TRENDS AND OUTCOMES IN CONTEXTUAL-BASED INSTRUCTION FOR TEACHING READING: SYSTEMATIC LITERATURE REVIEW

Abstract

Despite the popularity of Contextual-Based Learning (CTL), research on contextual-based instruction for reading instruction remains limited. Most researchers tend to focus on student variables rather than other factors in the learning process. When addressed, speaking and writing receive more attention compared to reading and listening. This systematic literature review provides a summary of the findings from studies on the trends and outcomes of Contextual-Based Instruction for teaching reading. The research data comprise 25 journals published between 2017 and 2023, obtained from sources such as Google Scholar, Scopus, and Crossref, specifically relevant to CTL-based reading instruction. The results indicate that contextual learning in reading skills is being explored by researchers to a lesser extent than other English skills. This is evident from the scarcity of publications over the years, and the trend appears to be declining even until June 2023. Further research on contextual learning in reading instruction has the potential to enhance the existing literature and knowledge in this field. Despite discrepancies between the findings of different researchers and even with the CTL theory, contextual learning demonstrates positive outcomes in improving students’ comprehension. Future research can consider various areas of investigation, including teachers’ perception of CTL learning, students’ responses, classroom interaction, and the development of models or designs to effectively apply contextual learning and enhance students’ reading performance and comprehension.