THE EFFECT OF THE DICTATION METHOD ON IMPROVING STUDENT LEARNING ACTIVENESS IN WRITING INSTRUCTION FOR GRADE 1 STUDENTS AT MI PUI HEGARMANAH

Abstract

The limited activity and beginning writing skills of Grade 1 students are often caused by the repetitive use of the same teaching methods. At MI PUI Hegarmanah, the main challenge arises from students' transition from kindergarten to elementary school, which requires motor stimulation and greater attention through interactive activities. This study aims to examine whether the use of the dictation (imlak) method has a significant effect on improving student learning activity in Indonesian language lessons, particularly in writing. The study applies a quantitative approach with a Pre-experimental Design in the form of a One-Group Pretest-Posttest Design. The research subjects comprised all Grade 1 students at MI PUI Hegarmanah. The data collection instruments consisted of a student activity observation sheet and a writing test. The data were analyzed using a t-test to assess the difference in means before and after the treatment. The analysis showed that the average score of student learning activeness increased from the "Fair" category to the "Good" or "Very Good" category after the dictation method was applied. The hypothesis test also yielded a significance value (2-tailed) of < 0.05, indicating that the dictation method has a significant positive impact on student participation. Students were more focused, more enthusiastic in responding to speech sounds, and quicker at transcribing speech sounds into written symbols. The modeling method proved effective in improving the learning activity and writing ability of Grade 1 students at MI PUI Hegarmanah. This approach is recommended to be applied with variations so that the early writing learning process becomes more engaging and enjoyable for students.