<![CDATA[This study was motivated by the low reading aloud and writing skills of second-grade students at SDN Tamanan in the material of capital letters and punctuation, which occurred alongside monotonous, teacher-centered learning. This study aimed to describe the implementation of the Game Based Learning strategy and to determine changes in students’ reading aloud and writing skills after its implementation. This study was a collaborative Classroom Action Research (CAR) conducted in two cycles with 28 second-grade students in the 2026/2027 academic year. Data were collected through performance tests scored using 1–4 rubrics, observation, and documentation, and analyzed using descriptive quantitative and qualitative techniques. The success indicator was set at ≥75% of students achieving the Good–Very Good category. The mean reading aloud score increased from 1.76 (pre-cycle) to 2.20 (Cycle I) and 3.04 (Cycle II), while the mean writing score increased from 1.71 to 2.04 and 2.93. At the end of Cycle II, 71.4% of students achieved the Good–Very Good category in reading aloud and 67.9% in writing; therefore, the classical mastery criterion of ≥75% was not yet achieved. These findings indicate positive improvement following the implementation of a package of Game Based Learning actions (Talking Stick, capital-letter sticky notes, Battle Match, Pocky Pop Jump, and the Wordwall-assisted Pencil Race Challenge) that was refined step by step. Because there was no comparison group and the actions changed at each meeting, the improvement cannot be attributed to any single game.]]>
