STUDENTS’ PERCEPTION OF SPEAKING ACTIVITIES USING THE DRILLING TECHNIQUE AND ITS PEDAGOGICAL IMPLICATION

Abstrak

This study aims to explore students' perceptions of the use of drilling techniques in speaking activities and the pedagogical implications that arise from their experiences. The method used is qualitative research with a literature review approach, which analyses various scientific sources and observational data as well as interviews to understand the effectiveness of drilling techniques in speaking activities. The results of the study indicate that some students feel nervous and anxious at the beginning of drilling activities because they are afraid of making mistakes. In addition, students also experienced boredom due to monotonous repetition and difficulty in pronouncing long words or sentences. However, after several practice sessions, students began to feel more comfortable and confident. They also reported improvements in pronunciation, vocabulary mastery, and fluency in speaking. The conclusion of this study shows that drilling techniques can support the development of speaking skills if applied in a varied manner and in a supportive environment. The pedagogical implications include the importance of using drilling in small groups, integrating interesting learning media, and structuring material in a gradual manner. These findings provide input for English teachers to create a supportive, interactive, and responsive learning environment for students in developing their speaking skills.