https://jurnal.uhn.ac.id/index.php/jetal <p>Journal of English Teaching and Applied Linguistics (JETAL)&nbsp;is a double-blind-review journal published in Indonesia by the Department of English Education, Faculty of Teacher Training and Education, the University of HKBP NOMMENSEN (PSPBI FKIP UHKBPN). This journal is published twice a year: April and September. The scopes of the journal include the following topic areas: English Language Pedagogy, TEFL, English Teaching, English for Specific Purposes (ESP), ELT Materials Development and Evaluation, English Language Testing and Assessment, Linguistics, Translation, Critical Discourse Analysis.</p> <p>&nbsp;</p> English Education Department at FKIP Nommensen University en-US JETAL: Journal of English Teaching & Applied Linguistic 2714-9811 <p style="text-align: justify;">Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a&nbsp;<a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license">Creative Commons Attribution-ShareAlike 4.0 International License</a>&nbsp;(CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.</p> <p style="text-align: justify;">Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.</p> <p style="text-align: justify;">Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See&nbsp;<a href="http://opcit.eprints.org/oacitation-biblio.html" target="_blank" rel="noopener noreferrer">The Effect of Open Access</a>).</p> https://jurnal.uhn.ac.id/index.php/jetal/article/view/1544 <p>Spelling errors are the most common inaccuracies in the writing of ESL learners. Despite the numerous studies on writing, teaching spelling as a research topic has often been overlooked. The primary objectives of this mixed method study are to describe the common spelling errors of grade 6 pupils of an all-girls school in Metro Manila post-pandemic, identify teaching strategies to minimize spelling errors and propose recommendations for teaching spelling. First, spelling tests and student handwritten essays were analyzed for spelling errors, which were later categorized using Cook’s classification. Second, interviews with Language teachers to identify teaching strategies were held, determining key themes and best practices in spelling instruction. The results indicated that students committed spelling errors mostly by omission, substitution, and insertion, and the strategies to enhance spelling skills include utilizing visuals, engaging students through interactive materials and collaborative activities, and using the words in context. Based on the findings, it is recommended to consider the following in crafting a spelling program: a fundamental list of commonly misspelled words following the rule-based system, a bank of effective strategies to expose students to words in context and engage them for active learning, a continuous assessment of spelling student abilities, and evaluation of the spelling program.</p> Joanne Nerissa Castro Nicolas Jasmin Moralidad Critica ##submission.copyrightStatement## http://creativecommons.org/licenses/by-sa/4.0 2024-06-22 2024-06-22 6 1 1 12 10.36655/jetal.v6i1.1544