Exploring Teacher Strategies in Using Flashcards to Teach English Vocabulary in an Inclusive Classroom at Singaraja Montessori School

Abstract

This study explores teachers’ strategies in using flashcards to teach English vocabulary in an inclusive Montessori-based classroom at the Singaraja Montessori School in Buleleng, Bali. This study employs a qualitative approach with a basic qualitative research design. Data were collected through classroom observations conducted on February 23, February 27, March 3, and March 6, 2026; in-depth interviews with two English teachers conducted on March 16, 2026; and analysis of documents, including Individualized Education Programs (IEPs), flashcards, and worksheets. Data analysis followed the interactive model of Miles and Huberman, and data validity was ensured through triangulation of sources and techniques. The findings indicate that the teachers implemented six interrelated strategies: drill-based, game-based, peer-teaching, questioning, worksheet-based, and multimodal teaching. These strategies were systematically combined in each lesson and aligned with Montessori principles, namely learning at one’s own pace, freedom within certain limits, mixed-age classes, the teacher as a guide, a prepared environment, and sensory-based learning. Teachers also faced four main challenges: student diversity, supporting students with special needs, classroom management, and instructional differentiation. These findings confirm that the effective use of flashcards in teaching English vocabulary in an inclusive Montessori classroom requires teachers to thoughtfully integrate differentiated instruction with Montessori principles in every learning activity.