A Descriptive Study on the Integration of Technology and Contextual Learning in Supporting Students' Reading Skills

Abstract

Purpose – This study aims to describe the integration of technology and contextual learning in supporting Grade VIII students’ reading skills in English instruction at SMP Negeri 13 Kota Pontianak. It focuses on the digital tools used in reading activities and how contextual learning connects reading texts with students’ real-life experiences. Design/methods/approach– This study employed a qualitative descriptive research involving one English teacher and ten Grade VIII students selected through purposive sampling. Data were collected through classroom observation, semi-structured interviews, document analysis of instructional documents including the lesson plan and teaching module. The data were analyzed using Braun and Clarke’s thematic analysis, while data triangulation was used to strengthen the credibility of the findings. Findings – The findings reveal that technology functioned as a reading support system rather than merely as a presentation medium. Teacher-selected tools supported material presentation, task distribution, and vocabulary practice, while student-selected tools helped students understand vocabulary, pronunciation, and text meaning independently. Contextual learning was reflected in reading activities that related texts to familiar technology, local phenomena, school life, and students’ daily experiences. However, contextual links needed to be made explicit so that students could recognize the relevance of the texts more clearly. Research implications/limitations – The study implies that teachers should integrate digital tools with contextual reading tasks rather than using technology only as a supplementary medium. This study was limited to one school, one teacher, and a small group of students.