The Effectiveness of Index Card Match Method to Increase Motivation and Learning Outcomes in English Lessons Among Fifth-Grade Students at MI Al-Hidayah Karangtanjung
Abstract
This study examined the implementation of the Index Card Match (ICM) method in English learning to improve fifth-grade students’ learning motivation and learning outcomes at MI Al-Hidayah Karangtanjung. The study used a quantitative pretest–posttest approach supported by classroom observation, teacher interview, and self-reflection. The participants were 19 fifth-grade students in the 2025/2026 academic year. The instructional topic was “Adjectives of Taste.” Students completed a pretest before the ICM activity and a posttest afterward. Classroom observations were used to describe students’ attention, participation, enthusiasm, collaboration, and task responsibility. The descriptive results showed that the mean pretest score was 6.53 (69.41 on a 100-point scale), whereas the mean posttest score was 9.37 (93.68 on a 100-point scale). The mean raw-score progress was 2.05 points. Observation and reflection data also indicated greater student engagement during the card-matching activity: students participated actively, discussed with peers, remained focused, and presented their results. The findings suggest that ICM is a promising active-learning strategy for elementary English instruction, particularly for vocabulary and concept-recall activities. However, because the study involved one class without a control group and the motivation measure was observational rather than a validated pre–post motivation scale, the findings should be interpreted as descriptive evidence of improvement rather than definitive causal proof.
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