Enhancing Students' Spelling Skills in English Using Dictation Exercises for Grade 6 Level

Abstract

This action research investigates the effectiveness of an intervention program called I-SPELL (Intensive- Spelling Practices to Elevate the Learning Level) in improving the spelling skills of Grade 6 students.

The program involved a single section of 59 Grade Six students and utilized a descriptive design with dictation exercises complemented by various activities. Results showed that students' spelling performance improved significantly, with the mean score rising from "fairly satisfactory" (3.71) in the pre-test to "very satisfactory" (6.47) in the post-test. Using paired sample T-test, the resulting t-value was 10.62, with the p-value 0 with df 58. The p-value is less than the alpha level thus, null hypothesis was rejected. Hence, there is a significant difference before and after utilizing the dictation exercises to improve student’s spelling skills.

The study concludes that the I-SPELL program offers a practical and engaging approach to enhancing spelling skills. Dictation exercises and activities that target visual, kinesthetic, and auditory learning styles encourage understanding word meaning, effectively address spelling challenges, and promote overall language development.