Developing Padlet-Based Module for Teaching Recount Text  in Senior High School

Vidhni Haetami; Gartika Pandu Bhuana; Ula Nisa El Fauziah

Authors

Vidhni Haetami Ikip siliwangi
Gartika Pandu Bhuana Ikip Siliwangi
Ula Nisa El Fauziah Ikip Siliwangi

Abstract

Writing recount texts remains a challenge for senior high school students in learning English as a Foreign Language (EFL), due to limited ability in organizing ideas logically, inaccurate use of past tense, and inappropriate use of cohesive devices, while the available teaching materials remain conventional. This study aims to develop a Padlet-based module grounded in the Genre-Based Approach (GBA) for teaching recount text writing to tenth-grade students, examining its development process, feasibility, and students' responses to its usage. It employed a Research and Development (R&D) method with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The participant were tenth-grade students, involving 15 students in the limited trial and 40 students in the field trial. It also included three expert validators: two supervising lecturers and one English teacher. Data were collected through semi-structured interviews, questionnaire, and observation. The developed module underwent a series of revisions based on feedback from the limited trial. The findings showed that the module was rated "Very Feasible" by experts, with an average feasibility score of 87.72% covering content, language, and graphic aspects. Student responses fell within the "Very Positive" category, with an average of 81.50% in the limited trial and 83.88% in the field trial. These findings suggest that the Padlet-based module with a GBA approach can serve as a feasible and potential alternative learning medium to support recount text writing instruction in EFL classroom.

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