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All Journal AL-TA´LIM Jurnal Manajemen Pendidikan JURNAL PENDIDIKAN TAMBUSAI Al-Ta'lim An-Nahdlah: Jurnal Pendidikan Islam Pendikdas: Jurnal Pendidikan Dasar Kawanua International Journal of Multicultural Studies Studies in English Language and Education TELL - US JOURNAL Ahlussunnah: Journal of Islamic Education
Hadeli Hadeli, Hadeli
Department of English, State Institute for Islamic Studies IB Padang
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Journal : Al-Ta'lim

 1 
The Effectiveness of Directed Reading Thinking Activity (DRTA) Strategy on Students' Reading Comprehension Moderated by Gender Sugara, Natasya; 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
The Correlation Between Students’ Reading Comprehension and Speaking Skill Hadeli, Hadeli; Roza, Melinda; Mawaddah, Annisa
AT-TA'LIM Vol 33, No 1 (2026)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v33i1.1029

Abstract

Reading and speaking are essential language skills that support students in understanding and communicating information effectively. Information gained through reading can enrich students’ knowledge and provide content to be expressed orally. This study aimed to investigate the correlation between students’ reading comprehension and their speaking skill in producing explanation texts at Senior High School 2 Bukittinggi. A correlational research design was employed to examine the relationship between the two variables. The population consisted of 142 eleventh-grade science students distributed across four classes. The sample comprised 36 students selected through cluster random sampling. Data were collected using two instruments: a reading comprehension test and an oral presentation test designed to assess students’ speaking performance in explanation texts. The collected data were analyzed using the Pearson product moment correlation formula, both manually and with statistical software. The findings revealed that the obtained correlation coefficient was lower than the critical value at the 0.05 level of significance, indicating no significant correlation between students’ reading comprehension and speaking skill. In conclusion, higher reading comprehension does not necessarily correspond to better speaking performance, suggesting that these skills may develop independently and require different instructional approaches
The Effectiveness of in-service Teacher Training Program at Faculty of Islamic Education and Teacher Training IAIN Imam Bonjol Padang Hadeli, Hadeli; Sepriyanti, Nana
AT-TA'LIM Vol 22, No 3 (2015)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (662.447 KB) | DOI: 10.15548/jt.v22i3.120

Abstract

The purpose of this research is to reveal: 1. The influence of in-service Teacher Training Program (PLPG) towards the teacher competency as participant of PLPG; 2. The correlation between gender (X1) towards the teachers’ competency as participant of PLPG; .3. The correlation between Age (X2)  towards the teachers’ competency as participant of PLPG; 4. The correlation between years of service towards the teachers’ competency as participant of PLPG; 5. The correlation between the number of  training followed (X4) towards  teachers’ competency as participant of PLPG; and 6. This research used quantitative method. The population of this research is 1.300 teachers of PLPG in 2013. By using Yamane formulation, there are 220 teachers taken as the sample. The data  was analyzed by using t test  and correlation analysis. The findings of the study suggested that: 1. There is a positive influence of PLPG implementation towards teachers’ competency as PLPG participant; 2. There is no significant correlation between gender (X1) and teachers’ competency as PLPG participant; 3. There is a significant correlation between Age (X2) towards teachers’ competency of PLPG; 4. There is no significant correlation between the Years of Service (X3) towards teachers’ competency as the participant of PLPG; 5. There is a significant correlation between the number of Diklat followed  (X4) towards teachers’ competency as the participant of PLPG; and 6. There is a significant correlation between the effectiveness of PLPG (X5) towards teachers’ competency as the participant of PLPG. Keywords: PLPG, LPTK, teacher certificationCopyright © 2015 by Al-Ta'lim All right reserved
Analysis of the ELT Pre-Services Teacher Lesson Plan: A Case on the Vocabulary Discussion Elismawati, Elismawati; Saun, Saunir; Arwemi, Arwemi; Hadeli, Hadeli; Alazmi, Hidayat
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 Alazmi, Hidayat Antoni Antoni Aprilia, Fella Putri Arumugam, Nalini Arwemi Arwemi Atika, Nur Elismawati Elismawati Elmi, Nadia Yuni Fitrawati Fitrawati Fitri, Melviola Hafiza, Nailul Hasnah, Radhiatul Hidayat Al Azmi Ikhsan, Ramadhanul Juliandri, Denisa Kamalasari, Dikriati Khaira, Isral Laila Yunita Martin Kustati Mawaddah, Annisa Melinda Roza Miftahul Jannah Milya Sari Misra Misra Najwa, Lathifa Nana Sepriyanti Remiswal Rivdya Eliza Rivdya Eliza Robin Robin, Robin Rully Hidayatullah Sapitri, Suhaira Sari, Widia Saunir Saun Sri Dewi, Fuja Endah Sugara, Natasya Sulaiman Sulaiman Syafruddin Nurdin Teuku Zulfikar Wisma Rahimma Zulvia Trinova