Dr. Razali, M.Pd., was born in Samalanga, Bireun Region on Oktober 2, 1965. He obtained his first degree (S1) from Teacher Training and Education Faculty, Syiah Kuala University, Darussalam, Banda Aceh, Indonesia in 1991.  He got  his master degree  (M.Pd.) in year 1997 from Teacher Traning Institute (IKIP  Jakarta), while for doctoral degree, Razali  obtained it from State University Jakarta (UNJ) in 2006. In his career Razali had been working as a consultant  for School  Improvement Grants Program  Depdiknas from 2002-2003.  Razali also had involved as a team member in monitoring  BKM and dana BOS from Education Department in Jakarta from year 2002-2007. In year 2009-2011 Razali was appointed as the head of Academic Devision  at  the English Gradure Program (S2) PPs Syiah Kuala University, then in the year 2012-2016 he was assigned to be a secreatary at the Departement. At 2017 untill now he is assigned to be a Coordinator of Sport Education Department of Teacher Training and Education Faculty, Syiah Kuala University.

Razali, M.Pd., lahir di Samalanga, Bireun Region pada 2 Oktober 1965. Ia memperoleh gelar pertama (S1) dari Fakultas Keguruan dan Ilmu Pendidikan, Universitas Syiah Kuala, Darussalam, Banda Aceh, Indonesia pada tahun 1991. Ia mendapat gelar master (M.Pd.) pada tahun 1997 dari Institut Traning Guru (IKIP Jakarta), sedangkan untuk gelar doktor, Razali memperolehnya dari Universitas Negeri Jakarta (UNJ) pada tahun 2006. Dalam karirnya Razali telah bekerja sebagai konsultan untuk Program Hibah Peningkatan Sekolah Depdiknas dari 2002-2003.

The purpose of this study is to determine the effect of teaching style, initial ability, and the interaction between two variables on the learning outcomes of badminton skills. This research uses experimental research method with 2 x 2 factorial design. The sampling technique used is cluster random sampling, the total sample size is 40 people divided into four groups, and each group consists of 10 people. Instruments used to the collect data is a badminton test that consists of wall volley test, short service test, long service test, and clear test. Data analysis technique used is analysis of variance (Anava) and continued with Tukey test at significance level α = 0.05. The results show that: First, overall, the result of learning badminton skills with inclusion teaching style gives a better effect than the teaching style of practice. Second, for students who have high initial ability, the result of learning badminton skills with teaching style of inclusion gives better influence compared to the style of teaching exercise. Third, for students who have low initial ability, between teaching style of practice and teaching style of inclusion do not give different effect to badminton learning outcomes. Fourthly, there is an interaction between the teaching style and the initial ability to the learning outcomes of badminton skills.