Keywords: Vocabulary, Contextual Teaching and Learning, CTL, Deaf students
learning environment, and encourages active student participation.
learning, as it supports visual learning styles, creates a contextual and meaningful
approach is appropriate and well suited to the needs of deaf students in vocabulary
vocabulary comprehension and retention. This study concludes that the CTL
process. Activities like matching games and contextual discussions enhanced
questioning, modeling, cooperating, and reflecting were integrated into the learning
to support learning. All seven CTL components: relating, experiencing, applying,
visual and concrete media, including images, realia, and sign language (BISINDO),
recordings. The findings reveal that the teacher adapted the syllabus and utilized
structured interviews, and documentation such as lesson plans and learning activity
7 students as subjects. Data were collected through classroom observation,
method with a naturalistic approach, the research involved the English teacher and
language and acquiring sufficient vocabulary. Using a descriptive qualitative
acquisition, particularly for deaf students who face challenges in accessing spoken
students at SLB B Yakut Purwokerto. Vocabulary is essential in language
and Learning (CTL) approach in teaching English vocabulary for 11th-grade deaf
This study investigates the implementation of the Contextual Teaching