"Gamification is the process of using game thinking and game dynamics to engage audiences and solve problems", Zichermann (2011). The aim of this research is to facilitate the least-learned competencies in the English subject of students of Grade 8 in Tupi National High School for the academic year 2022-2023. With this, the researcher addressed the gap that had been created on the post-pandemic year through an assessment using a supplementary program which was later tested through a competency-based test (pre-test and post-test) evaluation for its effectivity. A gamified supplementary program was created and utilized by the students in Grade 8 SPED sections. To test the effectivity of the program, the researcher made an experiment with two sets of groups: control group (traditional teaching) and experimental group (traditional with GASP). After conducting the experiment for the supplementary program, a two-sample t-test was performed to compare the scores result between the students' competency-based test. The result of the control group; pretest [mu]=25.74, which is interpreted as learned (see Appendix B), and post-test [mu]=33.32, interpreted as highly learned. While the experimental group pretest [mu]=29.74, also interpreted as learned, and post-test [mu]=50.93, which is interpreted as highly learned. Hence, the result shows that the mean of pretest in both groups showed that there is slight rise of level after the conduct of posttest in each group.