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JOURNAL OF ENGLISH EDUCATION AND TECHNOLOGY 

Vol. 04 No. 02, June 2023, pp. 120 - 134 

Available online at:  

http://jeet.fkdp.or.id/index.php/jeet/issue/current 

ISSN: 2721-3811 (media online) 

 

Learning Management System: Case study Effectiveness of the ADDIE Instructional Design 

Model in Creative Writing in EFL Students 

Titik Hindrayani1, Diah Ambarumi Munawaroh2 

MTs NegeriKota Batu1, MTs Negeri Kota Batu2 

 titik.hindra20@gmail.com1, diahambarumi79@gmail.com2  

ABSTRACT 

The purpose of this study is to determine the effectiveness of the ADDIE model in online teaching in Indonesia 

LMS in increasing the creativity of EFL students' writing skills. The researcher used a quasi-experimental 

design with pre-test, post-test, and control group designs. The research topic used in this case is Sixty freshmen 

from English departments who were chosen at random and assigned equally to the research group. The 

experimental group was exposed to an e-learning environment that aims to develop students' creative writing 

skills, whereas the control group was exposed to traditional teaching methods. Using creative writing 

checklists and writing tests designed to assess specific features of creative writing (originality, accuracy, self-

expression, fluency, flexibility, and overall writing performance to assess creative writing in study 

participants, the results of the t-test and eta square statistical test indicate the existence of a statistically 

significant difference between the mean scores obtained by the experimental group and those obtained by the 

control group. The article concludes with more conclusions and pedagogical implications. 

Keywords: Creative writing, Learning Management System, ADDIE model 

http://jeet.fkdp.or.id/index.php/jeet/issue/current
http://u.lipi.go.id/1580741566
mailto:%20titik.hindra20@gmail.com1


121 
 

I. INTRODUCTION 
Writing has always been regarded as 

an important component of language 

learning (Aziz, Hoesny, et al., 2022). All texts 

are inevitably made up of lexical and 

grammatical words that convey a content or 

message (Sholah, 2019). In texts, lexical 

words aid in meaning formation, whereas 

grammatical words allow one to arrange 

meanings coherently (Aziz, Setyosari, et al., 

2022). The message will be poorly 

articulated if the meaning is not presented 

clearly. Learners must master these basic 

writing conventions in order to write 

effectively. However, low proficiency second 

language (L2) learners face difficulties in 

completing writing tasks, due to a lack of 

lexical and grammatical knowledge to put 

their thoughts into words that convey a 

specific meaning or story. Furthermore, 

according to (Kim & Yoon, 2014), "writing is 

a complex metacognitive activity that draws 

on an individual's knowledge, basic skill, 

strategies, and ability to coordinate multiple 

processes." In this case, the writers should 

have text-creation skills, writing knowledge, 

and the process of energizing and motivating 

participants to write with enthusiasm and 

act through strategies to archive writing 

goals. The entire writing process stems from 

the process of creative writing or from a 

specific creative process (Ulu, 2019). 

Students can own more opportunities 

to express their ideas and thoughts in such 

an LMS and associate social media with a 

thriving digital learner community, while the 

interactive reader’s a similar opportunity to 

read and record their persistent feedback on 

the author's writing (Ezeani, 2011). 

According to research, using an LMS 

platform such as Blackboard improves 

students' writing skills and sub-skills while 

also projecting a stimulating and inspiring 

learning environment to develop writing. 

language learners' competency (Pinkman, 

2005). LMSs can also boost learner 

autonomy and serve as a reliable substitute 

for learning logs, which allow language 

learners to record their progress in writing 

(Ward, 2004). 

During the CBT (Computer-Based 

Training) era, e-learning applications were 

packaged on CD-ROM. It is filled in the 

writing material or multimedia (Video and 

Audio) in mov, mped-1, or format; In 1994, 

along with the community's receipt of CBT. 

Since 1994, CBT has appeared in the form of 

more appealing and mass-produced 

packages; in 1997, there was LMS (Learning 

Management System). The community is 

currently working to connect to the internet. 

Everything can be obtained and felt the 

absolute needs, and location is no longer an 



122 
 

impediment; and in 1999, the year that was a 

Web-based e-learning application. LMS 

development towards a fully developed 

Web-based e-learning application. E-

learning is one of the fields that are being 

developed in communication technology. 

