<![CDATA[This study investigates the use of the Spinning Wheel Game as a supplementary media to support English vocabulary acquisition among elementary school students. Vocabulary learning is essential for language development, particularly at early education levels. Using a descriptive qualitative approach with a phenomenological design, this research involved second-grade students and an English teacher. Research data were collected through semi-structured interview technique and classroom observation activity to explore students' engagement, motivation, and preferences while learning with the game. Data were analyzed using the interactive qualitative analysis model of Miles and Huberman, involving data condensation, data display, and conclusion drawing, while methodological triangulation was employed to enhance the trustworthiness of the findings. The findings showed that the Spinning Wheel Game enhanced student interest, confidence, and participation. Students preferred interactive and visually engaging media over traditional textbook-based methods. Even passive students became more active during lessons. Despite some technical challenges, such as limited digital skills and access to devices, the game proved effective in creating an enjoyable and inclusive learning environment. The study concluded that game-based learning using tools like the Spinning Wheel can serve as a powerful strategy to improve vocabulary learning outcomes for English young learners]]>
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