Iteractive and contextual Englis teaching: Improving students’ communicative competence at junior high school
Keywords:
contextual learning, communicative competence, junior high school, interactive teaching, student engagementAbstract
This study aims to investigate the effectiveness of interactive and contextual English teaching in improving junior high school students’ communicative competence and classroom engagement. The research was conducted at SMP Negeri 2 Bandar using a qualitative case study design, involving 32 eighth-grade students over a six-week intervention. Data were collected through classroom observations, semi-structured interviews, and performance assessments, and were analyzed thematically and descriptively. The findings reveal that student engagement improved significantly, with active participation rising from 52% in the first week to 86% in the sixth week. Similarly, students’ communicative competence demonstrated notable progress, with average speaking performance increasing from 48% to 83%. Students reported that contextual learning materials and interactive tasks, such as role-play, group projects, and pair discussions, reduced their anxiety and encouraged more spontaneous language use. The results suggest that embedding local cultural topics and real-life scenarios in English instruction not only motivates students but also creates authentic opportunities for meaningful communication. In conclusion, interactive and contextual teaching approaches can effectively enhance students’ English learning experience and communicative competence in junior high school settings.
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