The Effect of Directed Reading and Thinking Activity (DRTA) Learning Model assisted by Padlet on Learning Motivation and English Reading Comprehension Ability of Grade IX Students at SMP Negeri 5 Kubu
https://doi.org/10.30605/onoma.v10i1.3288
Keywords:
reading comprehension, learning motivation, DRTAAbstract
This study aims to analyze the differences in reading comprehension ability and learning motivation between students who follow the Directed Reading and Thinking Activity (DRTA) model assisted by Padlet and students who follow the direct learning model. This research is a quasi-experiment with Non-Equivalent Pretest-Posttest Control Group Design. The population in this study were ninth-grade students of SMP Negeri 5 Kubu in the 2022/2023 academic year consisting of three classes. The sample selection was carried out using Classroom Random Sampling technique and two classes were selected as samples, one class as the experimental group and the other class as the control group. Data collection was carried out using a reading comprehension ability test and a learning motivation questionnaire. The data obtained were analyzed by MANCOVA with initial reading comprehension ability and initial learning motivation as covariates. The results showed that: First, there is a significant difference in reading comprehension ability and learning motivation together between students who follow the DRTA model assisted by Padlet and students who follow the direct learning model. Second, there is a significant difference in reading comprehension ability between students who follow the DRTA model assisted by Padlet and students who follow the direct learning model. Third, there is a significant difference in learning motivation between students who follow the DRTA model assisted by Padlet and students who follow the direct learning model. The implication of this research shows that to improve learning motivation and reading comprehension ability we can use DRTA model learning assisted by Padlet.
Downloads
References
Anjani, S., Dantes, & N., Artawan, G. (2019). The effect of school literacy movement
implementation on reading interest and reading comprehension skills of fifth
grade elementary school students in Gugus II North Kuta. PENDASI: Indonesian
Journal of Basic Education, 3(2). 74-83.
Ansar, F.A., Puspita, N., Irwan, D., Hasyim, U.A., Soepriyadi, D.N., Astri, Zul. (2021). How
the implementation of digital media in english using padlet: Qualitative
exploration interactively. Ilkogretim Online. Elementary Education Online,
(4), 60-76. https://doi.org/10.17051/ilkonline.2021.04.09
Apriliana, A.C. (2022). The effect of DRTA and KWL strategies on students' reading
comprehension skills in terms of their reading interest. PrimaryEdu: Journal of
Elementary Education, 6(1). https://doi.org/10.22460/pej.v6i1.2964 DOI: https://doi.org/10.22460/pej.v6i1.2964
Bonaventure, J., Tan, Kim Hua. (2021). Using padlet as a technological tool for
assessment od students' writing skills in online classroom settings.
International Journal of Education and Practice, 9(2), 411-423.
https://doi.org/10.18488/journal.61.2021.92.411.423 DOI: https://doi.org/10.18488/journal.61.2021.92.411.423
Erni, Iwayantari. (2018). The implementation of the school literacy movement in
improving reading comprehension skills and its impact on efforts to foster
character values at SMPN 2 Bojongsoang, Bandung Regency".
http://repository.unpas.ac.id/37097/
Fatih, Mohamad. (2019). Improving reading comprehension through the Direct Reading
Thingking Activities (DRTA) strategy for Grade VA Students of SDN Bendogerit
Blitar City. JOURNAL OF EDUCATION: Research and Conceptual. 3(1).
Jaganathan, S. (2016). Edmodo and Padlet as a collaborative online tool in enriching
writing skills in language learning and teaching. Global English-Oriented
Research Journal (G E O R J), 1(4).
Kara, Yuliana M. D. K., Doi, Maksimilianus. (2021). The effect of Directed Reading Activity
(DRTA) innovative learning strategy and learning motivation on students'
English reading ability. Journal of Technology Research and Educational
innovation (JARTIKA). 4(1).
Marwani, Munirah, Sulfasyah. (2022). The effect of DRTA (Directed Reading Thinking
Activity) learning strategy assisted by audio visual on learning motivation and
reading comprehension ability of grade V students. Basicedu Journal. 6(6).
https://doi.org/10.31004/basicedu.v6i6.4105 DOI: https://doi.org/10.31004/basicedu.v6i6.4105
Misa, M., & Neno, H. (2023). Brainstorming workshop: Activating students' prior
knowledge before entering the discussion topic. Journal of Prosperous
Indonesia Community Service. 2(2), 120-133.
https://doi.org/10.59059/jpmis.v2i2.297 DOI: https://doi.org/10.59059/jpmis.v2i2.297
Putri, D., & Syahrul, R. (2019). Correlation of reading comprehension skills and writing
skills of observation report text of seventh grade students of SMP Negeri 4
Pariaman. Journal of Indonesian Language and Literature Education, 8(1).
Ratminingsih, Ni Made. (2019). English learning methods and strategies. Depok:
Rajawali Press.
Suparman, S., & Charmilasari, C. (2017). Analysis of Phase Structure Realization in Classroom Discourse: A Study of Systemic Functional Linguistics. Ethical Lingua: Journal of Language Teaching and Literature, 4(2), 120-126. DOI: https://doi.org/10.30605/ethicallingua.v4i2.624
Suryasa, I Wayan. (2017). An analysis of student's motivation toward English Learning
Among students in PEACE. International Journal of Social Sciences and
Humanities.
Taufiqurrochman, Ilham. (2018). Factors that influence motivation to learn English.
Thesis. Surakarta: University of Muhammadiyah Surakarta.
Uno, Hamzah. 2008. Motivation theory and its measurement. Jakarta: Bumi Aksara
Downloads
Published
How to Cite
License
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with Onoma Journal: Education, Languages??, and Literature agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
