EFL Classroom Interaction through Contextual Teaching and Learning: A Qualitative Study

English as a Foreign Language (EFL) has constituted a major part of the curriculum in private and public institutions in Saudi Arabia for over eight decades. More recently, the emergence of English as a global language has made it a socially desirable language in Saudi society, as elsewhere in the world. However, despite the long history of English teaching in Saudi Arabia and the growth of the profession over the years, the overall English proficiency level of the majority of students is low and unsatisfactory. Saudi researchers have reported many reasons for the ineffectiveness of English Language Teaching (ELT) including, but not limited to, low levels of student motivation, negative attitudes toward English, a substandard English as a Foreign Language (EFL) curriculum, and inefficient teacher pedagogical practices. These problems fall into two major categories: problems related to the lwhyr of teaching and learning of EFL, and problems related to the lhowr of teaching and learning EFL. In investigating these issues, much of this research has been carried out within individual/psychological/structuralist/positivist frameworks, which has failed not only to problematize the complexity of such constructs but also to appreciate the fact that all realities are produced/(re)produced via ldiscourser. Hence, the present study investigated EFL teaching and learning practices by employing Foucauldian and poststructuralist frameworks. This study used poststructuralism not only as a theoretical lens per se, but also established it through the implemented analytical tools and textual representations of the collected data. Employing a poststructuralist discursive perspective made it possible to view EFL teaching and learning as complex social practices, interacting with the discourses of English and ELT practices available in the global as well as the local context(s). These discourses create the nexus between power and knowledge and impact on what an EFL teacher/ learner does within a classroom setting by constructing perspectives of reality through which he or she comes to understand the EFL teaching and learning process in certain ways which constitute epistemological spaces and generate particular practices. Drawing on policy documents, EFL textbooks, classroom observations, interviews with two Saudi EFL teachers, and focus group discussions with Saudi EFL students in two rural areas, the study identified seven discourses circulating within and competing across the examined discursive spaces. The first three discourses are related to English and its values, including: English as a universal language; English as the language for better employment opportunities; and English as the language for spreading religion. The remaining four discourses centred around ELT with exams as an important aspect of EFL learning and ELT; CLT as the key to success in ELT; L1 as a barrier to successful EFL learning; and EFL textbooks as an essential aspect of the processes of EFL learning and ELT. In exploring the production and (re)production of these discourses through the examination of how visibilization, normalisation, exclusionary/inclusionary acts, classification, and subject positioning as discursive strategies are employed, it was found that whether a particular discourse was made visible or invisible depended on other discourses operating across the examined discursive spaces: the social context, the policy, the textbook, the classroom, and the teachers and students. The analysis of the connection(s) and misconnection(s) between these discursive spaces demonstrated that the interplay between the different discourses constructed discursive battlegrounds, which impacted the processes of EFL teaching and learning. Through the investigation of this interplay, it was found that there was a disconnect and an ambivalent relationship between the study participantsr espoused discourses of English and their EFL teaching and learning practices, suggesting that EFL teachers and learners should not be considered lstabler figures, but rather as social agents with discursively constructed ever changing subjectivities. Furthermore, the analyses of the constructions of the discourses operating within the examined policy texts demonstrate an intra disparity and fragmentation. This was manifested in the difference between the ideals of the EFL curriculum and the institutionally imposed regulating techniques, that is, examinations and teachersr assessment practices which had negative effects on EFL teaching and learning dynamics. Additionally, as a consequence of the competition between the different sources of discursive constructions, I found that there was a gulf between the EFL policies and the enactment of these policies in EFL teaching and learning dynamics in the observed EFL classrooms. The findings of this study also indicate that if a discourse promoted through the policy is mediated by discourses operating in the larger societal context, it became more visible in teaching and learning practices as compared to other discourses that did not have social moorings. This suggests that taking the prevailing social expectations into account at the stage of developing any policy is of paramount importance.nThe study concludes with a discussion of the implications of the interplay of connections and misconnections between competing discourses across different spaces in Saudi educational settings for improving the EFL teaching/learning environments in Saudi Arabia and other similar contexts.n

