This study aims to analyze student learning outcomes in understanding Part of Speech material in grammar lessons through the analysis of the "Make a Match" strategy at Pesantren Walisongo Ngabar. The focus of this research is to describe students' engagement and responses toward the use of the "Make a Match" strategy in the classroom, particularly in understanding various types of parts of speech in English. This research adopts a descriptive qualitative approach. Data were collected through classroom observations, and documentation during the learning process. The subjects of this study were 3rd-grade KMI students (equivalent to 9th-grade junior high school), who actively participated in the application of the "Make a Match" strategy. Data analysis was conducted using the Miles and Huberman model, which involves three stages: data reduction, data display, and conclusion drawing. The results show that the "Make a Match" strategy consistently increases student engagement in the learning process. Students became more motivated, active, and involved in identifying and classifying parts of speech. In addition, they demonstrated a better understanding of the material after participating in learning activities using this strategy. Social interaction and student collaboration further enhanced their learning process. These findings emphasize that game-based learning strategies like "Make a Match" not only create an enjoyable classroom atmosphere but also effectively support students’ deeper understanding of grammar material.