Furthermore, e-learning is well-known and 

widely used by educational institutions and 

training to facilitate learning 

implementation. E-learning can be viewed as 

a developing system to improve learning 

quality by attempting to overcome space and 

time constraints. The use of internet 

technology for education in Indonesia began 

with the establishment of telematics in 1996. 

The Asian Internet Interconnections 

Initiatives were formed in the same year. So 

far, 21 higher education institutions (public 

and private), national research institutions, 

and related organizations have joined. Due to 

the quick development of internet-based 

technology, higher education institutions 

have recently implemented a variety of 

electronic learning (e-learning) services, 

including online learning resources and 

learning management systems (LMS) 

(Almomen et al., 2016). 

Developing educational and training 

programs systematically for better learner 

performance is known as instructional 

design (ID) (Almomen et al., 2016). 

Understanding, enhancing, and putting into 

practice learning strategies are referred to as 

instructional design (Reigeluth, 2014). For 

educational programs, instructional design is 

systematically created. An organized process 

for creating educational and training 

programs that will increase student 

performance is called instructional systems 

design (Putri et al., 2017). the 1975 debut of 

the ADDIE instructional model. The Florida 

State University Center for Educational 

Technology was responsible for its creation. 

Dick and Cary's 1978 ADDIE model, which 

Russell Watson refined in 1981, was seen as 

crucial for creating educational and training 

initiatives (Hubackova & Sarca, 2016). 

Through synchronous or asynchronous 

media, e-learning serves as a means of 

communication that communicates 

knowledge. E-learning is the educational 

process that makes use of cutting-edge 

techniques for knowledge transmission over 

the Internet, extranet and intranet 

technologies, audio, video, and flash 

animations (Eaton et al., 2017). E-learning, 

according to (Belaya, 2018) is a word used to 

refer to all forms of media-based learning, 

including intranet- and internet-based 

learning. 

Alhujaylan (2019) investigated the 

effectiveness of Saudi students' computer-



123 
 

assisted English writing skills when 

investigating the significance of such text-

based tools. His research found that when 

Saudi EFL students used computer-assisted 

programs to correct their grammar and 

paragraph writing, their writing abilities 

improved significantly, as the E-learning 

setting allows students ample time to reflect 

and focus. (Hassan et al., 2021) also 

discovered that computers can be 

programmed to provide corrective 

instruction in order to detect errors in 

writing. This arguably assists students in 

correcting their errors, thereby enriching 

their writing. According to the Previous 

Research explanation above, the purpose of 

this study is to adopt the Learning Management 

System: Case study Effectiveness of the 

ADDIE Instructional Design Model in 

Creative Writing in EFL Students. It is 

anticipated that by Effectiveness of the 

ADDIE Instructional Design Model will 

increase Creative Writing in EFL Students  

II. METHOD 
This study was designed in a quasi-

experimental setting using a pretest-posttest 

control group design. The researcher 

employed a randomly chosen sample of 60 

students for this study-30 for the 

experimental group and 30 for the control 

group-who were all first-year English 

Program students. Both groups successfully 

completed the pre- and post-testing 

procedures as intended. Writing I, an 

introductory upper-intermediate course in 

academic writing was given to members of 

the experimental group using Blackboard's 

LMS in accordance with the steps of the 

ADDIE instructional design model, which 

aimed to improve the students' creative 

writing abilities. Writing I was taught to the 

control group in a traditional face-to-face 

classroom setting. After being instructed on 

how to set up personal blogs, experimental 

students were asked to create their own 

blogs. The ADDIE (Analysis, Design, 

Development, Implementation, and 

Evaluation) instructional model was 

incorporated into the blog design process. 

 

Figure 1. The ADDIE Model. Adapted from 
Allen, 2017, p. 75 

They were then introduced to the 

writing tasks and activities assigned to them 

in the writing topics. They were assigned a 

writing topic as a discussion thread on 

Blackboard during each class session. They 

were given writing assignments such as 



124 
 

brainstorming ideas, listing, freewriting, 

developing advanced organizers, and so on. 

