<![CDATA[This study aimed to investigate the implementation of digital flashcards in teaching English vocabulary to seventh-grade students at MTs Muhammadiyah Mandalle and to explore the responses and perceptions of both the English teacher and the students regarding the use of this digital medium. A descriptive qualitative research design was employed to capture a comprehensive and contextualized picture of the instructional process. The key informants comprised one English teacher and nine seventh-grade students, selected through purposive sampling to represent varying levels of classroom engagement. Data were collected using qualitative instruments, including classroom observations, semi-structured interviews, and instructional documentation. The gathered data were analyzed through data condensation, data display, and conclusion drawing/verification. The findings revealed that the implementation of digital flashcards proceeded systematically through three main instructional stages: pre-activity, main activity, and post-activity. Both teacher and students responded positively to the digital medium, highlighting enhanced interactivity and engagement despite minor connectivity constraints.]]>
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