Abstract:
ABSTRACT
The present study aims to find out whether there are significant differences in
writing skills between students who are taught by means of Padlet and those who
are not, and to find out the teacher’s and students' perceptions on the
implementation of Padlet in teaching writing. The present study implemented a
mixed-method with the type of quasi-experimental pre-test post-test control group
design for the quantitative data and semi-structure interview for the qualitative
data. The sample of the present study involved 20 students as the experimental
and control group. Based on the statistical result, after the teacher's treatment
using implement Padlet on students' writing recount text, the t-observed value was
higher than the t- table value, thereby, the null hypothesis (H0) was rejected and
the alternative hypotheses (H1) was accepted. Therefore, the implementation of
Padlet in the class of writing recount text shows that there are differences in the
improvement of students' abilities. In addition, the perceptions of teachers and
students from the results of both interviews are of the opinion that Padlet can
improve writing skills, especially in writing essay recount text. Based on these
findings, it can be concluded that Padlet is effective as a media to improve
students' writing skills. Some suggestion and recommendations related to the
result of the research, especialy for the teacher and future research. For teachers, it
is recommended to use the Padlet application as a media in teaching writing
recount text as one of the effective technology media. Furthermore, for future
researchers, this study only focuses on mean differences in student improvement.
Therefore, the researcher expects the next researcher to find out the significance
of changes or differences in student achievement. Not a difference in the
improvement of the two groups, but the difference in student achievement
between the two groups as seen from the post-test results.
