The Effectiveness of Dictation-Based Supplementary Materials for Improving English Orthography Skill in Junior High School EFL Learners

This study investigated the effectiveness of dictation-based supplementary materials in improving the English orthographic skills, specifically listening and rewriting, of seventh-grade students at SMP Negeri 1 Telaga Biru, Indonesia. Utilizing the ADDIE instructional design framework, materials were tailored to meet the unique needs of EFL learners with limited English exposure. A mixed-methods approach was employed: a pre-test and post-test measured quantitative improvements in students’ orthographic performance, while questionnaires provided qualitative insight into students’ engagement and perceptions. The findings revealed a significant improvement in students’ ability to accurately transcribe spoken English into written form after using the developed materials, highlighting dictation as an effective strategy for foundational literacy development. These results underscore the pedagogical value of integrating dictation strategies in EFL classrooms facing foundational literacy challenges. Keywords: dictation, orthographic skills, EFL, listening and rewriting, ADDIE, supplementary materials