PROCEEDING OF SHEPO 2020 (International Conference On Social Sciences & Humanity, Economics, And Politics) 94 THE IMPLEMENTATION OF JUMBLED SENTENCE TECHNIQUE IN TEACHING GRAMMAR M. Hafiziannor Islamic University Of Kalimantan hafiz210896@gmail.com Hengki Islamic University Of Kalimantan Angga Taufan Dayu Islamic University Of Kalimantan ABSTRACT This thesis entitled The Implementation of Jumbled Sentences Technique in Teaching Grammar. The problem of the research is how effective the Jumbled Sentences Technique to teaching grammar for students. Based on the research problem, the purpose of this research is to investigate the implementation of using the Jumbled Sentences Technique in teaching grammar. In processing, this research was using the Qualitative method because the main purpose of this research was to know how does the teacher implemented the Jumbled Sentences Technique in teaching grammar for 8 th grade students at MTs Al-Huda Banjarmasin. The researcher use Interview as media to collect data from informant. Based on the interview, the researcher got some information that this technique has a good result for teaching grammars. It helps his students to conduct a good sentence with logical order because they were practiced how to rearrange the jumbled sentence with illogical order into a good sentence. They were active to asked too when they got problems to solve several words. Keywords: Jumbled Sentence; Grammar INTRODUCTION Grammar is the part of the structure that important to learn because grammar is directly related to writing skills. Writing is still considered a complicated skill for students to master because it involves a complex activity requiring a variety of skills. Students must have the ability to generate ideas, determine the purposes, develop arguments, organize, and manage the text correctly. Grammar is a theory of a language, of how language is put together and how it works (Gerot and Wignell, 1994: 2). People sometimes describe grammar as the “rules” of a language, but in fact, no language has “rules”. If we use the word “rules”, we suggest that somebody created the rules first and then spoke the language. But languages did not start like that. Language started by people making sounds which evolved into words, phrases, and sentences. Most of the Indonesian students face difficulties in learning structure because the grammatical rules in Indonesia seem different from English. For example, in Indonesia, we put nouns first before adjectives. Meanwhile, in English, we put adjectives first before nouns. It is one of the problems faced by students of MTs Al-Huda. That is the reason why they become passive, confused, afraid, shy, lack of confidence, afraid of making mistakes, and also feel bored when they study grammar, even most of them sleepy in the class when they have lessons. It could give negative results to their score, they become unmotivated to learn it and unable to implement those learning materials into their study. As everybody knows many methods that can be used for teaching grammar in a better way, one of them is called Jumbled Sentences. Jumbled sentences are a group of sentences arranged in an illogical order where the teacher gives some sentences to the students and they rearrange the sentences into good order. Then, they make a paragraph based on the sentences (Manka, 1996: 38). Solving jumbled sentences is a very good way to learn grammar. Unscrambling the words make students’ mind to consider the possible sentence and to recollect them based on grammar structure. Based on the explanation, the writer wants to conduct a research entitled: ”The Implementation of Jumbled Sentence Technique in Teaching Grammar” for 8 th grade at MTs Al-Huda Banjarmasin. METHOD In this study, the researcher used qualitative research with a One-on-One Interview method. Qualitative research was chosen because this research aims at the effectiveness of using jumbled sentence technique from an English language teacher in MTs Al- Huda Banjarmasin. The one-on-one interview is a data collection process in which the researcher asks questions