This research is a pre-experimental study involving an experimental class which aims to determine the effectiveness of learning through the Contextual Teaching and Learning (CTL) Approach in learning mathematics in class VII students of Al Hikmah Integrated Islamic Middle School, Pangkep Regency, 2021/2022 academic year. While the effectiveness of learning is viewed from three aspects, namely: the implementation of learning, classical learning completeness, student activity, and student responses. A learning is said to be effective if at least three of the four aspects above are met, provided that aspects of student activity and classical learning mastery are met. Student scores after learning mathematics through the application of the Contextual Teaching and Learning approach have achieved classical mastery. The average positive student activity is 85.7% and 12.5% negative, this indicates that student activity in learning mathematics through the Contextual Teaching and Learning approach can be said to be active. Student responses to learning the Contextual Teaching and Learning approach can be said to be in accordance with the standards set, namely exceeding 75% of students who gave a positive response. Based on the results of descriptive and inferential analysis, it shows that student learning outcomes before learning the Contextual Teaching and Learning approach are smaller than student learning outcomes after learning the Contextual Teaching and Learning approach, thus learning mathematics through the Contextual Teaching and Learning approach is effectively used on the subject of Algebra in class students VII Al Hikmah Integrated Islamic Middle School, Pangkep Regency.

This study aims to: 1) Find learning devices based on contextual teaching and learning (CTL) that can improve students' mathematic problem solving skills at SMP Negeri 1 Hamparan Perak; 2) Find learning devices based on contextual teaching and learning (CTL) that can increase student self-efficacy at SMP Negeri 1 Hamparan Perak; 3) Find practical contextual teaching and learning (CTL) based learning devices that can improve the problem solving and self-efficacy ability of students at SMP Negeri 1 Hamparan Perak; 4) Find learning devices based on contextual teaching and learning (CTL) that are effective to improve the problem-solving ability and mathematic self-efficacy of students at SMP Negeri 1 Hamparan Perak. The results show that: 1) Students' mathematic problem solving ability using learning devices based on contextual teaching and learning (CTL) increased; 2) The increase in students' self-efficacy after using contextual teaching and learning (CTL) based learning devices has increased; 3) The developed contextual teaching and learning (CTL) based learning device met the criteria for practicality of the learning devices; 4) The learning devices developed through contextual teaching and learning (CTL) to improve students' mathematics problem solving ability and self-efficacy have met the criteria of being effective. Keywords : development of learning devices, contextual teaching and learning, problem solving ability, self-efficacy DOI: 10.7176/JEP/12-8-07 Publication date: March 31 st 2021

This research aimed to find out improvement the students’ ability in wiriting recount text through contextual teaching and learning (CTL) approach at the second grade student of XI Social Science 1 of SMA DHI MAPILLI in academic year of 2018/2019. The method of this research was A Classroom Action Research that consisted of two cycles. One cycle consisted of three meetings. It means that there were six meetings for two cycles. This classroom action research was done at the second grade student of SMA DHI MAPILLI. The subject of this research was XI Socisl Science 1 class in academic year of 2018/2019 by using contextual teaching and learning (CTL) approach. It consisted of 30 students. The implementiation of this research was giving the improvement for the result of the students’ ability in writing recount text through contextual teaching and learning (CTL) approach and the teacher activities in teaching and learning process. The mean scores of writing recount text in the first cycle was 64.13, and after revision in the second cycle, the mean scores became 75.83. the improvement of students’ ability to write recount text through Contextual Teaching and learning (CTL) approach is presenting recount text material at XI Social Science 1 class of SMA DHI MAPILLI. Improves the students’ ability significantly. The mean scores in cycle II is greater than the mean score of test in cycle I (75.83>64.13). the implementation of Contextual Rteaching and Learning (CTL) approach can make the students more active and enthusiast in learning process.

