<![CDATA[Reading skills among eighth-grade students at MTsN 2 Pasaman remain low, as indicated by limited vocabulary mastery, difficulty identifying main ideas, low classroom participation, and the fact that 37% of students have not achieved the Minimum Completeness Criteria (KKM). This study aims to describe the implementation of the Contextual Teaching and Learning (CTL) model in maharah qira'ah instruction, as well as to identify the supporting and inhibiting factors affecting its implementation. The study employed a descriptive qualitative approach involving one Arabic language teacher and 32 eighth-grade students as participants. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman interactive model, consisting of data reduction, data display, and conclusion drawing. Data validity was ensured through source, technique, and time triangulation. The findings reveal that the CTL model was implemented systematically through the stages of planning, implementation, and evaluation. Six of the seven CTL components were consistently applied, while the questioning component remained less effective due to limited student participation. Supporting factors included strong madrasah support, the availability of learning media, and collaborative group learning, whereas limited student vocabulary emerged as the primary obstacle. The study concludes that the effectiveness of CTL in improving reading skills depends more on students' foundational linguistic readiness than on the availability of instructional resources.]]>
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