The activities and tasks were graded across 

the various stages of the writing process, 

including the pre-writing phase (such as 

deciding on a writing topic/title, listing, 

creating graphic organizers, and other 

relevant brainstorming tasks), the writing 

per se phase (developing the essay outline, 

writing the first draft, and writing a second 

and/or third draft), and the post-writing 

phase (peer-proofing, peer-draft reading, 

revising and editing in collaborative work) 

(writing the final draft). The students reused 

these tasks and activities throughout the 

phases by publishing their products online. 

The following diagram summarizes these 

steps. 

 

Figure 2. The Instructional Creative 
Writing Process 

. 

III. RESULT AND DISCUSSION  

The current study's findings are 

presented here in accordance with each 

hypothesis, followed by a brief explanation 

of the findings. 

Hypothesis One:  
To test the first hypothesis, "there is a 

statistically significant difference between 

the posttest mean scores of the experimental 

group and the control group in writing skills 

that feature originality in favor of the 

experimental group at the 0.01 level," a t-test 

for independent samples was used to 

compare the mean scores of the two groups 

in the posttest on the skill of originality. 

Table 1 shows the t-test results for writing 

skills with originality. Post-test Mean 

Score Comparison of the Control and 

Experimental Groups 

Group n Mean SD D.F. t-
Value 

Effect 
Size 
(η2) 

Control 30 9.70 3.087 58 7.65* 0.703 
** 

Experimental 30 14.57 1.61    

* Significant at the 0.01 level ** High effect 
size 

Table (1) shows that the calculated t-

value (7.65) is statistically significant at the 

0.01 level of confidence. As a result, there is a 

statistically significant difference between 

the mean scores of the experimental and 

control groups on the skill of originality 



125 
 

post-test in favor of the experimental group. 

So, the first hypothesis is accepted. 

Furthermore, the effect size value was as 

high as 2 = 0.703. As a result, the proposed 

strategy had a significant impact on the 

participants' performance. 

The following graph shows how the 

post-administration mean scores for the two 

groups differed. 

 

 

 

 

 

 

 

 

 

Figure 3. Comparison of Mean Scores of the 
Two Groups in the Post Administration of 
the Originality Skill 

The explanation for this result could be 

that the e-learning approach to teaching 

English to the students in the experimental 

group was one of a few earlier ELT methods 

that viewed language as a means of 

communication in an interactive learning 

environment (Wang & Hsu, 2009). The e-

learning environment could initially assist 

learners in this group in communicating 

efficiently using appropriate linguistic and 

grammatical structures in conversational 

language situations, where students are 

required to supply a variety of ideas in 

communicative language tasks and practices. 

This research confirms previous research 

findings that writing is an essentially 

creative process involving the three aspects 

of creativity - producer, product, and process 

- and that writing is a problem-solving 

activity for EFL learners to learn about novel 

solutions (Zamel, 1983). This could be due to 

the strategies used, which assisted learners 

in engaging in brainstorming sessions, being 

open to tolerating ambiguity, collecting ideas 

and exploring alternatives, having enough 

time with home e-learning activities, reading 

widely at home online, and assuming a broad 

perspective to thinking and writing (Harper 

& Harper, 2015). 

Hypothesis Two: 
 It was proposed that there was a 

statistically significant difference in the skill 

of accuracy between the posttest mean 

scores of the experimental group and the 

control group at the 0.01 level. To test this 

hypothesis, the t-test for independent 

samples was used to compare the mean 

accuracy skill scores of the two groups in the 

post-test. 



126 
 

Table 2. t-Test Results of the Writing Skills 

with Accuracy Post-Test Comparing the 

Mean Scores of the Control and 

Experimental Groups 

Group n Mean SD D.F. t-
Valu

e 

Effect 
Size 
(η2) 

Control 30 12.17 3.27 58 5.77* 0.59 
** 

Experim
ental 

30 16.20 1.98    

* Significant at the 0.01 level ** Medium 
effect size 

The calculated t-value (5.77) is 

statistically significant at the 0.01 level of 

significance, according to Table (2). 

As a result, it is clear that there is a 

significant difference in the means of the 

scores obtained by experimental and control 

participants on the skill of accuracy on post-

testing to the benefit of the experimental 

group participants. As a result, the second 

hypothesis is confirmed. Furthermore, the 

effect size value was determined to be 

medium, with 2 = 0.59. Thus, the ADDIE 

model design in the LMS medium of 

Blackboard had a medium effect on the 

participants' creative writing performance. 

