<![CDATA[This study aims to investigate the effect of the mnemonic strategy on vocabulary mastery among second-grade students at MTsN 1 Pasaman. The research was motivated by the significant challenges observed in students' limited vocabulary, the lack of effective teaching strategies and the result low student interested in learning English vocabulary. These issues highlighted the need to explore more effective pedagogical approaches. This research employed a quasi-experimental design with quantitative methods, the research compared the vocabulary mastery of two groups of eighth-grade students: an experimental group taught using the keyword mnemonic strategy and a control group taught using conventional methods. Data were collected through pre-tests and post-tests designed to measure vocabulary knowledge. Statistical analyses, including non-parametric tests (Wilcoxon Signed Ranks Test and Mann-Whitney U Test) due to the non-normal distribution and heterogeneity of the data, were used to determine the significance of the results. The findings revealed that the mnemonic strategy had a statistically significant positive effect on students’ vocabulary mastery. The experimental group obtained a higher mean post-test score (87.74) than the control group (75.12), with a mean difference of 12.62 points. These findings indicate that students who were taught using the mnemonic strategy achieved better vocabulary mastery than those who were taught using the conventional method. Therefore, the alternative hypothesis (Ha), which states that the mnemonic strategy has a significant effect on students vocabulary mastery, was accepted, while the null hypothesis (H0), which states that the mnemonic strategy has no significant effect on students’ vocabulary mastery, was rejected.]]>
