This research was aimed to know whether the use of Padlet application is
effective or not to enhance students’ narrative writing skills in Indonesian senior
high school setting. In this research, the researcher applied a quantitative approach
using a Pre-experimental design with one-group pretest-posttest design. The
populations of this research were the tenth grade students of a senior high school
in Bone. The sample comprised 28 students from class X PN 2, selected through
purposive sampling technique. The data of this research was collected by giving
the pre-test, treatment and then post-test. The collected data were analyzed and
processed by using SPSS 20 software with the Wilcoxon signed-rank test applied
to determine the significance of the enhancement. The results of this research
revealed an enhancement in students’ narrative writing scores from pre-test to
post-test. The score increased substantially from 59.8214 in the pre-test to
81.6071 in the post-test, representing a notable enhancement. The Wilcoxon
signed-rank test yielded a p-value of 0.000 (p < 0.05), indicating a statistically
significant difference between pre-test and post-test scores. Therefore, the null
hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. It
can be conclude that the use of Padlet application is effective to enhance students’
narrative writing skills in Indonesian senior high school setting.
A. Conclusion
Based on the results of the research, it can be said that the use of Padlet
application is effective to enhance the students’ narrative writing skills in
Indonesian senior high school setting. There was an enhancement in students’
narrative writing skills after the intervention using Padlet application. This was
demonstrated by the increase in the mean score from the post-test to the post-test.
Statistical analysis using the Wilcoxon signed rank test showed a significant
difference between the pre-test and post-test score, indicating that the intervention
had significant effect on students’ narrative writing skills. In conclusion, Padlet
application can be effectively integrated into English language teaching to
enhance narrative writing skill. Teachers are encouraged to incorporate digital
collaborative tools like Padlet in their writing instruction.
B. Suggestion
Based on the findings and the conclusion of this research, several
suggestions are presented for English teacher, future researchers, students, and all
readers of this research as follows:
1.
For English teacher
English teachers can use Padlet to teach narrative text in a more
interactive and engaging way, by designing writing assignments that
utilize Padlet’s features such as multimedia and collaboration.
2.
For students
Students can use Padlet to enhance their narrative writing skills by
writing step by step, from prewriting to editing, and receiving feedback
from peers and teachers. However, students should aware of potential
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drawbacks such as cheating and technical issues. Thus, students can
maintain originality by writing their own ideas and providing constructive
feedback to peers and ensure a stable internet connection to maximize the
benefits of using Padlet.
3.
For schools
Schools can provide proper technological infrastructure to support
the use of Padlet and other digital tools in the learning process, such as a
stable internet connection, updated devices, and technical support.
4.
For future researchers
This research has two main limitations. Firstly, the sample size ofthe research was limited which may restrict the generalization of the
findings. Secondly, the data was not normally distributed, which may
affect the result. Future researchers can use this research as a valuable
reference and are encouraged to address these limitations by employing
more rigorous research designs and including larger and more diverse
samples. Furthermore, it can be valuable to explore the specific
mechanisms that make Padlet application effective in enhancing writing
skills, not only in narrative text but also in other types of writing skills.

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