<![CDATA[This study explores the eleventh-grade students’ perceptions of using the dictation technique in English classes at Sukma Bangsa School of Sigi. Using a qualitative descriptive design, the researcher collected data from 30 students through an open-ended questionnaire and conducted semi-structured interviews with 11 purposively selected participants. Data were analyzed following Miles and Huberman’s interactive model (data reduction, display, and conclusion drawing). The findings show that most students hold positive perceptions of dictation: they find it interesting, challenging in a constructive way, and helpful in improving several language aspects. Respondents reported improvements in listening comprehension, vocabulary acquisition, spelling accuracy, and pronunciation awareness. They also noted gains in concentration, accuracy, and self-confidence. Common difficulties included the teacher’s fast reading speed, unfamiliar vocabulary, limited time for repetition, and trouble distinguishing similar sounds. To cope, students asked for repetitions, expanded vocabulary through self-study and media exposure, and compared answers with peers. The study concludes that dictation remains a relevant, low-tech technique that supports integrated language development when applied with appropriate pacing and pre-teaching of key vocabulary.]]>
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