Spelling Mo Tabangan Ko: Intervention to Improve the Spelling Ability of Grade 12 Xeriscape Students oftheGata Integrated School

Abstract

INTRODUCTION

Reading ability helps predict spelling success. Good readers tend to be good spellers; poor readers tend to be poor spellers. Therefore, one could assume that a good reading program will produce not only good readers but also better spellers, (AVKO Educational Research Foundation, 2000). In the context, GataIntegrated School has run across the problem of poor spelling ability specifically the Grade 12-Xeriscape students of S.Y. 2018-2019. Addressing the issue, an intervention was designed to improve their spelling ability. As we are all aware that the problem of poor spelling is serious. The above reason inspired the researcher to implement an intervention to improve the spelling ability of Grade 12-Xeriscape students through "Spelling Mo Tabangan Ko" to address the said problem.

METHODS

In this intervention, the teacher assigned the students to have a "partner" during reading, writing and answering questions to improve their spelling ability. (Buddy-System). The questionnaires being used were validated from commonly misspelled words (Nordquist Richard, 2018). Data were analyzed after conducting the post-test. The causes of the problems were confirmed after data triangulation where the researcher interviewed the respondents based on the results from pre-test to post-test. All data were collected and analyzed using statistical treatments like mean, percentage, and T-test.

RESULTS

The teacher found out that 50 percent of the Grade 12 students of Gata Integrated School are poor in spelling. With the help of the "Spelling Mo Tabangan Ko" intervention, the performance level of the students increased by 8.83 from 74.5 to 83.83 MPS (Mean Percentage Score). It means that with this intervention, the spelling ability of the Grade 12 students improved. And in assessing the level of significant relationship of the performance level of the Grade 12 students between pre-test and post-test, the T-test was used where the p-value of 0.0103 is less than the p-value of 0.05 level of significance. Therefore, we can say that the "Spelling Mo Tabangan Ko" intervention helped improve the spelling ability of the students.

DISCUSSIONS

The results showed the need for an intervention that aids in addressing the poor spelling ability of the Grade 12 students. When poor spelling is uncorrected for many students, they carry it with them into the work world or college classroom, where employers and professors must face it. "Spelling Mo Tabangan Ko" was a helping activity in improving the students' spelling ability.