Students’ Perception of The Implementation of Running Dictation in Teaching Reading

This study examines students’ perceptions of using Running Dictation as a teaching strategy in reading applied by the teacher in the seventh grade of Junior High School in Bandar Lampung. A descriptive quantitative approach was employed, with data collected through a structured questionnaire. The sample included 20 students. The data collection technique involved distributing a closed-ended questionnaire to gather quantitative data on students’ perceptions including awareness, past experiences, motivation, knowledge, and social interaction. The questionnaire consists of 10 positive and 10 negative statements to assess students’ perception of the Running Dictation strategy. The responses were measured using a Likert scale, ranging from “Strongly Agree” to “Strongly Disagree.” The results are categorized into two main types of perceptions: positive and negative. The results indicate that most students positively perceived running dictation in reading instruction. Specifically, 10 students agreed, 7 strongly agreed, and 3 were neutral in response to statements about these benefits. Conversely, the negative statements in the questionnaire, designed to assess any difficulties or drawbacks of Running Dictation, received limited agreement. Overall, the results suggest that most students found Running Dictation beneficial, noting increased engagement and comprehension through its active and collaborative approach to reading.