One way to eliminate the fear of grammar lesson is by using language games Yussof (2012). Language games are important to create excitement in Language lessons. One of the best ways to reinforce students' motivation in learning grammar structure is taught by using game. There are two kinds of game; they are competitive game and Co-operative games. In communicative language teaching, game is one example of task activities, and grammar can be taught through tasks. Furthermore, game is a teaching device, which isgood for practicing grammar points. Game is an activity with rules, a goal, and an element of fun. Game can make the teaching learning process fun and enjoyable because it creates fun and enjoyable but in disciplined atmosphere. One kind of game that can be used to improve students' grammar is board game. Using board games in the language classroom is an effective, low- anxiety, and fun way for students to learn and practice grammar.

There are many studies that state the beneficial effects that game playing can bring in to teaching and learning of English Language. The more positive emotions are generated, which in turn makes play easier and thus helps to generate even more positive emotion" Schwartz(2012). Besides, teaching grammar through games is successful and effective approach Musilova (2010), nevertheless there are still insufficient studies in addressing whether board games can successfully help students to explore grammar lessons. Complicated rules in grammar are hard to master which became the reason of students' poor academic performance of Grade 5 students in Camarin D Elementary School. Therefore, the researcher believes an additional approach has to be implemented and utilized in order to teach grammar as a supplement to textbooks. Since many studies have proven the advantages of using games in grammar teaching, this study contains findings on the acceptability of the developed board games for the utilization purpose in improving the academic performance of students especially in the leastmastered skills The study utilized the descriptive method of research with the use of survey checklist questionnaires provided by LRMDS. This study involved ninety (90) student-respondents, five (5)English teachers, one (1) English Master teacher, and one (1) LRMDS School Coordinator of Camarin D Elementary School. The statistical tools were mean, weighted mean and Z- test.

The findings of the study were gathered by the researcher through the assistance of all the teachers concern as she conducts the study to all the respondents including the proper evaluation coming from the experts and persons of authority. The study came up with the following findings: 1. The list mastered skills in English grammar for the second quarter academic year 2018-2019 subjected for strategic board game intervention according to the assessment of the English teachers were the topics Subject- Verb- Agreement, Irregular Nouns and Verb Agreement, Order of Adjectives and Degrees of Adjectives. 2. From the identified least mastered skills, the researcher developed Grammar Board Game for the final similar to commercialized board game which can be modified and integrated according to the list of topics in the least mastered skills that needed to focus on and studied. After the utilization of the developed board game, it was noted that the mean score of pre-test and post-test were 19.00 and 29.02 respectively. It also reveals the z- value of -10.15, Z- critical value of -1.96 and a p-value of0.000.Since the P-Value of 0.000 is less than the significant level of 0.05, the decision is to reject the null hypothesis. In addition, the computed value-10.15 was in the rejection region of -1.96. Thus, it can be concluded that there is a significant difference between the pre-test and post-test scores of students.

The levels of acceptability of the developed board games were ascertained through the questionnaire checklist given to the respondents. The questionnaire had indicators and corresponding scale for the respondents to choose the level of acceptability on the developed board games. The scale was organized from the very satisfactory to not satisfactory numbered 4 to1. The criterion was solely based on the Evaluation Rating Sheet for charts, posters, Drill/ Flash Cards and Manipulative materials of the LRMDS. The respondents did their job as evaluators and mentors as well. The researcher strongly recommend the utilization of the developed board games as intervention materials for Grade 5 which will serve as additional tools in addressing the learners' poor mastery of grammar skills.