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Motivating EFL Learners to Write Using Padlet Application

Syarifuddin Dollah
syarifuddindollah@unm.ac.id
Universitas Negeri Makassar

Muh. Farid Sehuddin

faridjhe@gmail.com
Universitas Negeri Makassar

Geminastiti Sakkir
geminastitisakkir@unm.ac.id
Universitas Negeri Makassar

Abstract

E-learning is a system or concept of education that utilizes information technology in teaching and
learning. One of them is Padlet, which is an internet site that allows people and other users to
collaborate on text, photos, links or other content. Each of these collaborative spaces called a
“wall” that can be used as a personal bulletin board. Tecahers and companies generally use
Padlets to encourage creative multimedia conversation and exchange of opinions. So, this media
is expected to be useful for teachers and students in writing learning class. This study is the quasi
experimental research that aimed to know the effect and the correlation of the implementation of
Padlet to the students’ achievement and motivation in writing. The implementation Padlet as
independent variables and the students’ motivation and its correlation with writing achievement
as a dependent variable. The population in this research is all second grade students in one of
senior high school at Makassar that consist of eight classes. One class took as a control group and
one class as an experiment group through cluster random sampling technique. The data of the
research was obtained by the study results test on the subject of the velocity reaction for pre-test
and post-test and questionnaire. Based on analysis of inferential statistics for writing achievement,
the P = 0.001, and for motivation, the P = 0,012 and it less than = 0,05 was obtained, it is
means that the implementation Padlet is significantly influence to the students’ motivation of the
second grade senior high school students’ on the material subject of writing. Eventhough, there is
no correlation between students’ motivation and students’ writing achievement.

Keywords: Writing, Motivation, Padlet Application, EFL Learners.

INTRODUCTION
Writing as a productive skill is the expression of language that is used to convey
and explain the idea in the form of letter, symbol, and word to the reader. The ability to
write effectively become important in our global community. This is why the role of
instruction in writing need to be increased in both second and foreign language education.
Communication across languages become more essential, as advances in transformation

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and technology which allow people from nations and cultures throughout the world can
interact with each other. Hyland in Richard (2001: 21) states that writing involves
composing skills and knowledge about texts, contexts, and readers. The writers not only
need realistic strategies for drafting and revising but also a clear understanding of genre to
be able to structure their writing according to the context. It means that, they not only focus
in grammatical and mechanic, but also, they give attention into meaningful particular
context.
Unfortunately, most of the advanced students nowadays find some difficulties to
express their ideas in English in written form Nurgiyantoro (2001:269) argued that writing
is a more difficult ability to master than three other abilities, namely listening, speaking,
and reading. it can be influenced by internal and external factors. They not only have poor
ability in writing but also not enjoy the writing process. Motivation is one of the most
important factors that influence the students’ English writing skill. It has a close
relationship with students’ success or failure in English learning.
There are many considerations about the effect of technology, especially the online
media. The improvement of students’ motivation and how useful this online media if we
can get the benefit of it, especially in terms of writing (Sakkir, 2021). But there is no one
that specifically conducts the research about the use of “Padlet” in teaching writing for
English course, which is special produced for class with teacher and students. Lestari
(2017) in her research about “Implementing Padlet Application to Improve Writing Ability
in English Writing Skill for Non-English Department Students” she concluded that those
application can be implemented as online writing practices every time that make students
ability improve, the situation of wall in Padlet can stimulate students to explore idea
because they could upload video, recording, or picture suitable with topic. Kleinsmith
(2017) in her research about “The Effects of Using Padlet on The Academic Performance
and Engagement of Students in A Fifth Grade Basic Skills Mathematics Classroom”
explained that this study was successful in increased the academic engagement among
students in a fifth-grade basic skills mathematics classroom. The study also confirmed
that students were satisfied with the use of Padlet. Helmasena, Sutarsyah and Supriyadi
(2015) in their research about “The Correlation between the Students’ Motivation and
Their Writing Ability” concluded that there is significant correlation between the students’
motivation and their writing ability. It means that the higher students’ motivation level,
the higher students’ get achievement in their writing ability. There were two factors that
could influence the students’ writing ability besides motivation and they were related to
one another, they were: internal factor and external factor.
The current study is similar to the previous researches, but it differs from the
studies cited here in several aspects. The current research focused on the effect of “Padlet”
toward students’ motivation in writing English and then correlate it with the students’
achievement.

