THE EFFECT OF APPLYING PADLET-BASED DIGITAL INSTRUCTION ON STUDENTS’ NARRATIVE WRITING ACHIEVEMENT

Abstract

This study aimed to investigate the effect of Padlet-Based Digital Instruction on students’ narrative writing achievement at SMA Al-Irsyad Tegal. A quantitative approach with a quasi-experimental design was employed. The participants were 58 students, divided into an experimental class and a control class, with 29 students in each class. Data were collected through narrative writing pre-tests and post-tests, while classroom observations were conducted using an observation checklist. Students’ writing was assessed based on content, organization, and language use. The data were analyzed using descriptive statistics and the Mann-Whitney U test. The results showed that Padlet-Based Digital Instruction was successfully implemented in the experimental class. Students actively participated in collaborative writing activities, shared ideas, and engaged positively throughout the learning process. The experimental class showed greater improvement in writing achievement, with the mean score increasing from 40.97 to 80.03, compared with an increase from 44.55 to 65.66 in the control class. The Mann-Whitney U test showed a statistically significant difference between the two groups (Asymp. Sig. (2-tailed) = 0.000). These findings indicate that Padlet-Based Digital Instruction significantly improved students’ narrative writing achievement. Padlet also supported active participation, collaboration, idea sharing, and feedback during the writing process. Therefore, Padlet can be considered a useful digital learning platform for narrative writing instruction in EFL classrooms