The Effectiveness of Contextual Teaching and Learning (CTL) and Problem-Based Learning (PBL) Combination Strategies toward Students’ Achievement on Reading Comprehension

Students often experience difficulties in reading comprehension due to challenges such as a lack of engagement, limited understanding of reading materials, and a perception that English is a monotonous, memorization-focused subject. These issues hinder their ability to critically interpret, evaluate, and assimilate written information. Addressing these challenges requires innovative instructional methods that actively involve students in the learning process. This study aimed to enhance reading comprehension skills among junior high school students by integrating Contextual Teaching and Learning (CTL) and Problem-Based Learning (PBL). Conducted using a quantitative approach, the research employed a quasi-experimental design with two experimental groups: one receiving the integrated CTL-PBL treatment and the other serving as a comparison group. The treatment focused on creating interactive and engaging learning environments to facilitate dynamic student-educator interactions and cognitive development. The results indicated significant improvements in the experimental group, with an average post-test score of 66.67, compared to the control group's 49.00. These findings highlight the effectiveness of combining CTL and PBL strategies in addressing reading comprehension challenges. This study underscores the importance of integrating diverse learning methods in English education and serves as a valuable reference for educators seeking to enhance student engagement and literacy development.