Writing performance is an essential component of students’ language development; however, many students still experience difficulties in producing well-structured texts, particularly in writing procedural texts. To address this issue, this study aimed to investigate the effectiveness of the Padlet application to improve the writing skills of tenth-grade students at MA Negeri 3 Cilacap. Padlet was selected as a learning tool because it allows students to share ideas, collaborate with peers, and participate actively in the writing process. This study employed a quasi experimental design involving two groups: an experimental class taught using Padlet-based instruction and a control class taught using conventional methods. The sample consisted of 63 students, with 27 students in class X E4 as the experimental group and 36 students in class X E8 as the control group. Students’ writing performance was measured through pre-test and post-test assessments, and the learning improvement was analyzed using the Paired Sample T-Test. The data were collected through writing tests. IBM SPSS Statistics 27 program was used to analyze the data. The result of the pre-test by Paired Sample T-Test on both groups shows that Sig (2-tailed) = 0,057 > 0,05, which means there was no difference between the experimental and control class conditions. The result of the post-test by Paired Sample T-Test on both groups shows that Sig (2-tailed) = 0,001 < 0,05, which means there are significant differences in the scores between the two classes. In conclusion, the use of Padlet has an effect on the writing skills of tenth-grade students of MA Negeri 3 Cilacap, especially for procedure texts