<![CDATA[This study aims to describe the process of implementing the “Talk Hunt” media in English-speaking skills instruction and to analyze the proponent and obstacle factors among 4th grade students at MI Al Fithrah in Surabaya. This study is based on preliminary observations indicating that students’ speaking skills remain low, as evidenced by low self-confidence, limited vocabulary, and difficulty constructing simple sentences orally. The study used a descriptive qualitative approach, with 23 4th grade students as participants and the English teacher as a supporting informant. Data were collected through observation, semi-structured interviews, and documentation, then analyzed using the Miles and Huberman interactive model, with triangulation across sources. The results showed that students’ performance during the implementation of the “Talk Hunt” media was in the “very good” category, as assessed across five aspects of speaking skills: pronunciation, vocabulary, grammar, fluency, and comprehension, evaluated using a single observation instrument. Proponent factors included the game’s suitability for student characteristics, a pleasant learning atmosphere, and group cooperation. In contrast, obstacle factors included time constraints, student nervousness, limited vocabulary, and challenges in classroom management. Unlike previous Talk Hunt studies, which generally focused on media use in isolation for specific interests or vocabulary, this study emphasizes the overall implementation process, providing a more comprehensive picture and serving as a practical guide for teachers designing active, low-anxiety English-speaking lessons for elementary school. This study contributes empirical evidence about how Talk Hunt is implemented and what speaking performance and contextual conditions are observable during a single lesson.]]>
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