AbstrakPraktik pembelajaran di SDN Sunter Jaya 07, siswa diajarkan berdasarkan buku teks saja dan kebanyakan menggunakan pendekatan konvensional serta metode pembelajaran yang tidak sesuai. Guna mengatasi masalah tersebut, maka dibutuhkan metode pembelajaran yang sesuai yaitu dengan mengunakan metode Contextual Teaching and Learning (CTL). Penelitian ini bertujuan untuk memperoleh data empiris tentang adanya pengaruh penggunaan metode CTL terhadap hasil belajar PKn materi pola hidup gotong royong pada siswa kelas IV. Penelitian ini menggunakan metode eksperimen, desain pretest posttest control group design, dengan responden berjumlah 60 siswa kelas IV. Pada kelas IV A sebagai kelas eksperimen terjadi peningkatan nilai rata-rata sebelum dan sesudah menggunakan metode CTL yaitu dari 73,93 menjadi 82,90. Sedangkan pada kelas IV B sebagai kelas kontrol menggunakan metode realistik nilai rata-rata pretest yaitu 71,77 dan nilai rata-rata post test yaitu 78,20. Hasil penelitian ini menunjukkan bahwa kelas yang menggunakan metode Contextual Teaching and Learning mempunyai nilai rata-rata lebih tinggi dibandingkan dengan kelas yang menggunakan metode realistik. Jadi dapat disimpulkan bahwa metode Contextual Teaching and Learning berpengaruh secara signifikan dan positif terhadap hasil belajar PKn siswa kelas IV di SDN Sunter Jaya 07.Kata Kunci: Contextual Teaching and Learning (CTL), hasil belajar PKn  AbstractIn learning practices at SDN Sunter Jaya 07, students are taught based on textbooks only, and most use conventional approaches and inappropriate learning methods. In order to overcome this problem, an appropriate learning method is needed, namely the Contextual Teaching and Learning (CTL) method. This research aims to obtain empirical data about the effect of using the CTL method on civics learning outcomes regarding mutual cooperation in class IV students. This research used an experimental method, a pretest-posttest control group design, with respondents totaling 60 class IV students. In class IV A as an experimental class, there was an increase in the average score before and after using the CTL method, namely from 73.93 to 82.90. Meanwhile, class IV B, as the control class, used the realistic method; the average pretest score was 71.77 and the average posttest score was 78.20. The results of this research show that classes that use the Contextual Teaching and Learning method have a higher average score compared to classes that use the realistic method. So it can be concluded that the Contextual Teaching and Learning method has a significant and positive effect on the civics learning outcomes of class IV students at SDN Sunter Jaya 07.Keywords: Contextual Teaching and Learning (CTL), Civics learning outcomes

This study aims to determine: (1) the ability to write explanatory texts in class VIII students at SMP Negeri 2 Tapian Dolok before using Contextual Teaching and Learning (CTL) learning. (2) The ability to write explanatory texts for students of SMP Negeri 2 Tapian Dolok after the Contextual Teaching and Learning (CTL) model. (3) The effect of using the Contextual Teaching and Learning (CTL) learning model on the ability to write explanatory texts by class VIII students at SMP Negeri 2 Tapian Dolok. This research uses quantitative research. The method used is an experimental method while the method used in this research is Pre-Experimental Design (non-design). According to Sugiyono (2019:112) that the results of Pre-Experimental research are independent variables. This happened, because there were no control variables, and the sample was not chosen at random, this study used a One-Group Pretest-Posttest Design. The results of this study include: (1) The results of the initial test ability (pre-test) in the skills of writing explanatory texts for class VIII-5 students of SMP Negeri 2 Tapian Dolok before the Contextual Teaching and Learning (CTL) model is obtained an average value of 60. From the results of the pre-test showed that the students' ability to write explanatory texts had not yet reached the KKM target of 70. (2) The results of the final test (post-test) skills in writing explanatory texts for students of class VIII-5 SMP Negeri 2 Tapian Dolok after applying the Contextual model Teaching and Learning (CTL) obtained an average value of 70.38. From the post-test results obtained that the students' ability to write explanatory texts has reached the KKM target of 70. (3) The analysis that has been carried out and has been tested statistically that tcount is greater than ttable (3.38 > 2.042) causes H0 to be rejected and Ha received. Thus, it can be concluded that there is an effect of the Contextual Teaching and Learning (CTL) model on the skills of writing explanatory texts by grade VIII-5 students of SMP Negeri 2 Tapian Dolok.

