Nurturing English Proficiency in Students with Learning Disabilities via Boom Box: A Game-Based Learning Approach

Abstract

English is often a less preferred and challenging subject for students with learning disabilities (LD). Limited cognitive abilities and difficulty keeping focus were factors that contributed to their struggles with English comprehension. The paper describes the best practice of Boom Box, which outlines the implementation steps, playing instructions, and the performance outcomes of three LD learners who were purposively selected and followed the Year 5 Special Education Learning Disabilities Standard Primary School Curriculum (KSSRPK). The research instruments used were observation, pre-test, and post-test, which were analysed qualitatively. The findings show an improvement, with noticeable progress between the pre-test and post-test assessments. It is hoped that the findings of this best practice will offer guidance, direction, and encouragement for educators to consistently remain creative and innovative in their approach to teaching the English language among LD learners in schools.