<![CDATA[This study aims to describe how an English teacher implements the Pop-Up book in teaching vocabulary to fourth-grade students, and to identify the obstacles encountered during the process. A descriptive qualitative design was applied, with data gathered through classroom observation across two meetings, a structured interview with the English teacher, and documentation. The study was carried out at SD N 02 Koto Baru, Dharmasraya Regency, West Sumatra, Indonesia. Data were analyzed using the Miles and Huberman interactive model. The findings show that the teacher implemented the Pop-Up book consistently through three stages: pre-teaching, while-teaching, and post-teaching, applied across different vocabulary topics. Students showed high enthusiasm and active participation throughout both lessons. However, obstacles were identified at every stage, including the demanding production process, difficulty keeping students focused on the linguistic content rather than the visual appeal of the Pop-Up book, limited durability of materials, and challenges in providing individual feedback in a large class. The teacher addressed these through simplified designs, group-based management, and supplementary activities such as vocabulary games. These coping strategies were reported by the teacher as generally effective, as reflected in students' sustained engagement and the absence of major disruptions across both meetings, although challenges related to material durability and individual feedback in a large class persisted. This study suggests that the Pop-Up book is a relevant and effective non-digital instructional tool for vocabulary teaching when supported by appropriate classroom strategies.]]>
