Developing a Roblox-Based Learning Module for Grade VIII Students in Writing Recount Text at SMP N 35 Medan

The growing presence of digital technology in education has reshaped how students
engage with learning materials, particularly among Generation Z learners who are
inherently tech-oriented. Nevertheless, many EFL classrooms in Indonesia continue
to depend on conventional, print-based modules that fail to resonate with students'
digital lifestyles. This research was conducted in response to that gap, with the
primary aim of developing a Roblox-based learning module to support Grade VIII
students at SMP Negeri 35 Medan in producing personal recount texts. The study
employed a research and development design guided by the ADDIE model
(Analysis, Design, Development, Implementation, and Evaluation). Data were
gathered through a needs analysis involving 29 students and an English teacher,
alongside a structured expert validation process using a Likert-scale instrument.
The module was constructed around the Genre-Based Approach (GBA),
incorporating four sequential learning stages — Building Knowledge of the Field,
Modelling of Text, Joint Construction of Text, and Independent Construction of
Text — across four instructional meetings. Roblox served as an experiential
stimulus by providing students with virtual gameplay scenarios from which they
drew ideas for their writing. Validation by two subject-matter experts confirmed
that the module met the established criteria for validity and feasibility. The findings
demonstrate that integrating a game-based platform such as Roblox into writing
instruction offers a contextual, motivating, and student-centered alternative to
conventional teaching materials.