Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal JELT Journal of English Education, Teaching and Literature
Zainuddin
UIN Syahada Padangsidimpuan
Education Languange, Linguistic, Communication & Media

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Improving Vocabulary Mastery Through Contextual Teaching and Learning in MAN Padangsidimpuan Kriswanda Krishnapatria; Zainuddin
JELT : Journal of English Education, Teaching and Literature Vol. 3 No. 2 (2025): October
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/jelt.v3i2.625

Abstract

This study investigates the effectiveness of Contextual Teaching and Learning (CTL) in improving students’ vocabulary mastery at MAN Padangsidimpuan. Vocabulary remains a major challenge for many Indonesian EFL learners, particularly when traditional methods such as memorization and translation are used. CTL offers an alternative approach by linking instructional content to real-life situations, encouraging students to construct meaning through exploration, collaboration, and authentic tasks. Using a qualitative descriptive design, data were collected through classroom observations, interviews, and documentation. The findings reveal that CTL significantly enhanced students’ understanding, retention, and practical use of vocabulary. Students demonstrated increased confidence in producing sentences, participating in discussions, and applying vocabulary in context. They also expressed that learning through real-life examples and group-based activities made vocabulary more meaningful and enjoyable. The teacher reported improved classroom engagement and noted that CTL encouraged her to design more creative and student-centered lessons. Although some challenges emerged, such as differences in learning pace and initial difficulty adapting to inquiry-based tasks, these issues gradually diminished. Overall, the study concludes that CTL is an effective and practical approach for enhancing vocabulary mastery and creating a more engaging English learning environment.
Teachers’ Approaches to Creating Active Learning Environments in English Classrooms in MAN 1 Labuhanbatu Utara Zainuddin; Gumarpi Rahis Pasaribu
JELT : Journal of English Education, Teaching and Literature Vol. 3 No. 2 (2025): October
Publisher : Rahis Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65787/jelt.v3i2.634

Abstract

This study environments in English classrooms at Madrasah Aliyah Negeri (MAN) 1 Labuhanbatu Utara. A qualitative research design was employed to examine teaching practices in their natural classroom contexts. The participants consisted of English teachers selected purposively based on their active involvement in classroom instruction. Data were collected through classroom observations, semi-structured interviews, and document analysis to ensure depth and credibility. The data were analyzed using an interactive model involving data reduction, data display, and conclusion drawing, with triangulation applied to enhance trustworthiness. The findings revealed that teachers implemented student-centered learning as a core approach by engaging students in group work, pair activities, and collaborative tasks. Interactive teaching strategies, including role plays, discussions, presentations, and language games, were found to significantly promote student participation and confidence in using English. Effective classroom management, such as flexible seating arrangements and clear instructional procedures, supported the smooth implementation of active learning activities. In addition, positive teacher–student relationships created a supportive learning atmosphere that encouraged students to participate without fear of making mistakes. Despite challenges related to students’ varying proficiency levels, limited instructional time, and differences in motivation, teachers demonstrated adaptability in modifying tasks and providing additional support. Overall, the study concludes that the creation of active learning environments in EFL classrooms is influenced by pedagogical, managerial, and affective factors. The findings highlight the importance of teacher agency in fostering meaningful and engaging English learning experiences, particularly in madrasah contexts.aimed to explore English teachers’ approaches to creating active learning
Co-Authors Gumarpi Rahis Pasaribu Kriswanda Krishnapatria