THE EFFECTIVENESS OF PADLET-BASED COLLABORATIVE WRITING ON THE NARRATIVE WRITING SKILLS OF THE ELEVENTH-GRADE STUDENTS AT MAN 1 BLITAR

ERIKA WIDYAZZAHRA, 1860203221008 and ARPINDA SYIFA'A AWALIN, 199509142025212062 (2026) THE EFFECTIVENESS OF PADLET-BASED COLLABORATIVE WRITING ON THE NARRATIVE WRITING SKILLS OF THE ELEVENTH-GRADE STUDENTS AT MAN 1 BLITAR. [ Skripsi ]

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Abstract

Writing abilities are an essential aspect of language acquisition and significantly influence both professional and academic settings. Nonetheless, writing is a productive skill often viewed as the most difficult and demanding when compared to the other skills of listening, reading, and speaking. To address the inherent complexities of teaching writing, pedagogical strategies must shift from traditional solitary techniques to methods that promote active participation and indepth processing. Consequently, researchers have investigated the implementation of Padlet-based Collaborative Writing as a potential approach to improve students’ writing skills. This study aimed to determine the effectiveness of Padlet-based Collaborative Writing on the narrative writing skills of 11th-grade students. In this study, the researcher utilized a quantitative approach with a quasiexperimental framework. The subjects included 11th-grade students at MAN 1 Blitar. The sample consisted of two groups: the experimental group, which was taught using Padlet-based Collaborative Writing, and the control group, which received jumble text method. The assessment tool for this study was a narrative writing exam. Data were gathered through pre-tests and post-tests, then analyzed using SPSS, specifically employing the Mann-Whitney U Test to compare the writing scores. The analysis of the data indicated that the experimental group achieved a mean pre-test score of 75.21 and a post-test score of 85.35, demonstrating significant improvement. Conversely, the control group experienced a minor advancement, with a mean pre-test score of 73.82 and a post-test score of 80.41. The findings from the Mann-Whitney U Test revealed a significance value (Asymp. Sig 2-tailed) of .000, which is below the established alpha level 0.05. This result confirms that there is a statistically significant difference in writing achievement between students taught using Padlet and those taught using jumble text methods. Consequently, the null hypothesis was rejected in favor of the alternative hypothesis, indicating a statistically significant difference in narrative writing proficiency between students instructed via Padlet and those taught through jumble text methods. Therefore, Padlet-based Collaborative Writing offers a promising and interactive approach to teaching writing in senior high school contexts.

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