THE USE OF PADLET IN TEACHING RECOUNT TEXT WRITING TO TENTH GRADE AT SMAN 6 MADIUN

Prasetya, Vevilia Nabila Putri (2025) THE USE OF PADLET IN TEACHING RECOUNT TEXT WRITING TO TENTH GRADE AT SMAN 6 MADIUN. S1 thesis, Universitas PGRI Madiun.

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Abstract

This study investigates the use of Padlet as a digital learning platform to support recount text writing instruction in a tenth-grade English as a Foreign Language (EFL) classroom at SMAN 6 Madiun. Emphasizing the central role of the teacher, the research explores how Padlet was implemented pedagogically, the obstacles encountered during the learning process, and the strategies employed by the teacher to overcome those challenges. The study adopts a descriptive qualitative research design. Data were collected through classroom observations, in-depth interviews with one English teacher and five selected students, as well as analysis of relevant documentation, including lesson plans, student writing, and photos of classroom activities. The data were analyzed using the Miles, Huberman, and Saldaña model, which includes data condensation, data display, and conclusion drawing/verification. The findings indicate that the teacher played a crucial role not only in introducing and guiding the use of Padlet but also in scaffolding students’ writing development. This included explaining text structures, modeling language use, and giving consistent feedback on students' drafts via Padlet. Teacher facilitation was essential in helping students navigate both linguistic challenges, such as limited vocabulary and grammar competence, and technical difficulties, particularly poor internet connectivity. Students expressed increased motivation and engagement in writing recount texts, as Padlet allowed them to post their writing, view peers’ work, and receive feedback in a collaborative digital environment. Teachers noted improvements in students' writing structure, vocabulary use, and self-confidence. Despite several obstacles, the instructional process remained effective due to the teacher’s proactive strategies and the students’ enthusiasm to adapt. The study concludes that Padlet is suitable pedagogical tool for enhancing students’ writing competence, particularly when integrated through reflective and responsive teaching practices. Its implementation supports process-based writing pedagogy by enabling student-centered learning and promoting active participation. Therefore, the success of technology-assisted instruction in EFL writing classes is not determined merely by the platform itself but by the quality of its pedagogical integration, with the teacher acting as a key agent in ensuring its effectiveness. The integration of digital platforms like Padlet, supported by reflective teaching practices, has the potential to improve student learning outcomes and enrich writing pedagogy in the context of secondary education.

Item Type:	Thesis/Skripsi/Tugas Akhir (S1)
Kata Kunci:	Teaching, Writing, Recount text, Padlet.
Subjects:	L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Fakultas Keguruan dan Ilmu Pendidikan > Pendidikan Bahasa Inggris
Depositing User:	PUTRI NABILA VEVILIA
Date Deposited:	13 Aug 2025 07:33
Last Modified:	13 Aug 2025 07:33
URI:	http://eprint.unipma.ac.id/id/eprint/4142

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