Classroom Games in Spelling (CGIS) Enhancing Poor Spelling Skills of Grade 8 Students

Students in some sections or classrooms inevitably perform poorly in class. There are many variables to take into consideration that can affect this issue, one of which is spelling difficulties. In Tambongon National High School, Grade 8, we observed 10 students who struggled with spelling. This study aims to identify approaches and plans for enhancing student performance. In response to this issue and the researchers' objectives, the researchers created an intervention called Classroom Games in Spelling (CGiS). The methodological framework created in this study served as a tool to direct or guide the researchers through the process of putting a methodology into practice. Researchers realized that from the spelling games we prepared for them, they were amused and had  fun from the very beginning up until the last activity. The result of the intervention was successful, and the participants' progress was evident. To determine whether the students are improving, an observation of their results were conducted before, during, and after the intervention. Also, the systematic enhancement activities of CGiS such as "Charade,"  “4 Pics, 1 Word," and “Reverse Spelling," played an important role in enhancing the poor spelling skills of Grade 8 students during the comeback of face-to-face learning. The collaborative learning is what participants showed and can be developed while engaging in fun activities just like how CGIS has done for their spelling enhancement.

Keywords: poor spelling skills, classroom games, students, intervention