Integrating Interactive Standing Board Media in Elementary English Classrooms: Impact on Vocabulary Acquisition

Authors

  • Divya Ludi Saputri Universitas Muhammadiyah Sukabumi
  • Arsyi Rizqia Amalia Universitas Muhammadiyah Sukabumi
  • Astri Sutisnawati Universitas Muhammadiyah Sukabumi

DOI:

https://doi.org/10.22460/pej.v10i1.5761

Keywords:

Board Media , English Elementary, Interactive Learning Media, Vocabulary Acquisition

Abstract

This study investigates the implementation of Standing Board media to enhance elementary students’ English vocabulary acquisition through classroom action research. The study was conducted in two action cycles involving 28 fifth-grade students in an Indonesian public elementary school. Each cycle consisted of planning, action, observation, and reflection stages. Vocabulary acquisition was measured using a performance-based test assessing pronunciation accuracy, spelling accuracy, and word meaning comprehension. Descriptive statistics were used to analyze students’ progress across cycles. The findings revealed a consistent improvement in students’ vocabulary acquisition. The mean score increased from 67.85 in the pre-cycle stage to 75.21 in Cycle I and further improved to 84.18 in Cycle II. Classroom observations also indicated increased student engagement and participation during interactive learning activities using the Standing Board media. The iterative refinement of instructional strategies across cycles contributed to improved pronunciation clarity, spelling accuracy, and vocabulary development. These findings suggest that interactive visual media integrated through classroom action research can effectively support vocabulary learning in elementary English classrooms. The study highlights the importance of active engagement and multisensory learning in early EFL instruction

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Published

2026-02-27

Issue

Vol. 10 No. 1 (2026): Volume 10, Number 1, September 2026

Section

Articles

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