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Based on previous observation, the students were boring when they wrote in
individual, and it will be affected to their motivation and achievement. The students are
more interesting writing in group. These facts are strikingly constructed if we compare it
when the students write their ideas on social network. They find themselves at ease to write
anything on any social media platform such as Facebook, twitter, Tumblr, blog,
WhatsApp, live journal, etc (Sakkir, 2019). These applications are comfort, interest, and
motivating when they were in classroom, especially in facing of writing task. Social media
tolls have changed the way that people connect with one another. In an education setting,
appropriate use of these tools can encourage collaboration, sharing of resources,
transmitting new ideas, and the virtual expansion of class wall (Atmowardoyo, 2020).
The media tools such as Padlet has a potential to foster EFL students learning in
the classroom, one innovation that can be implemented in writing class is by using
application/technology, that is: Padlet application. Padlet is application that students can
write, communicate, share, and collaborate their paragraph or essay with friends in a class.
By using this application, lecturer directly can see, review, and evaluate students’ posting
and then lecturer will give evaluation and explanation.
There are some researchers that have been used Padlet as a medium in teaching.
However, these researchers focused on the other aspects, such as focus on non-English
teaching. So that, the present researchers will focus on the implementation of Padlet as a
teaching medium in writing English text (Narrative), then they will try to correlate the
students’ achievement and motivation after the implementation of Padlet in writing.
Based on the consideration above, the researchers will try to engage the students
of MAN 1 Makassar to write English on “Padlet” site in hope that they can gain motivation
to express their ideas in English written form comfortably that then may foster their writing
achievement.
Seeing how students were more comfortable in writing things through online
media, the researchers would try to engage the students of MAN 1 Makassar to have
English writing activity through online media. One of the special platforms that suitable
for this purpose is “Padlet”. The application which is specially designed for teacher and
student. Regarding this research problem, the researchers formulated 2 (two) research
questions as follow:
1. Are the students motivated in writing by the implementation of Padlet?
2. Is there any correlation between students’ writing achievement and students’ motivation
by the implementation of Padlet?

Padlet Application
Padlet is a free online tool that is best described as an online notice board. Padlet
can be used by students and teachers to post notes on a common page. The notes posted
by teachers and students can contain links, videos, images and document files. When you
registered with Padlet, you can create as many “walls” or online notice boards as you like.

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These walls can set to private or public, with each wall having separate privacy settings.
According to Fiester & Green (2016), Padlet allows for students to be actively engaged in
a lesson when they may otherwise be distracted. Padlet may also serve as a FA tool for
teachers. On the other hand, it may serve as a bulletin board where students can post their
thoughts, ideas, questions, and answers.
Features and benefits of Padlet such as: easy and intuitive; universal and inclusive;
perfecting the art of collaboration; supports (almost) every file type; apps for (most) any
device; beautiful and fun; private and secure; flexible and versatile; take it with you;
premium plans; personal profile; search for information and inspiration and excellent
support.

METHOD
The research design of this study takes the form of the quantitative research
approach. This research applied total sampling to determine the population samples. In
this research, the researchers applied quasi-experimental method which involved two
groups. They were experimental group and control group. The experimental group
received treatment by using Padlet, while the control group gave a treatment without using
Padlet (conventional way). The researchers provided the same material for both the
experimental group and control group. Both of the groups gave pre-test and post-test. Pre-
test administered before the experimentation to assess the students’ prior knowledge on
writing skill and the post-test administered to measure the experimentation effects. This
research consisted of three variables namely the implementation of Padlet as an
independent variable, students’ motivation consisting of two aspects (intrinsic motivation
and extrinsic motivation) and the correlation between students’ writing achievement and
students’ motivation by the implementation of Padlet as dependent variable.
The population of the research was the first semester of the second grade of
students in MAN 1 Makassar academic year 2018/2019. There were 8 classes with number
of population were 240 students. The sampling technique of this research was cluster
random sampling. For this research, the researchers were randomly select two classes, one
class includes all students in the class as the experimental group, and another class includes
all students in the class the control group.
The researchers used the following instruments to achieve the purpose of the study:
(1) Writing test, writing test designed and developed by the researchers. The test consisted
of 4 ideas of narrative texts. Student instructed to choose one of the four ideas that were
interested in and (2) writing motivation questionnaire, adapted from academic writing
motivation questionnaire (AWMQ) by Ashley (2012), is used to know the motivation of
the students in writing English. It is consisted of 30 items. Statements about students’
motivation in writing. It divided into: 20 items intrinsic motivation and 10 items extrinsic
motivation. The questionnaire would be given before and after the treatment to know
whether or not the students’ motivation increases. The responses were given in a Four

