Abstract
The aim of this study was to determine whether dictation is effective or not on putting in practice the students’ knowledge about spelling and punctuation rules. The study was conducted on 32 fifth grade students from Gaziantep Vali Lutfullah Bilgin Elementary School. 23 students who participated in pre-applications and post applications were included in the study. Experimental design was used in the study. The gathered data were analyzed by employing the techniques of content analysis, frequency, and percentage. According to the results of the study, It is determined that there is a total of 64.3 percent improvement in favor of post application between pre and post applications in terms of mistakes students made during the process of implementation of spelling rules. In other words, in post application the students repeated 35.7 percent of mistakes but they didn’t repeat 64.3 percent of mistakes. Furthermore, there is a total of 61.6 percent improvement in favor of post application between pre and post applications in terms of mistakes students made during the process of implementation of punctuation rules. The results of the research showed that dictation was very effective for students’ performance on spelling and punctuation rules.
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