Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal Journal of English Teaching, Literature, and Applied Linguistics
Najwa Azzahra
Universitas PGRI Pontianak
Education Languange, Linguistic, Communication & Media

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The Role of Contextual and Technology-Based Approaches in Supporting English Learning Tasks Najwa Azzahra; Dian Shinta Sari; Desi Sri Astuti
Jetlal Vol 10 No 2 (2026): Journal of English Teaching, Literature, and Applied Linguistics
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/jetlal.v10i2.12506

Abstract

This study aimed to explore the integration of Contextual Teaching and Learning (CTL) and Google Classroom in supporting English learning tasks. Specifically, it examined how teachers implemented CTL, how Google Classroom supported the management of learning tasks, and how teachers and students perceived the integration of contextual and technology-based approaches in English learning. This research used a qualitative case study approach, focusing on one English teacher and nine tenth-grade students from SMA Negeri 1 Sungai Raya. Data were collected through classroom observations, semi-structured interviews, and document analysis and were analyzed using thematic analysis. The findings revealed that the teacher implemented CTL by connecting learning materials to students’ real-life experiences through discussion, questioning, collaborative learning, and reflection activities. Google Classroom was utilized to distribute learning materials, assign and collect students’ work, and monitor task completion systematically. Both the teacher and students expressed positive perceptions of integrating CTL and Google Classroom because it promoted meaningful, flexible, and student-centered learning. However, challenges related to internet connectivity occasionally affected the implementation of technology-supported learning. Overall, the integration of contextual and technology-based approaches contributed positively to the implementation of English learning tasks and enhanced students’ engagement in the learning process.
Co-Authors Ageung Darajat Desi Sri Astuti