Jurnal Multidisiplin Sahombu
Volume 5, Number 01, 2025, DOI 10.58471/jms.v5i01
ESSN 2809-8587 (Online)
[Link]
Students’ Perceptions Of Using Dictation In English Classes: A
Study On Eighth Graders
Syarifah Widya Ulfa*1, T. Khoirunnisa.YL2, Miftahul Jannah3, Siti Sholikhah4
Tadris Bahasa Inggris, Universitas Islam Negeri Sumatera Utara, Indonesia
Article Info ABSTRACT
Keywords: This study aims to explore the perceptions of eighth grade students
students' perceptions, towards the use of dictation method in English language learning. This
dictation, study used qualitative methods, through questionnaires and in-depth
English class, interviews. The results showed that the majority of students viewed
eighth grade students, dictation as an effective tool to improve their listening and writing skills.
study. Students felt that dictation helped improve spelling and expand
vocabulary. However, some students found dictation boring and
challenging, especially for those with hearing disabilities. The study
concluded that although dictation has its own challenges, its benefits in
supporting English language learning are significant. Recommendations
for teachers include diversifying teaching methods to maintain student
interest and providing additional listening practice for students who
need it.
This is an open access article Corresponding Author:
under theCC BY-NClicense Syarifah Widya Ulfa
Tadris Bahasa Inggris, Universitas Islam Negeri Sumatera Utara
syarifahwidyaulfa@[Link]
INTRODUCTION
In the rapidly evolving landscape of education, language instruction remains a critical
component in shaping proficient and confident communicators. One instructional strategy
that has garnered attention over the years is the use of dictation in English language classes.
Dictation exercises, which involve listening and writing down what is heard, are believed to
enhance various language skills, including listening comprehension, spelling, punctuation, and
grammar accuracy.
The effectiveness of dictation as a pedagogical tool, however, largely hinges on
students' perceptions and attitudes towards its use in the classroom. For eighth graders, who
are often at a pivotal stage in their language learning journey, understanding their
perspectives can provide valuable insights into the practical application and potential benefits
of dictation.
This study aims to explore the perceptions of eighth-grade students regarding the use
of dictation in their English classes. By delving into their experiences, preferences, and
challenges, the research seeks to shed light on how dictation impacts their learning process
and overall language development. The findings of this study are expected to inform
educators and curriculum developers about the viability and effectiveness of dictation as an
instructional strategy in modern English language education.
Students’ Perceptions Of Using Dictation In English Classes: A Study On Eighth Graders–
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Jurnal Multidisiplin Sahombu
Volume 5, Number 01, 2025, DOI 10.58471/jms.v5i01
ESSN 2809-8587 (Online)
[Link]
The teaching of English as a second language has evolved significantly over the years,
with various methods being employed to enhance learners' proficiency. One such method is
dictation, which involves listening to spoken language and writing it down verbatim. This
technique has been supported by various educational theorists and linguists for its
multifaceted benefits.
According to Davis and Rinvolucri (2002), dictation is a powerful tool for language
learning, as it aids in developing listening skills, improving spelling, punctuation, and
grammar. They argue that the process of converting spoken language into written form helps
reinforce language structures and vocabulary.
Another key proponent, Brown (2007), highlights that dictation exercises engage
multiple cognitive skills simultaneously. This multisensory approach can enhance memory
retention and foster a deeper understanding of the language being learned. Brown’s research
suggests that dictation can be particularly beneficial for young learners who are still
developing their language foundation.
Furthermore, Nation (2009) emphasizes the role of dictation in improving listening
comprehension and the ability to recognize spoken words accurately. He notes that regular
practice with dictation can help students become more proficient in processing and
understanding spoken English, which is crucial for their overall language development.
In the context of eighth-grade students, who are at a critical stage in their language
learning journey, understanding their perceptions of dictation can provide valuable insights
into its practical application and efficacy. This study aims to explore these perceptions,
examining how dictation exercises impact their learning experience, engagement, and overall
language acquisition.
Through the lens of these expert perspectives, this research seeks to contribute to the
body of knowledge on effective language teaching strategies. By delving into the students'
experiences and attitudes towards dictation, the study aims to inform educators and
curriculum developers about the potential benefits and challenges associated with this
technique.
One of the core components of learning a language is comprehension. The proficiency
of students in speaking, writing, reading, and listening is greatly influenced by their
comprehension and application of language. However, how to remember what they have
learnt is one of the biggest problems that students encounter, particularly in secondary school.
