This research aims to elucidate the process of developing an engaging,
web-based game designed for teaching the simple present tense. The data analysis
for this study was derived from interactions with an English teacher at MTSs Nur
Ihya'iddin. The researcher employed a Research and Development (R&D) design
and followed the ADDIE model, which encompasses Analysis, Design,
Development, Implementation, and Evaluation phases. To collect data, interviews
were conducted to perform a needs analysis and to gather the teacher's perspective
on the developed game. Additionally, questionnaires were used to obtain expert
validation regarding the material and design of the game to determine its feasibility
for implementation. The findings from this research indicate a significant need for
learning media focused on the simple present tense, as expressed by the teacher.
During the development stage, the game underwent thorough evaluation and was
deemed feasible for educational use. The teacher's perspective on the game was
overwhelmingly positive, highlighting that students were not only motivated but
also actively engaged in learning and practicing the simple present tense through
the game. The game developed in this study offers a promising tool for teaching the
simple present tense. It has the potential to significantly motivate students and
enhance their understanding by providing an interactive and enjoyable practice
platform. Furthermore, the game is suitable for independent learning, allowing
students to reinforce their skills outside of the traditional classroom setting.
Based on the research findings and subsequent discussions, it is
recommended that the game be integrated into the curriculum for teaching the
simple present tense. Its engaging format is likely to foster greater student
motivation and improve comprehension through consistent practice. Moreover, this
study can serve as a valuable reference for future researchers interested in
developing English learning media. It underscores the importance of creating
interactive and enjoyable learning tools that can stimulate learners' interest in
English. Future research should consider expanding upon this work by developing
additional English learning games that cover other grammatical areas and language
skills. Such tools can play a crucial role in motivating learners and enhancing their
overall proficiency in English. By leveraging the principles and insights gained
from this study, educators and researchers can contribute to the creation of a more
dynamic and effective English learning environment.