THE INFLUENCE OF JUMBLED TEXT GAME TOWARD STUDENTS’ READING COMPREHENSION OF RECOUNT TEXT

Virgiawan, Figo Faturrahman (2026) THE INFLUENCE OF JUMBLED TEXT GAME TOWARD STUDENTS’ READING COMPREHENSION OF RECOUNT TEXT. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT The Influence Of Jumbled Text Game Toward Students’ Reading Comprehension Of Recount Text Reading comprehension remains a fundamental yet challenging skill for junior high school students learning English as a foreign language, particularly in understanding recount texts that require logical sequencing and textual coherence. Many students experience difficulties in identifying main ideas, organizing events chronologically, and interpreting vocabulary and meaning in context. Drawing on interactive reading theory and game-based learning theory, this study addresses the need for an innovative instructional technique by examining the effectiveness of the Jumbled Text Game as a pedagogical strategy to improve students’ reading comprehension of recount text. This study employed a quantitative approach using quasi-experimental research design with a non-equivalent control group. The population consisted of eight-grade students of SMPN 16 Bandar Lampung in the 2025/2026 academic year. Two classes were selected through cluster random sampling, one experimental class and one control class, each consisting of 32 students. Data were collected through reading comprehension tests administered as pre-test and post-tests, consisting of 20 multiple-choice items based on established reading indicators, including main idea, expressions/idioms/phrases in context, inference, grammatical features, detail, excluding facts not written, supporting ideas, vocabulary in context. The experimental group received instruction using jumbled text game, while control group was taught using conventional teaching methods. The collected data were analyzed using descriptive statistics, normality and homogeneity tests, and an independent samples t-test to determine the significance of the treatment effect. The findings revealed that both groups showed improvement in reading comprehension. However, the experimental group demonstrated significantly higher achievement. The mean score of the experimental class increased from 65.00 to 71.56, while the control class improved from 54.38 to 64.38. The result of the independent samples t-test showed a significance value of 0.003, which was lower than the 0.05 significance level, indicating that the H0 was rejected. These results confirm that the jumbled text game has a significant influence on students’ reading comprehension of recount text. In conclusion, the jumbled text game is an effective teaching technique that improves students’ ability to comprehend text structure, sequence of events, and meaning, and it is recommended as an alternative teaching strategy for reading instruction at the junior high school level. Keywords : Jumbled Text Game, Reading Comprehension, Recount Text, Quasi-Experimental Research

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