Dictation techniques are one of the many strategies used in the context of learning English to
improve vocabulary retention. A classic teaching method is dictation, which entails listening
and properly rewriting what is heard. According to certain theories, this method can improve
hearing, improve focus, and fortify long-term memory for the knowledge acquired. Numerous
earlier research have demonstrated that dictation strategies not only support students'
comprehension in context but also improve their cognitive abilities by emphasizing and
extending their knowledge of spelling and sentence structure. Thus, in order to gain a better
understanding of the efficacy of this approach in the language acquisition process, this study
examines how dictation helps eighth-grade pupils retain more vocabulary.
Students’ Perceptions Of Using Dictation In English Classes: A Study On Eighth Graders–
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Jurnal Multidisiplin Sahombu
Volume 5, Number 01, 2025, DOI 10.58471/jms.v5i01
ESSN 2809-8587 (Online)
[Link]
According to research by Shofia Kamal and Abdul Basith, dictation methods—
particularly dictogloss and running dictation—are useful for enhancing the writing abilities of
EFL (English as a Foreign Language) students. In addition to improving writing abilities, this
method helps students become more motivated and enhances other language skills including
grammar, punctuation, and concept organization.
According to research by Chengyuan Jiaand Khe Foon Timothy Hew. Although this
work demonstrates that We Chat-based dictation programs can enhance the listening
abilities of EFL students, there are a number of unanswered questions that warrant more
research. Because this study only included a small sample of EFL students in China, its
findings might not apply to other situations. Additionally, there was a dearth of information
on technology use, student participation, and contacts with instructors, and the study did not
directly test changes in lexical segmentation skills or decoding processes. Furthermore, boring
and challenging content is thought to lower motivation, and WeChat groups currently have
very little interaction. To improve learning efficacy, more study could expand the context,
employ a greater variety of assessment instruments, modify the materials, and investigate
interactive strategies like gamification.
In this study the students have shown great achievement in lengthier text whereas the
word errors doubled in the shorter SeminKazazoğlu / Procedia - Social and Behavioral
Sciences 70 ( 2013 ) 1338 – 1346 1345 one. It might be inferred that the amount of
contextual information effects comprehension positively. It is essential to note that in both
types of dictation students have made some common word errors but the frequency of these
errors are outnumbered in tape-recorded dictation. In addition it might be suggested that the
dialect and the pronunciation of the speaker and the dialect the hearer is most familiar with
effects students performance of comprehension. That is, the findings of this study implies that
the students have difficulty in perceiving the speech of native speakers.
METHOD
This study employs a descriptive qualitative approach to explore the perceptions of eighth-
grade students regarding the use of dictation in their English language classes. This method
was chosen because it allows the researcher to gain in-depth understanding of students'
views, experiences, and attitudes through rich and contextual data. The following steps will
be taken in this research:
1. Participants
This study will involve 30 eighth-grade students from a junior high school in MTS
Swasta Darul Ulum Budi Agung Medan, North Sumatra. The selected students will
reflect a diversity in terms of English language proficiency and cultural backgrounds.
2. Research Instruments
The study will use questionnaires and interviews as the main instruments for data
collection.
Questionnaire: A questionnaire consisting of open-ended and closed-ended questions
will be used to gather initial data on students' perceptions of dictation.
Students’ Perceptions Of Using Dictation In English Classes: A Study On Eighth Graders–
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Jurnal Multidisiplin Sahombu
Volume 5, Number 01, 2025, DOI 10.58471/jms.v5i01
ESSN 2809-8587 (Online)
[Link]
3. Interviews: In-depth interviews will be conducted with several randomly selected
students to gain deeper insights into their experiences and views.
4. Data Collection Procedure
Questionnaire Distribution: The questionnaires will be distributed to all participants, and
they will be asked to complete them individually within a specified time.
Interviews: Face-to-face interviews will be conducted with each selected student.
These interviews will be recorded (with permission) for transcription and further
analysis.
5. Data Analysis
Data from the questionnaires will be analyzed descriptively using simple statistics to
identify patterns and trends in students' perceptions.
Data from the interviews will be analyzed using thematic analysis to identify key themes
and sub-themes that emerge from the students' responses.
6. Data Validity
To ensure data validity, triangulation will be conducted by comparing the results from
the questionnaires and interviews. The validity and reliability of the instruments will also
be tested through a preliminary trial before being used in the main study.
7. Research Ethics
This study will adhere to ethical research principles, including obtaining consent from
the school and participants, maintaining data confidentiality, and ensuring that
participants feel safe and comfortable during the research process.
