EXPLORING STUDENTS’ PERCEPTIONS OF THE GRAMMAR CITY BOARD GAME IN SIMPLE PRESENT TENSE LEARNING

Abstract

This study investigates students’ perceptions of the use of the Grammar City Board Game in learning the simple present tense and describes their learning experiences during its implementation in 11^th Grade at SMA Negeri 3 Brebes, Academic Year 2025/2026. A descriptive qualitative design was employed, involving students who participated in grammar lessons using the board game as an instructional medium. Data were collected through Likert-scale and open-ended questionnaires, and analyzed descriptively to identify patterns in students’ responses and classroom interaction. The findings indicate that students generally held positive perceptions of the Grammar City Board Game, as it helped them understand grammar concepts more easily and increased their participation, interaction, and engagement during the lesson. Classroom observations further revealed that students were more communicative and enthusiastic compared to conventional grammar instruction. Although limitations were identified, such as the limited number of question cards and time constraints, the results suggest that the Grammar City Board Game can serve as an effective alternative medium for interactive grammar instruction.