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Point Likert Scale Format, ranging from very high to very low, to examine the participant’s
motivation.
The procedure of collecting the data was presented in the chronological order as
follow: (1) Pre-test, before presenting the materials, the researchers gave pre-test to both
experimental group and control group, the writing test to know the students’ writing ability
before treatment, and questionnaire to know the students’ prior motivation, and (2) Post-
test, after conducting the treatment, the post-test would give to both experimental and
control groups, they were motivation questionnaires and writing test. Post-test gave to
know the students’ writing achievement after the treatment to see the effectiveness of using
“Padlet” in motivating students to write English. The test item and procedures in the post-
test were exactly the same as those in the pre-test.

Motivation Questionnaire

After administering a questionnaire to the students, the researchers took the data
and analyzed it by the procedures as follow:

a. Scoring
The data through motivational scale used Likert scale and then analyzed in average.
The scores on the four-point scale format ranging from strongly agree to strongly disagree.
Table 1. Likert Scale
Statements Score
Strongly agree 4
Agree 3
Disagree 2
Strongly Disagree 1

b. Interpreting the score

The rating score ranges were from 30-120. Since the questionnaire got four
categories, the interval that was used to determine the category 21 and 22. The following
was the rating score of the category.

Table 2. Range score of interpreting motivation

Range score Category
99-120 Very high
76-98 High
53-98 Low
30-52 Very low

c. Calculating the mean score and standard deviation and significant difference by using
SPSS

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In calculating the mean score, standard deviation or the descriptive value and
significant difference to see the students’ motivation in writing English using “Padlet”, the
researchers also used SPSS program 25.

Correlation Analysis

The analysis of correlation between students’ motivation and writing achievement:

a. Calculating the degree of correlation between students’ motivation and writing
achievement, the researchers would use SPSS version 25.
b. Interpreting the result of the data analysis, the researchers used the standard of Pearson
correlation as in the table below:
Table 4. Pearson Correlation Category
R CATEGORY
0.00 to 0.20 No Correlation
0.21 to 0.40 Weak correlation
0.41 to 0.60 Medium Correlation
0.61 to 0.80 Strong correlation
0.81 to 1.00 Perfect correlation

c. Calculating the significance of correlation between two variables:

Table 5. Category of Significant Correlation
Criteria Category
If r < 0.05 Significant correlation
If r > 0.05 No significant correlation

FINDINGS AND DISCUSSION

The findings of the research consist of the pre-test and post-test score of
experimental group and control group of students’ writing achievement and students’
motivation. The students’ score described the overall students’ English writing
achievement and their motivation score about the percentage, the frequency, the mean
score, the standard deviation and the test of significant.

The Students’ Motivation

This section explains about the result description of the research through the
scoring classification of the pre-test and post-test of students’ motivation generally then
specifically on two aspects of English writing motivation, they are: intrinsic and extrinsic
motivation. This thought is consistent with Harmer (1991:75) that the kind of motivation
consisted of intrinsic and extrinsic motivation. It also explains the mean score standard
deviation, significance test result to see the difference between pre-test and post-test.

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a. Scoring classification of the students’ writing motivation

1) Pre-test
The frequency of the percentage of the students’ motivation in pre-test for both
experimental and control group can be seen in table below, as follow:

Table 6. The Frequency and the percentage of the students’ motivation score in pre-test
PRE-TEST
Range of Experimental Group Control Group
Classification
Score Frequency Percentage Frequency Percentage
99-120 Very High 3 10% 7 23%
76-98 High 27 90% 22 73%
53-75 Low 0 0% 1 3%
30-52 Very Low 0 0% 0 0%
Total 30 100% 30 100%

Table 6 shows that the score of both groups (experimental and control) were
categorized as high motivated category. In experimental group, there are 3 students were
categorized as very high motivation students, it means that 10% of the students got very
high motivation. There are 24 students were categorized as high motivation students, it
means that 90% of the students got high motivation. While no one of the students got low
and very low motivation, it means that no one of the students got the category of low and
very motivation.
In control group, there are 7 students that were categorized as very high motivation
students, it means that 23% of the students got very high motivation. There are 22 students
that were categorized as high motivation students, it means that 73% of the students got
high motivation. There was only 1 of the students that was categorized as low motivation
category, it means that 3% of the students got low motivation. While no one of the students
got very low motivation, it means that no one of the students got the category of very
motivation.
2) Post-test
The frequency of the percentage of the students’ motivation in post-test for both
experimental and control group can be seen in table below, as follow:

