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

Abstract

Technology integration and Contextual Teaching and Learning (CTL) can support meaningful English learning when digital resources are connected to students’ real-life experiences. This study explored how technology was integrated into contextual English learning and how these practices supported student engagement in a seventh-grade classroom in Pontianak, Indonesia. A qualitative case study involved one English teacher and 32 seventh-grade students. Data were collected through classroom observations, a semi-structured interview, and documentation, and analyzed using thematic analysis. The findings revealed three themes: technology integration, contextual learning practices, and student engagement. Technology was integrated through PowerPoint, educational videos, laptops, an Infocus projector, and Google Forms to support instruction, learning activities, and assessment. Contextual learning connected English materials with students’ daily experiences. These practices supported students’ participation, attention, interaction, enthusiasm, and motivation. The study contributes practical insight into combining simple technology with contextual teaching to create meaningful and engaging EFL learning.