Abstract:
Vocabulary plays a fundamental role in English language acquisition as it supports
the development of other skills, interactive media such as flashcards offer an
effective and engaging way to teach vocabulary, especially for young learners. This
study was conducted to explore the barriers faced by an English teacher in using
interactive flashcards in an elementary school in Ciamis and how the teacher
overcomes the barriers found. This study used a qualitative case study and was
taken through classroom observation and semi-structured interviews as research
instruments. Thematic analysis was used to analyze the data from the classroom
observation and interviews. The research participants involved in this study were a
second grade English teacher. The findings revealed three main challenges: (1)
students' limited reading and writing skills, (2) difficulty in time management due
to varying student response times and lack of time management features in the
flashcard application, (3) different levels of vocabulary mastery among students,
which affected the overall effectiveness of teaching. To overcome these challenges,
the teacher implemented various adaptive strategies such as verbal repetition,
adjusted time allocation, and differentiated teaching based on the needs of each
student. This study highlights the importance of teacher adaptability to ensure the
effective use of interactive media in teaching vocabulary.
