Analyzing the effectiveness of the imaginary dialogue method for English spelling skills among Southeast Asian students

Abstract

This research explores the use of the imaginary dialogue method as an instructional tool to enhance English spelling skills among students, where teachers provide imaginative dialogue prompts on paper with guided instructions. The study aimed to describe students' responses to this method in an English language context. The study used purposive sampling and employed a descriptive qualitative approach. Data were collected through questionnaires, interviews, and documentation, then analyzed using data reduction, data display, and conclusion-drawing techniques. Findings indicate that students responded positively to the imaginary dialogue method as an engaging and effective alternative for learning English speaking skills. Results showed a notable improvement in students’ engagement and mastery of English-speaking skills using the imaginary dialogue method. Additional findings from the questionnaires revealed varying attitudes toward English, with some students showing a strong positive response, while others expressed a more moderate interest. These results suggest that the imaginary dialogue method can be an effective and engaging approach for supporting English language learning among middle school students. These findings suggest that the imaginary dialogue method can be a beneficial supplementary tool for enhancing English language skills among middle school students.

Keywords:  Dialogue imaginary method; English skill; spelling; student response.