Technology-Based and Contextual English Learning Practices in a Tenth-Grade Classroom in Bengkayang

Abstract

. In the era of digital technology transformation, the importance of implementing English learning that integrates technology-based and contextual learning to increase student engagement, motivation, and understanding. This study examined the implementation of technology-based and contextual English learning practices in tenth grade and investigated students' experiences with these practices. The study was conducted using a qualitative case study design. Data collection involved classroom observations, interviews, and document analysis. One English teacher and tenth-grade students from a senior high school in Bengkayang participated in this study. Qualitative data analysis techniques were employed to analyze the data, including data condensation, data display, and conclusion drawing. The results of the study indicate that technology has been integrated into the learning process through PowerPoint, YouTube, Zep Quiz, Padlet, and Google Forms. The learning also applies the principles of CTL by connecting the Fractured Fairy Tales material with students' real-life experiences. The implementation of technology and contextual learning increases student engagement, motivation, collaboration, and interaction during learning. Even though there are several obstacles, such as technical problems and limited internet access, learning continues to run effectively. Thus, technology-based and contextual English learning can create a more interactive, meaningful, and student-centered learning environment.