AN ANALYSIS OF THE IMPLEMENTATION OF CONTEXTUAL TEACHING AND LEARNING (CTL) IN TEACHING READING COMPREHENSION AT MTS AL HIKMAH

RAHMANIA, ALQAIDA (2026) AN ANALYSIS OF THE IMPLEMENTATION OF CONTEXTUAL TEACHING AND LEARNING (CTL) IN TEACHING READING COMPREHENSION AT MTS AL HIKMAH. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT This research aimed to analyze the implementation of Contextual Teaching and Learning (CTL) in teaching reading comprehension at MTs Al Hikmah Kedaton. Specifically, the study described how the English teacher implemented CTL in reading comprehension classes, identified the challenges encountered during its implementation, and explored the strategies used to overcome those challenges. This study employed a descriptive qualitative research design. The participants consisted of one English teacher and six selected ninth-grade students at MTs Al Hikmah Kedaton. The data were collected through classroom observations, semi-structured interviews, and documentation. Furthermore, the data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which consists of data condensation, data display, and conclusion drawing or verification. To ensure the trustworthiness of the findings, the researcher applied credibility, transferability, dependability, and confirmability through source triangulation. The findings revealed that the teacher implemented Contextual Teaching and Learning through the REACT components, namely Relating, Experiencing, Applying, Cooperating, and Transferring. The teacher connected reading materials with students' daily experiences, encouraged active participation through collaborative learning and contextual activities, and guided students to apply their reading comprehension in meaningful situations. However, several challenges were identified, including students' limited vocabulary, low participation, varying reading abilities, limited instructional time, and students' dependence on teacher explanations. To overcome these challenges, the teacher provided vocabulary support, utilized visual media, facilitated collaborative learning activities, offered additional guidance, and encouraged students to relate reading texts to their real-life experiences. In conclusion, the implementation of Contextual Teaching and Learning contributed to creating a more meaningful, student-centered, and contextual reading comprehension learning process despite the challenges encountered during its implementation.

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