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Hadeli Hadeli
UIN IB Padang
Religion Education

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The Effectiveness of Directed Reading Thinking Activity (DRTA) Strategy on Students' Reading Comprehension Moderated by Gender Natasya Sugara; Hadeli Hadeli; Fitrawati Fitrawati
AT-TA'LIM Vol 32, No 2 (2025)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v32i2.1036

Abstract

The aim of this study was to analyse the effectiveness of the Directed Reading Thinking Activity (DRTA) strategy on the reading comprehension of eighth-grade students at SMPN 3 Luhak Nan Duo, compared to conventional strategies, and to examine the role of gender as a moderating variable. Using a quasi-experimental design with pre- and post-tests, the findings revealed that the DRTA strategy was significantly more effective than the conventional strategy in enhancing students’ reading comprehension (p 0.01). Gender also influenced performance (p 0.05), with female students tending to score higher than male students. However, no significant interaction was found between strategy and gender (p 0.05), indicating that the effectiveness of DRTA applies equally across genders. These results suggest that DRTA is an effective strategy for enhancing students' reading comprehension in junior high schools, with practical implications for teachers to adopt more interactive and gender-responsive reading instruction
Analysis of the ELT Pre-Services Teacher Lesson Plan: A Case on the Vocabulary Discussion Elismawati Elismawati; Saunir Saun; Arwemi Arwemi; Hadeli Hadeli; Hidayat Alazmi
AT-TA'LIM Vol 29, No 1 (2022)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v29i1.750

Abstract

As the lesson plan is considered of main requirements for both teacher and practiced teacher and vocabulary discussion is essential to include. This research is aimed to identify the vocabulary discussion used by teacher in the Lesson Plan. Using 22 peaces ELT ELT lesson plan, the research was done by implementing documentation study. Regarding the distinction indicators of both KTSP and K13 curriculum,  it was found that the lesson have some limitation in using the vocabulary discussion in which there are only  9.09% of the lesson plan that included the vocabulary discussion as a step in the teaching of reading for comprehension before doing reading activity, and  4.55% offers it after the students read the text. Most of the documents do not include the steps of  vocabulary discussion in the teaching of reading for comprehension. Finally, 19 or   86.36% that did not offer the vocabulary discussion.
Co-Authors Arwemi Arwemi Elismawati Elismawati Fitrawati Fitrawati Hidayat Al Azmi Natasya Sugara Saunir Saun