Definition of Drilling Method

Definition of Drilling Method

According to Harmer (2007: 272) Drill is a technique where the teacher asks students to repeat words and phrases, either in chorus  or  individually, and  then  gets  them  to practise  substituted  (but  similar)  phrases,  still under the  teacher’s direction. The advantages in  using language  drills  for beginner  students, we  won’t want to keep a drill running  for half an hour because it would exhaust both students and teacher. However, we m ight make a different kind  of activity, such as a role-play, last for longer than this. A lot  depends  on exactly what we are asking students to do.

Swanto and Din (2014: 74) Drilling Technique (DT) is a key feature of audio lingual approaches  to  language teaching which placed emphasis on repeating structural patterns through oral practice. There are many types of drilling techniques such as repetition drills. For example, it can vary the drill in terms of who repeats whether the whole class, half the class, boys only, girls only, or individuals. Drilling is not a new or a fashionable classroom technique, but, used appropriately in the classroom, it can be of great value to our learners. Tica said only drill language that will benefit from being drilled, for example, if it causes pronunciation problems or if it is a useful chunk of language to be memorized

Simpson (2013: 15) Drill and Practice is a traditional methods of teaching extend beyond lecture and whole group discussion.  The format of drill and practice is also a method of traditional teaching.  Drill and practice refers to the structured, repetitive review of previously learned concepts to master a specified learning objective. Through repetitive practice, the acquisition of skills and knowledge are promoted and students can do this at their own pace, students can solidify newly learned skills when teachers use drill and practice in an effective way.

Typical types of learning and teaching activities are sentence pattern drills. The situations in which the drills are placed are carefully guided so that the learner can certainly infer the correct meaning of what he hears. By situation the use of concrete objects, pictures and  realia  together with actions and gestures by the teacher are  meant. The function of the situation is to demonstrate the meaning of new language items. The teaching techniques usually include guided repetition and substitution activities, chorus repetition, dictation, drills and controlled oral-based reading and writing exercises. Sometimes, group and pair work is incorporated into the exercises as well (Kamhuber 2010: 23).


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