FINDINGS AND DISCUSSIONS
This study gathered data from 30 eighth-grade students through questionnaires and in-
depth interviews. The main findings are as follows:
a. Students' Perceptions of Dictation, The majority of students (70%) have a positive
perception of the use of dictation in their English classes. They believe that dictation
helps improve their listening and writing skills. However, 30% of students find dictation
to be boring and challenging, particularly those who struggle with spelling and listening
comprehension.
b. Impact of Dictation on Learning Experience, students with positive attitudes towards
dictation reported increased engagement and motivation in learning English. They felt
more confident in their listening and writing abilities. Conversely, students who disliked
dictation tended to feel anxious and less motivated during dictation exercises, which
could hinder their learning process.
c. Challenges in Dictation Exercises, the main challenges faced by students include
listening anxiety (50%), difficulties in spelling the dictated words (40%), and mental
fatigue after long dictation sessions (10%).
d. Influence of External Factors, a supportive classroom environment and varied teaching
methods, such as the use of technology in dictation exercises, were found to enhance
students' positive perceptions of dictation.
Students’ Perceptions Of Using Dictation In English Classes: A Study On Eighth Graders–
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Jurnal Multidisiplin Sahombu
Volume 5, Number 01, 2025, DOI 10.58471/jms.v5i01
ESSN 2809-8587 (Online)
[Link]
e. Positive and Negative Student Perceptions, these findings align with the theory of Davis
and Rinvolucri (2002), which suggests that dictation can enhance language skills if
well-received by students. However, as highlighted by Brown (2007), uninteresting or
overly monotonous dictation exercises can lead to boredom and stress.
f. Impact of Attitudes on Learning Experience, positive attitudes towards dictation
correlate with increased motivation and engagement, supporting Nation's (2009) view
that dictation can improve listening skills and word recognition. However, it is important
to address the anxiety and stress experienced by some students to ensure the benefits
of dictation are felt by all students.
g. Challenges in Dictation Implementation, anxiety and spelling difficulties are major
challenges that need to be addressed. The use of technology, such as spelling support
software and computer-based listening exercises, can help mitigate these challenges
and make dictation more engaging.
h. Influence of External Factors, a positive classroom environment and innovative teaching
methods play a crucial role in enhancing students' perceptions of dictation. Teachers
should consider varying the delivery of dictation exercises and integrating technology
to maintain student engagement.
i. The findings of this study indicate that while dictation has significant potential as a
language learning tool, its success largely depends on how it is implemented and how
students feel about the exercises. Recommendations for educational practitioners
include creating a supportive learning environment, reducing student anxiety, and
adopting technology to enhance the learning experience through dictation.
CONCLUSIONS
This study explored eighth grade students' perceptions of the use of dictation in their English
classes. From the results obtained, some key conclusions can be drawn, Most students have
a positive perception of dictation, finding it beneficial for improving listening and writing skills.
Positive attitude towards dictation is associated with increased motivation and engagement
in English learning. the main challenges students face include listening anxiety and difficulty
in spelling dictated words. external factors such as a supportive classroom environment and
the use of technology in dictation practice play an important role in shaping students'
perceptions towards dictation.
REFERENCE
Brown, H. D. (2007). Principles of Language Learning and Teaching (5th ed.). New York:
Pearson Education.
Davis, P., & Rinvolucri, M. (2002). Dictation: New Methods, New Possibilities. Cambridge:
Cambridge University Press.
Jia, C., & Hew, K. F. T. (2022). Supporting lower-level processes in EFL listening: the effect on
learners’ listening proficiency of a dictation program supported by a mobile instant
messaging app. Computer Assisted Language Learning, 35(1-2), 141-168.
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Jurnal Multidisiplin Sahombu
Volume 5, Number 01, 2025, DOI 10.58471/jms.v5i01
ESSN 2809-8587 (Online)
[Link]
Kamal, S., &Basith, A. (2023, August). THE EFFECTIVENESS OF DICTATION TECHNIQUE IN
IMPROVING EFL LEARNERS’WRITING SKILL: A SYSTEMATIC REVIEW. In Annual
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Makhmutova, A., Kondrateva, I., &Zinnatullina, A. (2024). DICTATION PRACTICE
ENHANCED BY ARTIFICIAL INTELLIGENCE: A MODERN APPROACH TO LANGUAGE
LEARNING. In INTED2024 Proceedings (pp. 1225-1232). IATED.
Nation, I. S. P. (2009). Teaching ESL/EFL Listening and Speaking. New York: Routledge.
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