DEVELOPMENT OF TUTORING SERVICES TO IMPROVE WRITING SKILLS USING THE DICTATION METHOD FOR FIFTH-GRADE ELEMENTARY SCHOOL STUDENTS IN THE CONTEXT OF ENGLISH LEARNING

Abstract

This study aims to determine the effectiveness of tutoring services using the dictation method in improving the writing skills of fifth-grade students at SDN 2 Payung, specifically in the context of English as a Foreign Language (EFL) learning. The study employed a quantitative approach with a pretest-posttest design and quantitative observation. The population consisted of 40 fifth-grade students, with total sampling applied. Instruments included a writing test, student activity observation sheets, and documentation of students’ written work. The results showed a significant improvement in all writing indicators: letter clarity, spelling accuracy, sentence cohesion, vocabulary usage, and overall neatness, with average scores increasing from 58.4% in the pretest to 87.2% in the posttest. Observations also indicated increased seriousness, participation, enthusiasm, and writing confidence, alongside a decrease in negative behaviors. Statistical analysis using a paired sample t-test supported these findings, demonstrating that the dictation method is effective in enhancing EFL writing skills and students’ learning motivation.