This study investigates the efficacy of the Word Scramble method in enhancing students' vocabulary acquisition. A quasiexperimental design involved 40 fourth-grade students from two schools, divided into an experimental group and a control group. The experimental group received instruction using the Word Scramble method, while the control group was taught through conventional approaches.

The results showed that the Word Scramble method significantly improved students' vocabulary mastery. Statistical analysis revealed a substantial increase in the mean scores of the experimental group, from 69.50 in the pre-test to 75.50 in the post test. In contrast, the control group exhibited only a marginal improvement, from 58.75 to 59.75. Normality and homogeneity tests ensured data reliability, and an independent sample t-test indicated a statistically significant effect (p = 0.000) in favor of the experimental group.

The study highlights the interactive and stimulating nature of the Word Scramble method as a key factor in enhancing student motivation and participation. By challenging students to construct meaningful words from jumbled letters, the method promotes cognitive engagement and facilitates retention.

Despite its promising results, the study acknowledges limitations, including a small sample size and potential external influences. Further research is recommended to explore the longterm effects of the Word Scramble method and its applicability across various levels of language learning.

In conclusion, this study substantiates that the Word Scramble method is an effective tool for improving vocabulary mastery. Educators are encouraged to incorporate such interactive strategies into their pedagogical practices to foster improved language learning outcomes.

Keywords: Word Scramble, Teaching English, Vocabulary