Table 7. The Frequency and the percentage of the students’ motivation score in post-test
POST-TEST
Range of Experimental Group Control Group
Classification
Score Frequency Percentage Frequency Percentage
99-120 Very High 6 20% 8 27%
76-98 High 24 80% 22 73%
53-75 Low 0 0% 0 0%
30-52 Very Low 0 0% 0 0%
Total 30 100% 30 100%

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Table 7 shows that the score of both groups (experimental and control) categorized as
high motivated category. In experimental group, there are 6 students that were categorized
as very high motivation students, it means that 20% of the students got very high
motivation. There are 24 students that were categorized as high motivation students, it
means that 90% of the students got high motivation. While no one of the students got low
and very low motivation, it means that no one of the students got the category of low and
very motivation.
In control group, there are 8 students that were categorized as very high motivation
students, it means that 27% of the students got very high motivation. There are 22 students
that were categorized as high motivation students, it means that 73% of the students got
high motivation. There is no one of the students that was categorized as low and very low
motivation category, it means that 0% of the students got low and very low motivation.
b. Mean score and standard deviation of students’ writing motivation in pre-test
and post-test
1) Pre-test
The mean score and standard deviation in pre-test of both experimental and control
group can be seen in the table below, as follow:

Table 8. Mean score and standard deviation of students’ motivation in pre-test

Group Statistics
Std. Std. Error
Classes N Mean
Deviation Mean

Pre-test Experimental 30 90.6333 6.09400 1.11261

Questionnaire Control 30 91.8000 9.94953 1.81653

Table 8 shows that the mean score on the pre-test obtained in the motivation for
experimental group was 90.63 (highly motivated) with standard deviation 6.094, while the
control group was 91.80 (highly motivated) with standard deviation 9.949.

2) Post-test
The mean score and standard deviation in post-test of both experimental and control
group can be seen in the table below, as follow:

Table 9. Mean score and standard deviation of students’ motivation in pre-test

Group Statistics
Std.
Std.
Classes N Mean Error
Deviation
Mean
Experimental 30 92.2000 5.92132 1.08108

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Post-test
Control 30 96.4667 6.80128 1.24174
Questionnaire

Table above shows that the mean score on the post-test obtained in the motivation for
experimental group was 92.63 (highly motivated) with standard deviation 5.921, while the
control group was 96.80 (highly motivated) with standard deviation 6.801.

c. The test of significance of students’ writing motivation

The researcher used independent sample test that is a test to know the significance
difference between the result of the students’ score in the pre-test and the post-test.
Table 10. Test of Significance of students’ writing motivation score of both experimental
and control groups in pre-test and post-test
Independent Samples Test

Levene's Test for

Equality of t-test for Equality of Means
Variances

95% Confidence Interval

Sig. Mean of the Difference
Std. Error
F Sig. t df (2- Differenc
Difference
tailed) e
Lower Upper

Equal variances
7.374 0,009 -0,548 58 0,586 -1,16667 2,13018 -5,43068 3,09735
assumed
Questionnaire
Pre-test

Equal variances
-0,548 48,074 0,586 -1,16667 2,13018 -5,44951 3,11617
not assumed

Equal variances
0,138 0,712 -2,592 58 0,012 -4,26667 1,64641 -7,56231 -0,97103
Questionnaire

assumed
Post-test

Equal variances
-2,592 56,921 0,012 -4,26667 1,64641 -7,56364 -0,96970
not assumed

The result of table above shows that the motivation in pre-test of both experimental
group and control group was not significantly different (p>0.05=0.586>0.05) and in the
post-test was significantly different (p>0.05=0.012>0.05). It can be concluded that the use
of Padlet in students’ writing motivation was significantly different.

d. Mean and Standard Deviation score on 2 aspects of motivation

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After seeing the students’ writing motivation in general, the researcher then wanted to
see the students score in two aspects of writing motivation, they are: intrinsic motivation
and extrinsic motivation. It can be seen in the table below, as follow:

Table 11. Mean and standard deviation score on two aspects of students writing
motivation

