THE EFFECT OF PADLET ON STUDENTS' SKILLS IN WRITING PROCEDURE TEXT

The aim of this study is to determine whether or not Padlet affects students' ability to write procedural texts. The study used a one-group pre-test-post-test design and a quantitative method using a pre-experimental design. The research sample was conducted in class VII-D with 16 students that was selected using cluster random sampling. The pre-test, post-test, and questionnaire were instruments used in this study.
Normality tests and hypothesis test were used to analysis the data. The normality test used Shapiro-Wilk since the sample size was fewer than 50. The results showed that the significant value of the pre-test was 0.100 and the post-test was 0.049, which are higher than Sig. α = 0.05. It can be concluded, both are normally distributed. On the other hand, the hypothesis test was continued with Paired Sample T-test. The results showed that the Sig. (2-tailed) value of the Paired Sample T-test is 0.000, which is lower than the significance level (0.000 < 0.05).
This can be concluded that the alternative hypothesis (Ha)was accepted and the null hypothesis (H0) was rejected. In addition, the questionnaire results showed that students had positive perceptions toward the use of Padlet as a learning medium. The overall mean score obtained from the questionnaire was 3.45, which falls within the range of 3.26–4.00 and is categorized as very high. This finding indicates that students generally responded positively to the implementation of Padlet in the learning process. Thus, the application of Padlet significantly affected students' ability to write procedure texts.