school physics teaching materials problem-oriented topics fluid wetlands through approach Contextual Teaching And Learning (CTL) has not been optimally used in SMA PGRI 4 Banjarmasin. This adversely affects the learning outcomes. Therefore research material development through an approach Contextual Teaching And Learning (CTL) which aims to develop teaching materials such as lesson plans, worksheets, THB, and material teaching approach Contextual Teaching And Learning (CTL). The specific objective of the research to result in: (1) the validity of teaching materials school physics problem-oriented topics fluid wetlands through Contextual Teaching And Learning approach; (2) the practicality of teaching materials school physics problem-oriented topics fluid wetlands through Contextual Teaching And Learning approach, and (3) the effectiveness of teaching materials-oriented high school physics topics fluid wetland problem through an approach Contextual Teaching And Learning. Development of research methods to the design of Dick and Carey. Data obtained through the instrument validation sheet materials, instruments keterlaksanaan RPP observation sheets, and test. The results showed that: (1) teaching materials declared invalid by the high category. (2) teaching materials developed otherwise practical with very good category. (3) teaching materials developed that was declared effective in the high category. Research concluded that high school physics teaching materials problem-oriented topics fluid wetlands through approach Contextual Teaching and Learning (CTL) is declared unfit for use.

Previous studies have mainly focused on homework in courses such as math and physics with little attention to homework in EFL (English as a foreign language) classes. The main purpose of the study reported in this paper was to give a voice to both EFL teachers and learners with regard to English homework. To this end, 8 EFL teachers and 19 EFL learners took part in a semi-structured interview first. Then, based on their responses to the interview questions and a comprehensive review of the literature, a questionnaire was developed and validated to investigate EFL learners’ and teachers’ perspectives on different aspects of English homework. The questionnaire was finally completed by 283 EFL learners and 46 English teachers from two famous English institutions in Iran. Results revealed that English homework can help EFL learners with their language learning apart from enabling them to improve their reading, writing, vocabulary, and grammar. However, the homework assignments that are currently being used are not very interesting and do not help EFL learners improve all their English skills. The majority of EFL learners usually finish their homework in a hurry just before class begins; others do not spend the time that their teachers require them to spend on doing homework. English teachers should, therefore, design homework based on their students’ needs and interests as well as resort to employing modern opportunities such as online resources and self-access centers.

This research is a qualitative descriptive study, the subjects in this study are the principal of Asysyakirin Middle School, WAKA Curriculum, Homeroom 7.4 and Islamic Subjects. Data collection techniques used are: observation, and interviews. This research was conducted from August to October 2018. The results of this study showed that some Islamic Religious Education teachers in Asysyakirin Middle School had understood the meaning of the contextual learning model, the teacher just needed to deepen and gradually introduced the CTL (Contextual Teaching and Learning) learning model to student. The implementation of Islamic Religious Education learning more or less has reflected the application of the CTL (Contextual Teaching and Learning) learning model which includes 5 principles and 7 pillars of contextual learning, with the results of implementing the components of the CTL (Contextual Teaching and Learning) learning model as follows: interest (related), direct experience (esprecing), application (appliying), cooperation (cooperating), transfer of knowledge (transfering), constructivism (contruktivisem), finding (inquiry), asking (questioning), learning communities (learning comunity), modeling (modeling), reflection (reflection), true assessment (authentic assessment).
 It is expected that all teachers can use active learning, to develop the learning process one of them by using the CTL learning model, because the implementation of CTL can activate students in the learning process and increase student motivation. Because there are still inhibiting factors in the implementation of CTL, it is expected to frequently attend seminars and workshops and frequently read books related to CTL learning to better master and deepen how the application of CTL is good and right. So that it can improve the quality of education on an ongoing basis and establish better interactions to be able to achieve the expected learning goals

