<![CDATA[This study was motivated by the low descriptive paragraph writing skills of students, as indicated by their difficulties in developing ideas, selecting appropriate vocabulary, organizing sentences coherently, and applying correct spelling and punctuation. The objective of this study was to determine the improvement of teacher activities, student activities, and students' descriptive paragraph writing skills through the implementation of the Contextual Teaching and Learning (CTL) approach. This study employed a qualitative approach using Classroom Action Research (CAR), which was conducted in two cycles. Each cycle consisted of four stages: planning, implementation, observation, and reflection. The research subjects were 20 fourth-grade students of SD Negeri 1 Beureunuen, Pidie Regency. Data were collected through observation and writing tests. The research instruments included teacher activity observation sheets, student activity observation sheets, and descriptive paragraph writing tests. The results of the study indicated that the implementation of the Contextual Teaching and Learning (CTL) approach improved both the learning process and learning outcomes. Teacher activities increased from 76% in Cycle I to 94% in Cycle II, which was categorized as very good. Student activities also improved from 80% in Cycle I to 94% in Cycle II, with a very good category. Furthermore, students' mastery of descriptive paragraph writing skills increased from 55% in Cycle I to 90% in Cycle II, meeting the predetermined success criteria. Therefore, it can be concluded that the implementation of the Contextual Teaching and Learning (CTL) approach effectively improved teacher activities, student activities, and descriptive paragraph writing skills of fourth-grade students at SD Negeri 1 Beureunuen, Pidie Regency]]>
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