THE EFFECT OF USING MIRO APPLICATION THROUGH SMART TV ON STUDENT’S ENGAGEMENT AND NARRATIVE WRITING SKILLS OF XI GRADE AT MAN 1 KEDIRI

Lestari, Yuni Turwidhia (2026) THE EFFECT OF USING MIRO APPLICATION THROUGH SMART TV ON STUDENT’S ENGAGEMENT AND NARRATIVE WRITING SKILLS OF XI GRADE AT MAN 1 KEDIRI. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

This study was conducted to investigate the effect of using the Miro Application through Smart TV on students’ engagement and narrative writing skills at MAN 1 Kota Kediri. The research was motivated by students’ low engagement and difficulties in developing ideas, organizing narrative texts, and participating actively in English writing classes. To address these problems, the study implemented Miro as a collaborative digital learning platform integrated with Smart TV to create a more interactive and student-centered learning environment. This research employed a quantitative approach using a pre-experimental one-group pre-test–post-test design. The participants were one class of eleventh-grade students at MAN 1 Kota Kediri. The research instruments consisted of a student engagement questionnaire and a narrative writing test administered before and after the treatment. The collected data were analysed using descriptive statistics and a paired-sample t-test. The findings revealed that students demonstrated a positive level of engagement after the implementation of the treatment, with a mean engagement score of 61.97, indicating favourable behavioural, emotional, and cognitive engagement during the learning process. Furthermore, students’ narrative writing performance improved significantly, as reflected by the increase in the mean score from 60.13 in the pre-test to 75.00 in the post-test. The paired-sample t-test produced a significance value of 0.000 (p < 0.05), indicating that the improvement was statistically significant. In conclusion, the use of the Miro Application through Smart TV effectively enhanced students’ engagement and significantly improved their narrative writing skills. Therefore, this digital collaborative learning approach can be considered an effective instructional alternative for teaching narrative writing in senior high school English classrooms.

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