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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