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Classroom Action Research implemented three cycles of planning, action, observation, and reflection with 18 students. Results show mean scores rising from 62.35 (Cycle I) to 77.26 (Cycle II) and 87.44 (Cycle III), reaching full 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[https://joecy.org/index.php/joecy](https://joecy.org/index.php/joecy)\u003Cbr>[e-mail:](e-mail: galungwaknook@gmail.co)[ galungwaknook@gmail.co](e-mail: galungwaknook@gmail.co) | Faculty of Education\u003Cbr>University of Pahlawan Tuanku Tambusai ISSN 2775-771X (Online)\u003Cbr>ISSN 2962-570X (Printed)\u003Cbr>6 (1) 2026, Page: 5819-5833 |\n| --- | --- |\n\nEmploying Running Dictation for Developing Students’Vocabulary Mastery for the Tenth-Grade Students ofSMAN 1 Nita  \nSesilia Selvina1, Marselus Yumelking, S.Pd., M.Pd2, Genoveva Dua Eni, S.Pd., M.Pd3  \n1,2,3 Nusa Nipa University  \nCorresponding Author: Sesilia, Selvina, e-mail: [selvinatwin@gmail.com](selvinatwin@gmail.com)  \nPublished: Januari, 2026  \n\n| ABSTRACT\u003Cbr>The study purpose was to improve students’vocabulary mastery, particularly in writing skills, through the implementation of the Running Dictation technique. Vocabulary is a fundamental component in English language learning because it enables students to construct sentences, express ideas, and convey meaning effectively in written communication. However, based on preliminary observations at SMAN 1 Nita, many tenth-grade students experienced difficulties in vocabulary mastery, low motivation to write, lack of confidence, and limited participation in English learning activities. These problems resulted in poor writing performance and minimal engagement during classroom activities. Therefore, an active and cooperative learning strategy was needed to enhance students’ vocabulary development and writing ability. This study employed a Classroom Action Research (CAR) design consisting of three cycles, each involving planning, action, observation, and reflection stages. The participants were 18 tenth-grade students of Class X-C selected through purposive sampling. Data were collected using vocabulary writing tests (pre-test and post-test), observation sheets, interviews, and field notes. Qualitative data were used to describe students’ learning behavior, motivation, and classroom interaction, while quantitative data were analyzed to measure improvements in vocabulary mastery after the implementation of the Running Dictation technique. The findings indicated a significant improvement in students’ vocabulary mastery across the cycles. The mean score increased from 62.35 in Cycle I with 22.22% mastery, to 77.26 in Cycle II with 77.78% mastery, and reached 87.44 in Cycle III with 100% mastery. Students also showed higher motivation, better cooperation, and greater confidence in writing. The study concludes that the Running Dictation technique is effective in improving students’vocabulary mastery and writing skills by creating an active, enjoyable, and meaningful learning environment.\u003Cbr>Keywords: Running dictation, vocabulary mastery, writing skills, classroom action research, EFL learning |\n| --- |\n| © The Author(s) . 2021 Open Access This article is licensed under a Creative Commons Atibution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. To view a copy of this licence, visit [http://creativecommons.org/licenses/by/4.0](http://creativecommons.org/licenses/by/4.0) |\n\nINTRODUCTION  \nLanguage is a tool that enables human communication, particularly in conveying messages during interactions. It serves as a medium that facilitates and supports interpersonal exchanges. Furthermore, language functions as a means of strengthening social relationships, representing ideas, and conveying meaning, thereby fostering effective and clear communication. As stated by Ellis (1999), language is a r","cbCaiqq3ehxQzI5Y","https://ap.wps.com/l/cbCaiqq3ehxQzI5Y","pdf",416200,15,"English","# Abstract\n# Introduction","[{\"question\":\"What problem does the study address at SMAN 1 Nita?\",\"answer\":\"Many tenth-grade students had difficulties in vocabulary mastery, low motivation to write, limited confidence, and minimal participation in English learning activities.\"},{\"question\":\"How was the Running Dictation technique implemented in the study?\",\"answer\":\"The study used Classroom Action Research with three cycles, each including planning, action, observation, and reflection stages.\"},{\"question\":\"What were the results of the vocabulary mastery improvement?\",\"answer\":\"Students’ mean scores increased from 62.35 in Cycle I to 77.26 in Cycle II and 87.44 in Cycle III, with mastery rising to 100% by Cycle III.\"}]","Employing Running Dictation for Developing Students’Vocabulary Mastery for the Tenth-Grade Students of SMAN 1 Nita - Classroom Action Research | PDF",1790647749,38]