THE EFFECT OF RAP STRATEGY ON EFL STUDENTS’ READING AND WRITING ABILITIES
DOI:
https://doi.org/10.31851/jq12ks48Keywords:
RAP strategy, Reading, Writing, Analytical Expository TextAbstract
This study examines the impact of the Read, Ask, Put (RAP) strategy on the reading comprehension and writing achievement of Grade XI vocational students at State Vocational High School 7 Palembang. It responds to ongoing literacy challenges in vocational education, particularly students’ limited ability to identify central ideas, synthesize supporting information, and produce coherent analytical exposition texts. Employing a quasi-experimental pre-test–post-test control group design, the study involved 62 students assigned to experimental and control groups. The experimental group participated in eight instructional sessions incorporating the RAP strategy, whereas the control group received traditional instruction. Data were analyzed using the Wilcoxon Signed Rank Test and the Mann–Whitney U Test at a significance level of α = .05. The findings demonstrate statistically significant improvements in both reading comprehension and writing performance among students exposed to RAP instruction. These results suggest that the RAP strategy facilitates students’ ability to extract essential information, structure ideas logically, and articulate arguments more coherently. Consequently, RAP can be considered an effective integrated literacy approach for EFL vocational contexts, providing pedagogical implications for aligning reading and writing instruction within vocational curricula.
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