Efektivitas Metode Dikte–Terjemahan pada Siswa Kelas X di SMAK Thomas Aquino

Abstract

This study aims to examine the effectiveness of the dictation–translation method in improving Japanese language comprehension among tenth-grade students at SMAK Thomas Aquino. The research employed a quantitative approach using a posttest-only control group design. The experimental class (23 students) was taught using the dictation–translation method, while the control class (23 students) received instruction through conventional methods. Data were collected through comprehension tests and analyzed using the Shapiro–Wilk normality test, Levene’s homogeneity test, and independent t-test. The results revealed that the experimental group’s mean score (79.51) was higher than that of the control group (70.29), with a statistically significant difference (p = 0.004 < 0.05). These findings support Baddeley’s working memory theory, which emphasizes the importance of simultaneous activation of cognitive components in language learning. Therefore, the dictation–translation method has been proven effective in enhancing listening, writing, and structural comprehension skills in Japanese. The implications of this research highlight the necessity of implementing the dictation–translation method more broadly in high school language education.