FLIPPITY AS A GAME-BASED LEARNING MEDIUM IN TEACHING VOCABULARY ON ELEMENTARY SCHOOL

Abstract

Teaching English vocabulary at the elementary school level required engaging instructional media to enhance student participation and support effective teaching. One such tool was Flippity, a game-based learning medium that facilitated interactive activities. This study aimed to describe the implementation of Flippity in teaching English vocabulary and to identify the challenges faced by the teacher. The study employed a qualitative approach with an interpretive design, involving an English teacher in a fifth-grade class at an elementary school in Gresik. Data were collected through classroom observations, teacher interviews, and documentation, and were analyzed using data reduction, data display, and conclusion-drawing techniques. The findings indicated that Flippity was implemented systematically through planning, instructional execution, and evaluation, with game types adjusted to the learning materials. However, the teacher encountered several challenges, including limited supporting facilities, time management constraints, and lack of readiness in using digital media. In conclusion, Flippity showed strong potential as an innovative medium for vocabulary learning, but its effectiveness depended on adequate technical and pedagogical preparation. Therefore, institutional support and teacher training were essential to optimize its implementation.