Technology-Based and Contextual English Learning Practices in a Seventh-Grade Classroom in Ngabang

Abstract

This study aims to explore the implementation of technology-based and contextual English learning and investigate the learning experiences of seventh-grade students at SMP Negeri 1 Ngabang. Previous studies have primarily focused on students’ learning outcomes and perceptions, while research examining the actual implementation of technology-based and contextual learning at the junior high school level remains limited. This study employed a qualitative case study design. Data were collected through classroom observations, semi-structured interviews, and document analysis involving one English teacher and ten seventh-grade students. The data were analyzed through data reduction, data display, and conclusion drawing. The findings revealed that the learning process integrated the principles of Contextual Teaching and Learning (CTL) and technology use aligned with the Technological Pedagogical Content Knowledge (TPACK) framework. The use of local folklore and students’ everyday experiences helped connect English learning materials with real-life situations and local cultural contexts. Students reported positive learning experiences, including improved understanding of learning materials, increased motivation, engagement, participation, collaboration, and interaction throughout the learning process. Although some technical challenges and differences in students’ digital abilities were identified, the learning process remained effective. This study concludes that technology-based contextual English learning can create interactive, meaningful, and student-centered learning environments in junior high school classrooms.