The Implementation of Think Pair Share with Make a Match towards Students’ Vocabulary Mastery at SD YPPK Kristus Raja I Kampung Baru

Vocabulary mastery is one of the most essential aspects in learning English,particularly for elementary school students. However, many students encounterdifficulties in understanding, memorizing, and using English vocabularyeffectively. This research aimed to investigate the effect of the Think Pair Sharecombined with the Make a Match on students’ vocabulary mastery. The researchemployed a pre-experimental method using a one-group pretest-posttest design.The population consisted of 36 fifth-grade students of SD YPPK Kristus Raja IKampung Baru, while the sample included 18 students from class V B selectedthrough purposive sampling. The research instrument was a vocabulary matchingtest consisting of 20 items, administered before and after treatment. The data wereanalyzed using paired sample t-test through SPSS software. The results of thepaired sample t-test showed that the significance value was 0.000 (< 0.05),indicating a significant difference between the pretest and posttest scores.Therefore, the null hypothesis (H0), which stated there is no significant differencein students’ vocabulary mastery before and after being taught using Think PairShare with Make a Match, was rejected. The alternative hypothesis (Ha) wasaccepted, confirming that the implementation of Think Pair Share with Make aMatch had a positive and significant effect on students’ vocabulary mastery.Despite its promising findings, this research was limited by its small sample size,single class setting, short treatment duration, and the use of a matching type testwhich may not fully capture the breadth of vocabulary knowledge. Nevertheless,the results suggest that cooperative learning such as Think Pair Share with Make aMatch can effectively enhance vocabulary acquisition, foster student engagement,and support the development of other language skills. Therefore, it isrecommended that teachers apply these methods to create more interactive andstudent centered learning environment. Future research with large and morediverse samples, extended time frame, and broader assessment types is needed tofurther validate and expand these findings.