IMPLEMENTATION OF THE DRILL METHOD IN ARABIC SPEAKING SKILLS TRAINING FOR STUDENTS WITH SPECIAL NEEDS AT THE SPECIAL SCHOOLS IN NGAWI

Abstract

This study aims to describe the implementation of the drill method in teaching maharah al-kalām (speaking skills) for visually impaired students at SLB Beranda Istimewa Ngawi. The background of this research is rooted in the need for Arabic language learning as a means to strengthen religious linguistic competence and communication skills, particularly for visually impaired students with a pesantren educational background. This study employs a descriptive qualitative approach, with data collected through observation, interviews, and documentation. The findings indicate that the implementation of the drill method occurs in three main stages: preparation, execution, and reinforcement. In the preparation stage, the teacher reads the text and provides a comprehensive explanation of its meaning. During the execution stage, the teacher offers pronunciation models and conducts gradual repetition drills accompanied by direct correction. In the reinforcement stage, learning is supported by audio recordings and Braille writing exercises. The challenges identified include students’ difficulty in distinguishing similar vocabulary, adjusting to pronunciation rhythm, and their reliance on auditory input due to visual limitations. The study concludes that the drill method can improve the speaking abilities of visually impaired students when implemented systematically and adapted to the characteristics of the learners.