The Implementation of the Drilling Method to Improve Basic English Literacy Skills of a Seventh-Grade Student with Reading Difficulties

Abstract

One of the problems encountered in basic English literacy instruction in Grade VII at SMP Negeri 1 Malinau Selatan Hulu was the presence of a student with reading difficulties who required a specialized instructional method to achieve the expected learning competencies. This study aimed to improve the basic English literacy skills of a seventh-grade student with reading difficulties through the implementation of the drilling method (repetitive practice). This study employed a Classroom Action Research (CAR) design conducted in two cycles. Each cycle consisted of the stages of planning, action implementation, observation, and reflection. The research subject was one seventh-grade student who experienced reading difficulties. The study focused on English language learning with the topic Family Tree. Data were collected through tests, observations, documentation, and interviews. The research instruments included oral tests, written tests, observation sheets, and interview guidelines. The data were analyzed using a 0–1 scoring technique (dichotomous scoring). The pre-cycle results indicated that the student’s average score was only 50, which was below the Minimum Learning Achievement Criteria (KKTP) of 71. In Cycle I, instruction was conducted using the drilling method without technological or internet support, focusing on direct practice guided by the teacher. The reflection results were not yet optimal, as reflected in the oral test score of 67, the first written activity test score of 60, and the second written activity test score of 40. In Cycle II, instructional improvements were made by integrating the drilling method with digital learning media, namely an Interactive Flat Panel (IFP) and educational games. The findings demonstrated a significant improvement, with the oral test score increasing to 80, the first written activity test score reaching 80, and the second written activity test score reaching 100. In addition to improved learning outcomes, the student also showed progress in classroom participation, self-confidence, and the ability to understand and read English vocabulary. Research findings demonstrate that the implementation of the drilling method supported by digital learning media improves the basic English literacy skills of seventh-grade students experiencing reading difficulties.