Microblogging with Padlet: Students’ New Writing Experience on A2–B1 Common European Framework of Reference for Languages (CEFR)

M Kharis, Martin Ebner, Primardiana Hermilia Wijayati, Edy Hidayat, Lilis Afifah


This research work aims to answer the question, compared to conventional media, whether the use of Padlet as a microblogging platform can improve students' German writing skills for A2 - B1 level CEFR standard. Students in the class A wrote with conventional paper sheet. Meanwhile, students in the class B wrote essay writing assignment through the Padlet platform. The study took place in Malang, Indonesia and lasted for one semester. In summary 45 students participated. The pre-test data indicated that there is no difference in the results of the pre-test in the control class and experiment class. The post test scores were obtained from two writing assessments in both classes. The test results indicated the data value sig 0.326 in the ANOVA table, which means that there are no differences in the post-test results in the two classes. Thus, it was concluded that the use of Padlet in microblogging activities in writing did not affect the results of student writing scores. Nevertheless, the use of Padlet has not any disadvantages, whereas students get additonal digital skills and respond additionally positively to the use of Padlet.


Padlet; microblogging; learning media; German writing skills A2 – B1 CEFR

Full Text:


Copyright (c) 2020 M Kharis, Primardiana Hermilia Wijayati, Edy Hidayat, Lilis Afifah, Martin Ebner

International Journal of Emerging Technologies in Learning (iJET) – eISSN: 1863-0383
Creative Commons License
Scopus logo Clarivate Analyatics ESCI logo EI Compendex logo IET Inspec logo DOAJ logo DBLP logo Learntechlib logo EBSCO logo Ulrich's logo Google Scholar logo MAS logo