Implementation of Contextual Teaching and Learning (CTL) on English Learning Interest at Senior High School, Mamasa, Sulawesi Barat

Asri (English Education Department Postgraduate Program Universitas Negeri Makassar)
Abdullah (English Education Department Postgraduate Program Universitas Negeri Makassar)
Muhammad Tahir (English Education Department Postgraduate Program Universitas Negeri Makassar)

IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Vol. 14 No. 2 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite

This study investigates the implementation of Contextual Teaching and Learning (CTL) on students’ interest in learning English at SMA Negeri 1 Messawa, Mamasa, West Sulawesi. The study was motivated by the need to make English learning more meaningful, relevant, and connected to students’ real-life experiences, particularly in a school context where students are strongly rooted in local culture and daily community life. This research employed a descriptive qualitative design. The participants consisted of one English teacher and twelve Grade X students selected through purposive sampling. Data were collected through classroom observation, semi-structured interviews, and documentation. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data reduction, data display, and conclusion drawing or verification. The findings show that CTL was implemented by connecting English materials with students’ daily life, local culture, school environment, and familiar experiences. The teacher used descriptive text about Banua Layuk, the traditional house of Mamasa, as contextual material to help students understand English through a meaningful local context. Students’ learning interest was reflected through attention, participation, enthusiasm, and confidence during classroom activities. Students showed greater interest when learning involved discussion, group work, speaking practice, contextual examples, and presentations. Supporting factors included contextual materials, students’ familiarity with topics, school environment, textbooks, library resources, internet access, computers, and teacher creativity. Inhibiting factors included limited vocabulary, difficulty arranging English sentences, different English proficiency levels, limited classroom time, and lack of confidence in using English. The study concludes that CTL is relevant for English learning because it helps students connect language learning with real-life contexts and increases their interest in learning English.