The graph below depicts the difference in 

post-administration means scores between 

the two groups. 

IV.  

V.  

VI.  

 

 

 

 

 

 

 

 

 

 

 

Figure 4. Comparison of Mean Scores of the 
Two Groups in the Post Administration of 
the Accuracy Skill 

Common sense and experience, 

supported by the current study's findings, 

indicate that e-learning could promote 

writing competence in approximate 

precision, which is the result of accuracy 

attained in online communicative EFL 

classrooms, which is associated with 

creativity - an important criterion of which is 

the fluency of ideas. Providing EFL learning 

materials in e-learning environments based 

on the ADDIE instructional model could aid 

in effective creative writing by cultivating 

accuracy and fluency (Almomen et al., 2016) 

Hypotheses Three: 

Furthermore, it was suggested that 

there was a statistically significant difference 

between the experimental and control 

participants' mean scores on post-testing in 

the skill of self-expression to the benefit of 

the experimental group participants (= 0.01). 



127 
 

To (dis)confirm this hypothesis, a t-test for 

independent samples was used to compare 

the mean scores of the two groups' 

participants on their ability to express 

themselves after post-testing. 

Table 3. t-Test Results of the Self-Expression 

Skill Post- Test Comparing the Control and 

Experimental Groups' Mean Scores 

Group N Mean SD D.F. t-Value Effect 
Size (η2) 

Control 30 9.13 3.14 58 6.73* 0.66 ** 
Experimental 30 13.80 2.12    

* Significant at the 0.01 level ** High effect 
size 

The calculated t-value (6.73) is 

statistically significant at an alpha of 0.01 

according to Table (3). As a result, it is clear 

that there is a statistically significant 

difference in the mean scores of the 

experimental and control groups on the self-

expression skill upon post-testing, to the 

benefit of the experimental group. As a 

result, the third hypothesis is supported. In 

addition, the effect size value was as high as 

2 = 0.66. Thus, the suggested ADDIE 

instructional design model within the 

Blackboard LMS had a significant impact on 

the participants' performance. 

The graph below shows the difference 

in post-administration mean scores for both 

groups. 

 

 

 

 

 

 

 

 

Figure 5. Comparison of Mean Scores of the 
Two Groups in the Post Administration of 
the Self-Expression Skill 

VII.  

E-learning environments provide a rich 

environment for developing creative self-

expression in writing. Students can use the 

pre-writing stage as a plan to apply during 

the writing stage by using self-expression 

and reflecting on their writing in the post-

writing stage. E-learning encourages the 

development of functional language used in 

everyday situations (Savignon, 1991). The e-

learning environment provided both 

students and teachers with an authentic 

task, as e-learning activities in various stages 

of pre-writing and writing are now common 

and have become a relevant and credible 

forum for people all over the world to express 

their opinions and share information. In this 

setting, experimental students could 

promote writing fluency by encouraging 

students to recycle vocabulary and to be 



128 
 

aware of their language use. The ADDIE 

instructional model's recursiveness was 

evident in student writings in the e-learning 

environment. 

Hypothesis Four:  
It was further hypothesized that there 

was a statistically significant difference 

between the posttest mean scores of the 

experimental group and the control group in 

the skill of fluency in favor of the 

experimental group at the 0.01 level. To test 

the validity of this hypothesis, the t-test for 

independent samples was used to compare 

the mean scores of the two groups in the skill 

of fluency in the posttest. 

Table 4. t-Test Results of the Skill of Fluency 

Post-test Comparing the Control and 

Experimental Groups' Mean Scores 

Group n Mean SD D.F. t-
Value 

Effect 
Size 
(η2) 

Control 30 11.07 2.81 58 5.89* 0.604 
** 

Experim
ental 

30 15.23 2.67    

* Significant at the 0.01 level ** High effect 
size 

Table (4) demonstrated that the 

calculated t-value (5.89) is statistically 

significant at an alpha of 0.01. As a result, 

there is a statistically significant difference 

between the mean scores of the experimental 

and control groups on fluency skill in the 

post-test in favor of the experimental group. 

