Abstrak
RETNO AULIA, Reg No. 2030104054, thesis title “Students’ Perception on Using Crossword Puzzle Games in Learning Reading” (A Study of the Eleventh Grade Students of SMAN 1 Akabiluru Lima Puluh Kota Regency Registered in 2023/2024 Academic Year). English Teaching Department Faculty of Tarbiyah and Teacher Training Islamic State University of Mahmud Yunus Batusangkar. The problem of this research was that students’ perception on using Crossword Puzzle Games in learning reading had not been revealed yet. Based on this phenomenon, the researcher was interested to conduct a research to find out and describe students' perception on using Crossword Puzzle games in learning reading. This research is quantitative research, descriptive design. The population of this research was 133 students of the eleventh grade students of SMAN 1 Akabiluru Lima Puluh Kota regency registered in 2023/2024 Academic Year. They were from four classes. By using simple random sampling technique she got 57 students who became the research respondent. Data collection was carried out by distributing closed-ended questionnaires with four Likert scale. The instrument used to obtain data is based on a questionnaire grid about the advantages of Crossword Puzzle games according to several experts. The questionnaire had previously been validated by 2 validators with the results of the validation test of the instrument in general being 0.97 (Very High Validity). Then, the researcher distributed the questionnaire to the respondent by using Google Form. After collecting the questionnaire, she analyzed the data by using SPSS 25. Based on the data analysis, the researcher concluded that students' perceptions of using Crossword Puzzle Games in learning reading were strongly positive. There were 51 (89.5%) of 57 students had strongly positive perception, 4 (7%) of 57 students had positive perception, 2 (3.5%) of 57 students had negative perception, and none (0%) of the students had strongly negative perception on using crossword puzzle games in reading comprehension. Furthermore, in terms of the cognitive component, students strongly agreed (89.5%), agreed (7%), and were neutral (3.5%). Regarding the affective component, students strongly agreed (89.9%), agreed (8.8%), and were neutral (1.8%). For the conative component, students strongly agreed (89.9%), agreed (8.8%), and were neutral (1.8%