This study investigates the use of flashcards in teaching vocabulary to elementary
school students, focusing on the strategies employed and their effectiveness in
enhancing vocabulary acquisition. Guided by the research question, "How are
flashcards used in teaching vocabulary at elementary school?", this research adopts
a qualitative descriptive approach. Data were collected through classroom
observations and teacher interview. The findings reveal that vocabulary instruction
often combines drilling techniques with interactive activities such as games, picture
guessing, and singing, with flashcards serving as a primary teaching aid. The
teacher designs flashcards with engaging visuals, sequences them from simple to
complex vocabulary, and integrates them into activities to maintain student interest
and participation. The results indicate that flashcards not only improve vocabulary
retention but also increase students’ enthusiasm and motivation. However,
challenges arise in inclusive classrooms, where managing student dynamics can
affect learning effectiveness. It is suggested that teachers optimize flashcard use by
pairing them with varied interactive activities, positive reinforcement, and clear
rules to foster cooperation. Despite limitations such as a small sample size and a
narrow classroom context, this study highlights the potential of flashcards as an
effective vocabulary teaching tool and recommends further research with larger
samples and diverse contexts, including the integration of digital media for
enhanced learning outcomes.

Keywords: vocabulary, teaching, and flashcards.