Thus, the fourth hypothesis is accepted. 

Furthermore, the effect size value was as 

high as 2 = 0. 604. As a result, the suggested 

ADDIE model for the instructional design 

had a significant impact on the participants' 

performance. The graph below depicts the 

difference in post-administration means 

scores for both groups. 

 

 

 

 

 

 

 

 

Figure 6. Comparison of Mean Scores of the 
Two Groups in the Post Administration of 
the Fluency Skill 

In this experiment, the e-learning 

environment instructionally designed after 

the ADDIE model for teaching writing could 

provide sufficient time online and offline for 

student writers to receive adequate creative 

writing training and assistance in improving 

their writing fluency. The ADDIE model's 

instructional design could help students 

develop their writing skills because the LMS 

e-learning environment with such a design 

motivated them to write creatively. The e-

community of writers in the Blackboard 



129 
 

LMS, combined with the recursiveness of the 

ADDIE model steps, enabled teachers and 

student writers to receive ongoing feedback 

for improving their specific writing abilities 

on an individual basis. The ADDIE model as 

an instructional design and the power of the 

LMS assisted in the creation of an online 

learning community in which students 

learned from their peers and the writing 

instructor served as a fellow writer rather 

than a summative evaluator of students' 

written works (Alhujaylan, 2019). 

Hypothesis Five: 
Furthermore, the researcher 

hypothesized that there was a significant 

difference between the posttest mean scores 

of the experimental group and the control 

group in the skill of flexibility in favor of the 

experimental group at the 0.01 level of 

significance. 

Table 5. t-test Results of the Skill of 

Flexibility Post-test Comparing the Control 

and Experimental Groups' Mean Scores 

Group n Mean SD D.F. t-
Value 

Effect 
Size 
(η2) 

Control 30 13.20 2.85 58 6.92* 0.67 
** 

Experim
ental 

30 17.40 2.69    

VIII. * Significant at the 0.01 level ** High 

effect size 

According to Table (5), the calculated t-

value (6.92) is statistically significant at the 

0.01 level of significance. 

As a result, there is a statistically significant 

difference between the mean scores of the 

experimental and control groups on the 

flexibility skill in the post-test in favor of the 

experimental group. Thus, the fifth 

hypothesis is accepted. Furthermore, the 

effect size value was high, with 2 = 0.67. As a 

result, the proposed strategy had a 

significant impact on the participants' 

performance. The graph below depicts the 

difference in post-administration means 

scores for both groups. 

 

 

 

 

 

 

 

Figure 7. Comparison of Mean Scores of the 
Two Groups in the Post Administration of 
the Flexibility Skill 

Flexibility is a higher-order thinking 

skill that has been identified as critical for 

learning in technologically enhanced 

environments. Prior research considered 

'flexibility,' along with elaboration, fluency, 



130 
 

and originality, as one of the four basic 

functions of divergent thinking (Oye, 2012). 

Prior research findings frequently cited the 

environments of LMSs as having significant 

effects on the development of student’s 

abilities to create imaginative expression and 

produce signs of divergent thinking when 

students attempted to write in search of 

identity or when they were trained to write 

and read on personal topics (Nagai & Taura, 

2011). Open-mindedness in a way that helps 

learners adapt and conform to new learning 

methods and mediums is referred to as 

flexible thinking. The study could prove that 

the ADDIE model in the e-learning medium 

of Blackboard improved cognitive flexibility 

during the writing process by enhancing the 

ability to naturally rearrange bits of 

knowledge in novel and unique ways to 

adaptively respond to the demands of 

changing situations. In fact, flexibility is a 

necessary skill for adjusting to the demands 

of new e-learning environments, relocating 

and recycling knowledge in new situations, 

and decoding and resolving unfamiliar 

problems. This could be explained by three 

main elements that define learners' natural 

tendencies to think in flexible ways in 

technology-driven e-learning environments. 

These elements were identified as follows: 1) 

Acceptance of new or changing technologies 

(Technology acceptance); 2) Openness to 

other people's ideas (Open-mindedness), 

and 3) Adapting to changes in learning 

situations (Adapting to new situations). 

