Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Intensive Journal
Dini Anindita Kireina Pratama
Yogyakarta State University
Languange, Linguistic, Communication & Media

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
English Teachers’ Perceptions of Game-Based Learning for Students with Intellectual Disabilities: Types, Benefits, and Implementation Challenges Dini Anindita Kireina Pratama
Intensive Journal Vol 9 No 1 (2026): Student Research in English Language Teaching: Empirical Studies from Indonesia
Publisher : Universitas Islam Kalimantan Muhammad Arsyad Al Banjari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/intensive.v9i1.23068

Abstract

Game-based learning (GBL) offers opportunities for English instruction that incorporates interaction, repetition, and visual support, which may be relevant in special education contexts. This study explored English teachers’ perceptions of GBL for students with intellectual disabilities, focusing on the types of games used, perceived benefits, and implementation challenges. A qualitative case study was conducted with three English teachers at a public special school in Yogyakarta, Indonesia. Data were collected through classroom observations, semi-structured interviews, and documentation, and analyzed using thematic analysis. The findings showed that the teachers used guessing, matching, and labeling games, supported by pictures, flashcards, real objects, and videos. Teachers perceived these activities as supporting student participation, motivation, vocabulary learning, social interaction, and inclusive classroom participation. At the same time, they reported challenges involving limited instructional time, students’ motor and attentional difficulties, memory retention, cognitive processing, and limited instructional resources. The study suggests that the classroom value of GBL depends on teachers’ ability to adapt game procedures, materials, and guidance to students’ learning characteristics and classroom conditions.  
Co-Authors