Abstract:
This paper aimed to explore the use of running dictation to teaching writing narrative text. This study was aimed at to investigate how the teacher implemented running dictation and the writer wants to find out the students’ perception toward the use of running dictation to teach writing narrative text. The theories of this study has taken from Nation (2009, p. 62, 2014) investigated how running dictation can be implemented in teaching narrative text. This study was employed qualitative case study as the methodology and design of the study. Meanwhile, the research participant in this study was an English teacher and seven students based on their learning achievement. Meanwhile, the instruments used in this study consisted of three instruments including non-participant observation, semi-structured interview, and also questionnaire. First, based on research question number one, the writer found that the teacher use three main steps in implementing running dicatation. First, dividing the students into several groups. Second, giving the instructions to the students to determine, the writer and the runners for completing the ways of implrmrnting running dictation. Third, encouraging the students to conduct running dictation as well as possible. Moreover, the use of running dictation effects not only on students’ motivation in learning English but also impact on students’ language skill such as the skill in reading, listening, speaking and especially in writing process. The majority of the students in answering the questionnaire item showed that the use of running dictation directly impact on their four basic skills because the students indirectly read, listen, speak, and write the story given by the teacher.