Experimental Group Control Group

Aspects Pre-test Post-test Pre-test Post-test

Mean SD Mean SD Mean SD Mean SD

Intrinsic 61.866 4.174 63.7 4.145 62.9 7.014 66.033 4.723

Extrinsic 28.766 3.47 28.5 2.991 28.9 3.844 30,433 3.53

Total 90.632 7.644 92.2 7.136 91.8 10.858 96,466 8.253

The table above shows that the difference of the mean and standard deviation for both
groups, based on the scoring aspects of motivation. In intrinsic, the mean score for
experimental group in pre-test was 61.8 with standard deviation 4.174 and in the post-test
were 63.7 with standard deviation 4,145. It means that there was improvement from pre-
test to post-test. While the mean score for control group in the pre-test was 62.9 with
standard deviation 7.014 and in the post-test were 66.03 with standard deviation 4.723. It
means that there was improvement between pre-test and post-test.
In extrinsic, the mean score for experimental group in pre-test was 28.7 with standard
deviation 3.47 and in the post-test were 28.5 with standard deviation 2.991. It means that
the score is decrease from pre-test to post test. While the mean score for control group in
the pre-test was 28, 9 with standard deviation 3,844 and in the post-test were 30.43 with
standard deviation 3.53. It means that there was improvement between pre-test and post-
test.

e. The significance test of two aspects of students’ motivation in pre-test and post-
test
The researcher used independent sample test that is a test to know the significance
difference between the result for each aspects of motivation of the students’ score in the
pre-test and the post-test.
Table 12. The significance test on two aspects of students’ motivation in pre-test and
post-test
Independent Samples Test
Levene's Test
for Equality of t-test for Equality of Means
Variances
Aspects
Sig. 95% Confidence
Mean Std. Error
F Sig. t df (2- Interval of the
Difference Difference
tailed) Difference

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Lower Upper
Equal
- -
variances 7,376 0,009 58 0,491 -1,03333 1,49026 1,94975
0,693 4,01642
assumed
Intrinsic Equal
variances - -
47,257 0,491 -1,03333 1,49026 1,96426
not 0,693 4,03092
Pre-test

assumed
Equal
- -
variances 0,645 0,425 58 0,888 -0,13333 0,94569 1,75967
0,141 2,02634
assumed
Extrinsic Equal
variances - -
57,403 0,888 -0,13333 0,94569 1,76009
not 0,141 2,02676
assumed
Equal
- - -
variances 0,097 0,757 58 0,047 -2,33333 1,14734
2,034 4,62999 0,03667
assumed
Intrinsic Equal
variances - - -
57,039 0,047 -2,33333 1,14734
not 2,034 4,63082 0,03585
Post-test

assumed
Equal
- - -
variances 1,004 0,321 58 0,026 -1,93333 0,84477
2,289 3,62433 0,24234
assumed
Extrinsic Equal
variances - - -
56,480 0,026 -1,93333 0,84477
not 2,289 3,62530 0,24137
assumed

The result on table above points out that the students’ motivation of both experimental
and control group in pre-test on aspects of intrinsic and extrinsic motivation were not
significantly different. It can be seen that the score of two aspects in motivation (intrinsic
(p>0.05=0.491>0.05)) and (extrinsic (p>0.05=0,888>0.05)). While in the post-test, both
of groups were significantly difference. It can be seen about the score of two aspects in
motivation (intrinsic (p<0.05=0.047<0.05) and (extrinsic (p<0.05=0.026<0.05)).
Based on the data above, the implementation of Padlet in the students’ writing
motivation was significantly difference between experimental group and control group.

The Correlation between Students’ Motivation and Students’ Writing Achievement

(Pearson Correlation)

The researcher used Pearson correlation analysis to correlate each variable (students’
motivation and students’ writing achievement), it can be seen in the table below:

Table 13. The correlation between students’ motivation and students’ writing
achievement

Correlations
Questionnaire Writing Test
Pre-Test Mia 1

Pearson Correlation 1 -0,184

Questionnaire Sig. (2-tailed) 0,331
N 30 30
Pearson Correlation -0,184 1
Writing Test Sig. (2-tailed) 0,331
N 30 30
Correlations
Mia 1
Post-

Questionnaire Writing Test

test

Pearson Correlation 1 0,071

Questionnaire
Sig. (2-tailed) 0,709

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N 30 30
Pearson Correlation 0,071 1
Writing Test Sig. (2-tailed) 0,709
N 30 30
Correlations
Pre-test Mia 5

