Students' Perception of the Use of Jumbled Words in Grammar Learning at Junior High School

This study explores junior high school students’ perception of using jumbled word exercises in grammar learning. Employing a descriptive qualitative approach, the research involved three 7th-grade students from a public junior high school in Tasikmalaya. Data were gathered through semi-structured interviews and analyzed using Braun and Clarke’s thematic analysis. The findings reveal that most students hold positive perceptions of jumbled word activities, considering them both enjoyable and effective for understanding sentence structure. Participants reported increased motivation, active engagement, and improved grammar comprehension. Nevertheless, some students initially struggled, particularly those with limited vocabulary. Overall, the study concludes that jumbled words serve as a valuable pedagogical tool in grammar instruction, aligning with Vygotsky’s social constructivism theory, which emphasizes the role of social interaction and scaffolding in learning.