Reading comprehension is an important English ability. As a result, English
teachers must develop appropriate learning strategies to promote reading
comprehension. However, education in Indonesia remains essentially traditional,
with education defined only as 'knowledge transfer' (Saefulmilah & Saway, 2020).
This is what drives the creation of Contextual Teaching Learning (CTL). Where
the teacher is not the only focus of attention while learning. This research aims to
find out how contextual teaching and learning is applied in reading comprehension
and also to find out the advantages of Contextual Teaching and Learning in reading
comprehension. This research used descriptive analysis. Data was taken at MTs.
Raudhatul Islamiyah. Data was collected using observation sheets and interview
guidelines. The research results show that teachers implement Contextual Teaching
and Learning in reading comprehension by doing most of the things related to the
Contextual Teaching and Learning approach. Apart from that, there are four
advantages of Contextual Teaching and Learning in reading comprehension as
follows: students actively participate in the learning process while being connected
to the real world (1), group learning can help students gather knowledge from other
students (2), mutual discussion and correction between students (3), and students
can be responsible for tracking and honing their individual studies (4)