This study aims to determine the application of early childhood scientific literacy development using one approach, namely the contextual teaching and learning approach. In this study, researchers used descriptive qualitative research methods. Data collection techniques used were observation of children and teachers, interviews, and documentation. The data source was obtained from school data in the form of a list of group B children, the results of observations of children carried out by observing and interviewing group B children and group B teachers and the principal of Tk Al-Ihsan Omben in learning scientific literacy using the Contextual Teaching and Learning approach. The research location is Tk Al-Ihsan, Jl. Jokotole, Omben Village, Omben District, Sampang Regency. The results of the research that has been carried out by researchers in the group b tk al-ihsan, Omben village, Omben sub-district, Sampang district. In conclusion, scientific literacy learning activities with a contextual approach make it easier for children to learn. The results of the study show that using the Contextual Teaching and Learning (CTL) approach in learning scientific literacy is more fun and quickly understood, and cannot be separated from providing an adequate learning climate, as well as learning infrastructure that supports children in carrying out the learning process. One of the approaches used in Al-Ihsan Omben Kindergarten is through the application of the Contextual Teaching and Learning (CTL) approach which, if used, is very appropriate and effective for application to science learning for children in group B of Al-Ihsan Omben Kindergarten, because this approach helps teachers Associating the science material being taught with real-world situations for children, so that it will make learning fun and not boring

This article aims to: (1) develop digital-based teaching materials with a Contextual Teaching and Learning approach; (2) testing the effectiveness of using digital teaching materials for fiqh subjects with a Contextual Teaching and Learning approach to improve the learning outcomes of class VII students at SMP Diponegoro Depok, Sleman Regency. This article uses an R&D research design with the ADDIE model. Data collection techniques in the form of interviews, questionnaires, tests and observations. Data analysis by t-test (one-group pretest-posttest) and N-gain. Results The development of flipbook teaching materials for Jurisprudence subjects based on Contextual Teaching and Learning (CTL) focused on taharah material for class VII packaged in digital form using the Kvisoft Flipbook Maker application. Flipbook teaching materials are equipped with features, namely being able to read the yellow book (Arabic Pegon), technological skills, HOTS-based questions, QR Code-based links for deepening material, habituation, exemplary stories, mind mapping and summaries. Flipbook teaching materials for Jurisprudence subjects based on Contextual Teaching and Learning (CTL) have been able to improve student learning outcomes on the Thaharah material. The results of the N-Gain calculation obtained from the comparison of the average pretest and posttest values ​​of 0.59 or 59% are in the category of quite effective for improving student learning outcomes in Fiqh learning.

This research begins with the low social studies learning outcomes of class IV students at MI Al Bayyinah Dramaga, Bogor Regency, to obtain class IV social studies learning outcomes at MI Al Bayyinah Dramaga, Bogor Regency by using a contextual teaching and learning approach. From the data analyzed, this research uses a contextual teaching and learning approach using research instruments, namely observation, tests, syllabus, lesson plans, teacher observation sheets, student observation sheets, and documents. This research produces data on student learning outcomes in social studies subjects in class IV at MI Al Bayyinah Dramaga, Bogor Regency before the implementation of contextual teaching and learning, showing that around 68% of students scored below the KKM with an average of 47.69% compared to that set at MI which is 65. .00. There are 7 students who reach the KKM standard, while there are 19 students who have not reached the KKM standard. After implementing the contextual teaching and learning approach in cycle 1, all 26 students achieved the KKM with an average score of 90.38, the learning level/learning completeness was 100%. This proves that the application of the CTL (Contextual Teaching and Learning) approach can improve social studies learning outcomes for class IV students at MI Al Bayyinah Dramaga, Bogor Regency