Hypothesis Six:  
Assuming that there is a statistically 

significant difference between the posttest 

mean scores of the experimental group and 

the control group in overall creative writing 

test scores to the good of the experimental 

group at the 0.01 significance level, the 

researcher sought to test the validity of this 

hypothesis with a t-test for independent 

samples. This test was used to compare the 

mean scores of the two groups in creative 

writing skills on post-testing. The t-test 

results were statistically consistent with the 

hypothesis. 

Table 6. t-Test Results of All Creative 

Writing Skill Post- Test Comparing the 

Control and Experimental Groups' Mean 

Scores 

Group n Mean SD D.F. t-
Value 

Effect 
Size 
(η2) 

Control 30 55.27 10.59 58 9.14* 0.76 
** 

Experim
ental 

30 77.20 7.78    

* Significant at the 0.01 level ** High effect 
size 

Table (6) shows that the calculated t-

value (9.14) is statistically significant at the 

0. 01 level of confidence. 



131 
 

As a result, there is a statistically 

significant difference between the mean 

scores of the experimental and control 

groups on all creative writing skills in the 

post-test in favor of the experimental group. 

As a result, the sixth hypothesis is confirmed. 

Furthermore, the effect size value was high, 

with 2 = 0.76. As a result, the proposed 

strategy had a significant impact on the 

participants' performance. The graph below 

depicts the difference in post-administration 

means scores for both groups. 

 

 

 

 

 

 

 

 

 

Figure 8. Comparison of Mean Scores of the 
Two Groups in the Post Administration of 
the Creative Writing Skills 

IX. CONCLUSION 

The statistical analysis revealed that 

the ADDIE model used in the e-learning 

environment was effective for teaching 

creative writing, as the experimental group's 

mean scores on the creative writing posttest 

improved significantly in favor of the 

experimental group in the overall test at the 

0.01 level of significance. The study's findings 

revealed that using a weblog as a medium for 

projecting students' writings in the 

instructional design of the ADDIE model 

functioned as an effective teaching and 

learning tool supportive of the creative 

writing process. Thus, the e-learning 

environment of Blackboard blogs and 

discussion boards was effective in 

developing students' writing performance, 

gradually increasing their development of 

creative writing skills in English. The study's 

findings revealed a significant difference in 

the mean scores of the experimental group in 

the pre-and post-administration of the CWT 

in overall creative writing skills. This 

indicates that the experimental group 

trained to use an e-learning environment 

outperformed the control group in terms of 

overall creative writing skills. Similarly, the 

amount of growth in overall creative writing 

skills between the pre-test and post-test for 

the experimental group students was 

significant. The high scores obtained by the 

experimental group participants reflect the 

effect of using an e-learning environment. 

Some factors related to the proposed strategy 

and the implemented teaching/learning 

methodology appear to account for the 

observed progress in their overall creative 

writing skills. 



132 
 

In conclusion, when compared to their 

peers in the control group, experimental 

participants were able to improve their 

creative writing performance by the end of 

the study. This may be attributed to the 

instructional design of the ADDIE model in 

the Blackboard LMS, which may have 

induced the experimental participants to 

identify and emphasize their efforts to 

understand the relationship between 

brainstormed ideas and to select appropriate 

transitional words and phrases to signal new 

ideas in paragraphs. Furthermore, these 

findings can be attributed to both the 

characteristics of the e-learning environment 

and the benefits of creative writing activities 

following the instructional design of the 

ADDIE model. The researcher also noticed 

that experimental students' confidence 

increased when they were given the 

opportunity to practice creative writing on 

their weblogs using the ADDIE e-learning 

strategy used in this study. This could also be 

attributed to the asynchronous nature of 

weblogs, which gave them more freedom and 

momentum to reread their own and their 

peers' projects without space or time 

constraints. This suggests that EFL students 

work devotedly and passionately on their 

creative writing projects when they believe 

their writing teacher, other peers, and blog 

readers will have access to their work at any 

time and from any location. Pedagogically, 

the findings of this study suggest that EFL 

instructors should be aware of the 

importance of e-learning resources and 

strategies inherent in the full utilization of 

Blackboard facilities, including blogs and 

discussion boards, as teaching and learning 

tools supportive of the processes of reading 

and writing and for improving developing 

students' writing performance when 

compared to the conventional method. 

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