Questionnaire Writing Test

Pearson Correlation 1 -0,056
Questionnaire Sig. (2-tailed) 0,768
N 30 30
Pearson Correlation -0,056 1
Writing Test Sig. (2-tailed) 0,768
N 30 30
Correlations
Post-test Mia 5

Questionnaire Writing Test

Pearson Correlation 1 0,024
Questionnaire Sig. (2-tailed) 0,900
N 30 30
Pearson Correlation 0,024 1
Writing Test Sig. (2-tailed) 0,900
N 30 30

Table 13 shows the correlation between students’ motivation and students’ writing
achievement in 2 groups (experimental group and control group) in the pre-test and post-
test.
In the experimental group of pre-test, there is no correlation between two variables.
It can be seen that the Pearson correlation value was -0.184 with sig (2 tailed) 0.331 which
was categorized as no correlation between each variable. While In the experimental group
of post-test, there is correlation between two variables. It can be seen that the Pearson
correlation value was 0.071 with sig (2 tailed) 0.709 which was categorized as very low
between each variable.
In the control group of pre-test, there is no correlation between two variables. It
can be seen that the Pearson correlation value was -0.056 with sig (2 tailed) 0.768 which
was categorized as no correlation between each variable. While In the control group of
post-test, there is correlation between two variables. It can be seen that the Pearson
correlation value was 0.024 with sig (2 tailed) 0.900 which was categorized as very low
between each variable.

Discussion
This study emphasized to the students’ motivation, the students’ writing
achievement, and the correlation between students’ motivation and the students’ writing
achievement of both experimental group and control group.
In terms of students’ motivation, it was found that there were 2 (two) aspects that
increased significantly after comparing the pre-test and the post-test score of both the
experimental group and control group, they are intrinsic and extrinsic motivation. The
statement based on the theory of Harmer (1991:3) that motivation divided into 2 kinds,
they are intrinsic and extrinsic motivation. (1) Intrinsic motivation, in the pre-test, the

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significant score of intrinsic student’s motivation was not significant. It can be seen in the
significant score of students after the test. After the researcher analyzed the score of
intrinsic students’ motivation, the researcher found that students’ motivation still low when
they did a writing task (especially of narrative text). One of the factors of the students that
affect to their motivation is about the method and the medium that the teacher used in
teaching and learning process. It similar with the theory of Harmer (1991:5) that intrinsic
motivation involves the physical condition, teacher, method, and success. The method and
the medium that students used before the researcher did this research while they wrote
their task was using a conventional way from the teacher. In the post-test, the researcher
found that the intrinsic students’ motivation increased after the implementation of Padlet
in writing activity, especially in media aspect of intrinsic motivation. The students actually
need a media to support their writing activity, and (2) Extrinsic motivation, in the pre-test,
the significant score of extrinsic students’ motivation was not significantly different
between experimental group and control group. In the post-test, the significant score of
extrinsic students’ motivation was significantly different. After the researcher analyzed the
students’ score in extrinsic motivation, the researcher found that most of the students got
improvement in integrative aspect, which is the students need to be motivated by the other
people for example their friends or their teacher. This is similar with the statement of
Harmer (1991:4) that extrinsic motivation divided into 2 kinds they are instrumental and
integrative motivation. Based on the explanation above, the implementation of Padlet can
give contribution in teaching and learning process especially those who want to improve
the media that they want to use and who want to have an integrative motivation toward
writing English.
The correlation analysis result reveals that there was no a significant correlation
between the students’ motivation and the students’ writing achievement both of groups
(experimental group and control group) in the pre-test and post-test. It was strengthened
by the statistics of each of the probability value that was bigger than the level of
significance.

CONCLUSION
Based on the research findings and discussion, the conclusions are revealed into
the following statements:

1. The implementation of Padlet on the students’ motivation in writing was significantly

different from another way (Conventional way). Because, there was significant
difference in all the aspects (intrinsic and extrinsic). It was proved by the score of the
experimental group in the pre-test which was not significantly (p>0, 05=0,586>0, 05).
While in post-test the score of experimental group was significantly different with
control group (p<0, 05=0,012<0, 05).
2. There is no correlation between students’ motivation and students’ writing
achievement. It can be seen based on the score analysis that had been analyzed by

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using Pearson analysis in SPSS. The score is not significant for experimental group
and control group in pre-test and post-test.

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