IMPLEMENTING JUMBLED STORY TO ENHANCE BOOKISH PLAY IN TEACHING READING TO YOUNG LEARNERS

Abstract

This study aimed to investigate the implementation of jumbled story as a form of bookish play in teaching reading to young learners and to explore its advantages for students’ reading skills. The study employed a qualitative research approach involving 42 fourth-grade elementary school students in Cianjur, West Java, Indonesia. Data were collected through classroom observation and semi-structured interviews. The findings revealed that the use of jumbled story activities encouraged active student engagement, collaboration, and meaningful interaction with texts. Students demonstrated positive reading-related behaviors, such as rereading, sequencing events, predicting story development, and discussing ideas with peers. Interview results indicated that students responded positively to the activity, reporting increased motivation, enjoyment, and improved understanding of story structure and vocabulary. The discussion of the findings suggests that jumbled story supports constructivist learning, schema activation, and play-based learning principles, which contribute to effective reading instruction for young learners. Therefore, jumbled story can be considered an effective and engaging instructional technique for enhancing bookish play in teaching reading in EFL classrooms.