STUDENTS’ PERCEPTIONS OF RUNNING DICTATION STRATEGY IN ENGLISH LEARNING AT MTS RAUDHATUL JANNAH PALANGKA RAYA
DOI:
https://doi.org/10.31851/x9e9zk61Keywords:
Running Dictation, students’ perception, English learningAbstract
English language learning requires interactive strategies that can increase students’ participation, motivation, and classroom engagement. However, many English learning activities are still perceived as monotonous because students tend to sit, listen, and complete written tasks without active involvement. This study aimed to describe students’ perceptions, challenges, and perceived benefits of using the Running Dictation strategy in English language learning at MTs Raudhatul Jannah Palangka Raya. This research used a qualitative method with a descriptive case study design. The participants were ten students selected through purposive sampling. Data were collected through interviews and documentation, then analyzed using data reduction, data display, and conclusion drawing. The findings showed that students had positive perceptions of Running Dictation because it made learning more enjoyable, active, and collaborative. However, students also faced challenges in memorizing texts, managing time, and maintaining concentration. The study concludes that Running Dictation is a useful strategy for creating active English learning.
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