by teachers. This study uses a descriptive qualitative method, with data gathered through observation, questionnaires, and interviews. It includes one teacher and 31 students. According to the research findings, numerous characteristics of classroom activities have been added, including faith and piety toward God Almighty, communication, teamwork, and independence. However, not all dimensions appear to be consistently implemented, and features such as creativity, critical thinking, citizenship, and self-confidence remain limited due to pupils' limited abilities and low self-esteem. The most challenging problem for teachers is integrating all eight characteristics into a single class, which is exacerbated by variations in student involvement and time constraints. Overall, implementation is a continuous process that requires ongoing improvement and support.