Building Vocabulary in Primary School Students Using Contextual Teaching Learning Model
DOI:
https://doi.org/10.30605/cjpe.8.2.2025.6459Keywords:
Contextual Teaching and Learning, Vocabulary Acquisition, Primary EducationAbstract
This study explores the effectiveness of the Contextual Teaching and Learning (CTL) model supported by digital media to improve English vocabulary acquisition among fifth-grade students at SD Negeri Serpong 01. The research followed a Classroom Action Research (CAR) design, carried out in two cycles during the second semester of the 2024/2025 academic year. A total of 25 fifth-grade students took part in the study as the research subjects. The CTL approach was applied through storytelling, role-playing, and problem-solving activities, enhanced by digital tools such as videos and interactive quizzes. To gather insights, the researcher used classroom observations, student work samples, field notes, and interviews. The data were then analyzed using qualitative descriptive methods. The success indicators were set as 75% of students mastering 80% of the target vocabulary. The findings revealed notable gains in vocabulary retention, along with increased student motivation and more active participation in class. The classroom became more inclusive and student-centered, helping learners relate new words to everyday contexts. Although challenges like time constraints and differences in students’ digital literacy were encountered, the combination of CTL and digital tools proved effective in supporting vocabulary learning aligned with the Kurikulum Merdeka. This approach also reflects the broader goals of 21st-century education, encouraging critical thinking, creativity, collaboration, and digital literacy among young learners
Downloads
References
Alahmadi, A., Albaqami, S. E., & Foltz, A. (2023). Using technology-based vocabulary instruction inside and outside of the classroom. Frontiers in Communication, 8. https://doi.org/10.3389/fcomm.2023.1162219
Atika Ulya Akmal, Yohandri, & Abdul Razak. (2023). Profile of Students’ 21st Century Skills in Digital Learning Using The Contextual Teaching and Learning (CTL) Model. International Journal of Elementary Education, 7(4), 731–741. https://doi.org/10.23887/ijee.v7i4.66570
Budianto, S., Nur Sayidah, Sucipto, Nurul Qomariah, Anjangsari Khaida Asaro, & Wahyu Fajar Setiawan. (2024). Intelligibility of English Vocabulary for Young Learners in EFL Context: Digital Book Vs Printed Book on Listening and Pronunciation Skills. JTP - Jurnal Teknologi Pendidikan, 26(1), 22–31. https://doi.org/10.21009/jtp.v26i1.40202
Çoban Sural, Ü., & Yaşar Sağlık, Z. (2024). Next-generation learning experience: The effect of technology-assisted and printed context-based vocabulary activities on vocabulary knowledge and learning motivation. Education and Information Technologies, 20823–20853. https://doi.org/10.1007/s10639-024-12688-x
De Ruig, N. J., de Jong, P. F., & Zee, M. (2023). Stimulating Elementary School Students’ Self-Regulated Learning Through High-Quality Interactions and Relationships: A Narrative Review. Educational Psychology Review, 35(3), 1–34. https://doi.org/10.1007/s10648-023-09795-5
Dewi, P. Y. A., & Primayana, K. H. (2019). Effect of Learning Module with Setting Contextual Teaching and Learning to Increase the Understanding of Concepts. International Journal of Education and Learning, 1(1), 19–26. https://doi.org/10.31763/ijele.v1i1.26
Gan, Z., Liu, F., & Nang, H. (2023). The Role of Self-Efficacy, Task Value, and Intrinsic and Extrinsic Motivations in Students’ Feedback Engagement in English Learning. Behavioral Sciences, 13(5). https://doi.org/10.3390/bs13050428
Ganesan, P., Binti, A., Aziz, A., & Hanim, H. (2025). Comparing Rote Memorization and Contextual Learning in Vocabulary Acquisition among Upper Primary ESL Students. 14(2), 489–502. https://doi.org/10.6007/IJARPED/v14-i2/25165
Haerazi, H., Prayati, Z., & Vikasari, R. (2019). Practicing Contextual Teaching And Learning (Ctl) Approach To Improve Students Reading Comprehension In Relation To Motivation. English Review: Journal of English Education, 8, 139. https://doi.org/10.25134/erjee.v8i1.2011
Hasanah, E. U., Rusmawaty, D., & Jany Kalukar, V. (2024). Can English Vocabulary Acquisition of a Young Learner Be Catalyzed By Educational Videos? Berumpun: International Journal of Social, Politics, and Humanities, 7(1), 52–64. https://doi.org/10.33019/berumpun.v7i2.149
Irwandy, Quaidy, G. M., & Albert. (2018). Teaching Vocabulary in Contextualzation for Young Learners. Teaching Vocabulary in Contextualization for Young Learners, 41–44.
Margolis, A. A. (2020). Zone of Proximal Development, Scaffolding and Teaching Practice. Cultural-Historical Psychology, 16(3), 15–26. https://doi.org/10.17759/chp.2020160303
Moody, S., Hu, X., Kuo, L. J., Jouhar, M., Xu, Z., & Lee, S. (2018). Vocabulary instruction: A critical analysis of theories, research, and practice. Education Sciences, 8(4). https://doi.org/10.3390/educsci8040180
Omolu, F. A., Fariani, & Marhum, M. (2022). Improving Vocabulary Mastery of Junior High School Students Through Contextual Teaching and Learning Strategy. Journal of Foreign Language and Educational Research, 5(2), 22–32.
Rahmah, N., M.Tahir, & A.Talib, A. (2023). the Effect of Vocabulary Mastery on Students’ Reading Comprehension. International Journal of Business, English, and Communication (IJoBEC), 1(1), 36–44.
Rintayati, P., Rukayah, & Syawaludin, A. (2022). An Investigation of the Main Characteristics of Science Teachers In Elementary Schools Who Have Digital Pedagogical Skills. Pegem Egitim ve Ogretim Dergisi, 12(4), 161–168. https://doi.org/10.47750/pegegog.12.04.16
Ruslin, Syaifa, N., Aini, Z., & Faqihudin, D. (2022). Self-reflection of EFL teachers in improving the quality of teaching speaking skills. Prosiding Pendidikan Dan Pembelajaran Berbasis Multidisciplinary Di Era Society 5.0, August, 12–17.
Saifudin, Rosnija, E., & Rezeki, Y. S. (2023). Improving students’ vocabulary through role play. Jurnal Pendidikan Dan Pembelajaran Khatulistiwa, 12, 403–408. https://doi.org/10.26418/jppk.v12i2.62213
Sarmiento-Campos, N. V., Lázaro-Guillermo, J. C., Silvera-Alarcón, E. N., Cuellar-Quispe, S., Huamán-Romaní, Y. L., Apaza, O. A., & Sorkheh, A. (2022). A Look at Vygotsky’s Sociocultural Theory (SCT): The Effectiveness of Scaffolding Method on EFL Learners’ Speaking Achievement. Education Research International, 2022. https://doi.org/10.1155/2022/3514892
Zhao, Y. (2024). Exploring the Balance between Fluency and Accuracy in Language Teaching Methodologies: A Comparative Analysis of PPP, TBL, CLT, and GTM. Journal of Education and Educational Research, 8(1), 127–130. https://doi.org/10.54097/19jkmq18
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Shintia Azzahra, Nita Kaniadewi
This work is licensed under a Creative Commons Attribution 4.0 International License.
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with CJPE agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
