<![CDATA[This study aimed to improve students' ability to write interrogative sentences, enhance teacher and student activities, and identify students' responses through the implementation of the Scramble learning model in Grade V of SD Negeri 2 Meurah Dua. The main problem addressed in this study was the students' low ability to construct interrogative sentences, particularly in the use of question words, sentence structure, and appropriate punctuation. This study employed Classroom Action Research (CAR), which was conducted in two cycles. The research participants consisted of 15 fifth-grade students. Data were collected through writing tests, observations of teacher and student activities, and interviews. The findings revealed significant improvements in all aspects. Students' learning mastery increased from 73.33% in Cycle I to 80% in Cycle II, meeting the criterion for classical learning mastery. Teacher activity improved from an average of 91% in Cycle I to 97% in Cycle II, while student activity increased from 89% to 100%, both categorized as very good. The interview results indicated that students responded positively to the implementation of the Scramble learning model, reporting that the learning process was enjoyable, encouraged active participation, and helped them better understand the structure of interrogative sentences. It can be concluded that the Scramble learning model is effective in improving the ability of Grade V students at SD Negeri 2 Meurah Dua to write interrogative sentences. Keywords: Scramble learning model, writing ability, interrogative sentences, classroom action research.]]>
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