The Spelling Skills of Grade V Pupils in Japmes

Abstract

INTRODUCTION

Spelling is one of the problems among elementary classes nowadays. There are many pupils who are good in writing but they cannot write the correct spelling of the words they are writing. There are pupils who are also good in reading but they are poor in spelling. English teachers tried many interventions to solve the spelling gaps, but pupils' spelling skills remained low. In connection to this, the researcher decided to conduct an action research focusing on the spelling skills of grade five pupils in JAPMES. She tried to identify the spelling difficulties and applied appropriate measures that will lessen, if not eradicate the problem, improve spelling skills and achieve higher performance level in various examination.

METHODS

This research was conducted in the hope that the spelling difficulties of grade five pupils in JAPMES would be lessened and that the pupils will improve their spelling skills. A T-: Test was used to determine the difference between the performance of the pupils in the pre-: test and that of the post-: test. The researcher administered a 20 item pre-: test and post-: test concerning the four patterns wherein pupils were found to have difficulty in the day to day lessons. The results were studied and strategies were employed to improve performance in spelling.

RESULTS

The following are the findings of the study. The pretest showed low level of performance of the pupils in spelling. The strategies used to improve the performance in spelling of pupils are: reading one book for two weeks and writing down very difficult words met, keeping a spelling journal which was regularly checked by the teacher, abiding by the 12:30 spelling habit, conducting a spell-: a-: thon and providing a spelling corner in the classroom. The pupils show high level of performance in the post test. Thus, there is a marked difference between the results of the pretest and posttest.

DISCUSSIONS

The pretest showed low level of performance of the pupils in spelling. The strategies used to improve the performance in spelling of pupils are: reading one book for two weeks and writing down very difficult words met, keeping a spelling journal which was regularly checked by the teacher, abiding by the 12:30 spelling habit, conducting a spell a thon and providing a spelling corner in the classroom. The pupils show high level of performance in the post test. Thus, there is a marked difference between the results of the pretest and posttest.