This research moves from the phenomenon that occurs in the classroom that low student learning outcomes in science learning on the subject of energy and its changes. Therefore, through this research, it is hoped that it will obtain the right way to improve the quality of science learning at SDN Bangka 3 in increasing the activeness and learning outcomes of science on the subject of energy and its change by using a contextual teaching and learning model. This research aims to 1.) Describing the Contextual Teaching and Learning (CTL) Model in the process of making windmills to improve student learning outcomes about energy and its changes in science subjects in grade III SDN Bangka 3 Bogor City. 2.) Measuring how much the increase in activeness n and student learning outcomes about energy and its changes using the Contextual Teaching and Learning (CTL) Model in science subjects in grade III SDN Bangka 3 Bogor City. The results of this study show that using the Contextual Teaching and Learning Model can be a fun variety of learning for students so that it is proven to improve student learning outcomes in grade III SDN Bangka 3 Bogor City. Before using the Contextual Teaching and Learning Model, the results of the student teaching bell only reached an average score of 70 then there was an increase after using the assignment learning method to 74 in cycle I, 78 in cycle II and 82 in cycle III. From the description above, the researcher concluded that the use of the Contextual Teaching and Learning Model adapted to the learning material can create a pleasant learning situation so that there is an increase in the learning outcomes of grade III students at SDN Bangka 3 Bogor City.

The purpose of this study is to analyze how students' negotiating text writing abilities are affected by contextual teaching and learning (CTL) strategies and learning motivation. This kind of study uses a quantitative experimental design. This approach to research is essentially an experiment. 159 participants made up the study's population. 32 people were sampled using the purposive sampling technique in class X AKT, the experimental class, and 31 in class X RPL, the control class. Utilizing questionnaires to gauge students' motivation for learning and performance exams to gauge their proficiency with negotiating text-writing. According to the results of the research, students in class X are motivated to learn using the contextual teaching and learning (CTL) technique. The following can be said about the influence. First off, pupils who used the contextual teaching and learning (CTL) technique performed higher on tests of their negotiating text writing abilities than those who used the traditional approach. Second, students who use the contextual teaching and learning (CTL) technique and have high learning motivation have better negotiating text writing skills than students who use traditional methods and have high learning motivation. Third, students who use the contextual teaching and learning (CTL) technique and have low learning motivation have better negotiating text writing skills than students who use traditional methods and have low learning motivation. Fourth, the contextual teaching and learning (CTL) method model interacts with learning motivation to influence students.

This study aims to describe the ability to write biographical texts without, with, and how the effect of using Contextual Teaching and Learning (CTL) learning strategies on the ability to write biographical texts in class X SMA N 2 Lintau Buo. This type of research is quantitative research with experimental methods. The results of the study are described as follows. First, the students' biographical text writing skills before using the Contextual Teaching and Learning (CTL) strategy of class X students of SMA N 2 Lintau Buo with an average of 57.47. Second, students' biographical text writing skills after using the Contextual Teaching and Learning (CTL) strategy of class X students of SMA N 2 Lintau Buo with an average of 70.97. Third, the skill of writing biographical texts using Contextual Teaching and Learning (CTL) learning strategies in learning is better than before using Contextual Teaching and Learning (CTL) learning strategies. Fourth, there is a significant effect of the use of learning strategies on the skills of writing biographical texts for X grade students of SMA N 2 Lintau Buo because tcount > t table (4.32 > 1.67), so H0 is rejected and H1 is accepted. This means that there is an effect of using Contextual Teaching and Learning (CTL) learning strategies on the ability to write biographical texts for X grade students of SMA N 2 Lintau Buo. So, it can be seen that there is a significant effect between the use of Contextual Teaching and Learning (CTL) strategies on learning the skills of writing biographical texts for the tenth graders of SMAN 2 Lintau Buo.