It can be seen from the table that vocabulary skills in spelling that the ability in

recognizing incorrect spelling in Senior High School with a high. The table showed that item 2

“Spelling out the simple word correctly” is ranging from of high to very high. Item 3 “Spelling

out difficult words correctly” is verbally interpreted and ranked as moderately high to high.

While item 4 “Distinguishing the spelling of homonyms” ranges with a verbal interpretation of

moderately high to high and item 5 “Listening to the teacher to spell out words correctly” is both

verbally interpreted as high.

It only suggests that the respondents could spell out simple words correctly. Simple

words are words that are commonly used. Since these are common, a subject that focuses on the

discussion of transcription symbols. According to Pachina, (2019), Filipino speakers have what

we call the “Filipino Accent”, which can be difficult to comprehend by native English speakers.

One of the most prominent mistakes that Filipino students make is the mix-up of several

consonants and vowels like /p/ and /f/, /v/ and /b/, /i/, and /e/, and the sounds that are close

together. In addition, another short substitution error in English spelling occurs due to

inconsistent pronunciation of English vowels; e.g.: *hangry, *thes for (this), *attractive

(attractive), etc. Al-zuoud and Kabilan (2013) claim that vowels are another major reason

students struggle to write error-free English. It also suggested that among the various difficulties

faced by learners of English, the most common error relates to the spelling of words in

documents (Al-Bereiki & Al-Mekhlafi, 2015). And Babayiğit and Stainthorp (2013) state that

grammatical and phonological skills make a significant contribution to spelling performance.

Moreover, there is a wide range of studies concealing the reasons for spelling mistakes.

Alhasiany (2014) showed that students make spelling mistakes because of their careless attitude.
Yen, Hou, and Chang’s (2015) mixed method research found that students do not practice or

memorize English daily, which inhibits their learning and often creates problems like multiple

spelling mistakes.

Reference:

Al-Zuoud, K.M. & Kabilan, M.K. (2013). Investigating Jordanian EFL Students' Spelling Errors

at Tertiary Level. International Journal of Linguistics, 5, (3), 164-176.

Pachina, E (2019, May 8). Pronunciation Problems of Students in the Philippines. Ittt blog.

https://www.teflcourse.net/blog/pronunciation-problems-of-students-in-the-philippines/

Al-Bereiki, S. & Al-Mekhlafi, A. (2015). Spelling Errors of Omani EFL Students. Journal of

Educational and Psychological Studies, 9, (4), 660-676

Babayiğit, S. & Stainthorp, R. (2013). Component Processes of Early Reading, Spelling, and

Narrative Writing Skills in Turkish: A Longitudinal Study. Reading and Writing, 23, (5), 539-

568.

Alhasiany, F. (2014) English Language Learners. International Journal of Business and Social

Science, 5, (8), 38-43.

Yen, Y.C., Hou, H.T., & Chang, K.E. (2015). Applying Role-Playing Strategy to Enhance

Learners’ Writing and Speaking Skills in EFL Courses Using Facebook and Skype as Learning

Tools: A Case Study in Taiwan. Computer Assisted Language Learning, 28, (5), 383-406.