<![CDATA[This study investigates the effectiveness of the Wordwall Flip Tiles feature in improving students’ narrative writing skills at SMAN Bareng Jombang. Wordwall, particularly its Flip Tiles feature, allows students to actively interact with and rearrange words, phrases, and narrative elements in a dynamic way, which can support the development of ideas and improve the coherence of their writing. However, empirical evidence on the effectiveness of this specific feature in improving narrative writing remains scarce. Grounded in constructivist and multimedia learning principles, the research employs a quasi-experimental design with a post-test-only control group. Two intact tenth-grade classes were assigned as the experimental group (n = 32), which received instruction using Flip Tiles, and the control group (n = 32), which was taught through conventional methods. A narrative writing post-test assessed students’ content development, organization, vocabulary, grammar, and mechanics using an analytical scoring rubric. Data were analyzed using normality and homogeneity tests, followed by an Independent-Samples t-test. Results show a statistically significant difference between groups, with the experimental class outperforming the control class (M = 80.47 vs. 73.06; p < .001). These findings demonstrate that Flip Tiles make a meaningful contribution to enhancing students’ narrative writing, supporting both micro and macro aspects of written production. The study concludes that incorporating interactive digital media, such as Wordwall, can effectively strengthen writing instruction and recommends further research into other digital features, genres, and instructional contexts.]]>
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