<![CDATA[This study was motivated by the low word spelling ability of eleventh-grade deaf students at SLB PK & PLK Galesong. The students experienced difficulties in recognizing letter forms and were not yet able to arrange letters into correct words. This study aimed to determine the word spelling ability of deaf students before the intervention, during the intervention, and after the intervention was withdrawn, as well as to identify the effect of using the Wordwall Game media on improving the word spelling ability of eleventh-grade deaf students at SLB PK & PLK Galesong. This study employed the Single Subject Research (SSR) method with an A1–B–A2 design involving one eleventh-grade deaf student at SLB PK & PLK Galesong as the research subject. Data collection techniques were carried out through word spelling ability tests in each learning session, which were then analyzed using visual graph analysis. The results of the study showed that the student’s word spelling ability in the Baseline 1 (A1) condition was in the low category. After the intervention using the Wordwall Game media through an anagram game in the Intervention (B) condition, the student’s word spelling ability improved. The improvement remained in the Baseline 2 (A2) condition even though the intervention had been discontinued. Based on the comparative analysis results between conditions A1–B and B–A2, the use of the Wordwall Game media had a positive effect on improving the word spelling ability of eleventh-grade deaf students at SLB PK & PLK Galesong.]]>
