Exploring Vocational High School Students’ Use Of Contextual Teaching And Learning (Ctl) In Translating Idiomatic Expressions

Dinda Aulia Maharani, Dinda (2025) Exploring Vocational High School Students’ Use Of Contextual Teaching And Learning (Ctl) In Translating Idiomatic Expressions. Undergraduate Thesis thesis, UIN K.H Abdurrahman Wahid Pekalongan.

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Abstract

This study explores vocational high school students’ understanding of idiomatic expressions in English song lyrics and examines how Contextual Teaching and Learning (CTL) supports their interpretation. The research employed a qualitative exploratory case study to investigate students’ learning processes in depth. Four vocational high school (VHS) students were selected through purposive sampling based on prior experience with CTL-based English instruction. Data were collected through semi-structured interviews and students’ translation tasks, then analyzed thematically using Crawford’s (2001) CTL framework, focusing on relating, experiencing, applying, cooperating, and transferring. Findings show that students initially interpreted idiomatic expressions literally and relied heavily on Google Translate, resulting in misunderstandings caused by limited exposure, unfamiliar cultural references, and linguistic ambiguity. Errors such as translating “heaven” as “Tuhan” and “bad blood” as “darah jahat” illustrate the dominance of literal strategies. After engaging with song lyrics through contextual learning activities, students demonstrated improved understanding of figurative meanings. Relating and experiencing were the most evident CTL components, as students linked idioms to personal experiences and song contexts, while applying remained the weakest due to limited opportunities for authentic language use. Overall, English songs function as an effective contextual medium for introducing idiomatic expressions in vocational high school contexts.

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