THE EFFICACY OF DRTA STRATEGY IN IMPROVING READING COMPREHENSION AMONG SECONDARY EFL STUDENTS

Abstract

This investigation evaluates the impact of integrating Padlet into the Directed Reading Thinking Activity (DRTA) framework on the reading comprehension abilities of English as a Foreign Language (EFL) learners. Additionally, it compares the learning outcomes of students instructed through this digitalized approach against those receiving traditional learning methods. Conducted during the 2025/2026 academic calendar at MAN Kota Tegal, this quantitative quasi-experimental study adopted a non-equivalent control group design involving 79 eleventh-graders selected via purposive sampling (Class XI G as the experimental unit, n=39; Class XI H as the control group, n=40). While the control Group underwent conventional teaching, the experimental group utilized Padlet during the DRTA prediction stage. Pre- and post-tests consisting of 40 validated multiple-choice questions on procedural texts served as data collection tools. Post-test results revealed a notable score elevation in the experimental class (from 66.44 to 77.38) compared to the control group (from 65.80 to 73.95). Statistical verification via a paired-samples t-test confirmed significant within-group growth (p=0.000), while an independent-samples t-test indicated a statistically significant difference between both pedagogical approaches (p=0.044). Consequently, the findings substantiate that the technology-infused DRTA model effectively strengthens text comprehension, mitigates learner anxiety, and fosters critical thinking in secondary EFL contexts