Speaking is one of the main skills in English language learning because it enables
students to convey ideas and communicate directly. However, many EFL students
in Indonesia experience difficulties in speaking, such as lack of confidence, fear of
making mistakes, and pronunciation problems. Drilling is one of the methods used
to overcome these problems through repeated practice. This study aims to explore
students' perceptions of drilling techniques and their pedagogical implications in
speaking activities. The research was conducted at a senior high school in Bogor,
West Java, with 11th grade students who had been exposed to drilling techniques.
The method used was qualitative with a case study approach. Data were collected
through interviews and classroom observations. The results showed that students'
perceptions of drilling techniques varied. Some felt bored due to repetitive
activities, but most felt helped because the repetition improved their pronunciation,
confidence, and increase their vocabulary. This technique was also considered to
strengthen language structure understanding and help students speak more fluently.
The pedagogical implications suggest that drilling should be applied in a way that
supports students emotionally and maintains their interest. Practicing in small
groups was found to reduce nervousness and encourage participation, while
incorporating varied and interactive activities such as songs, short videos, or role-
playing helped prevent boredom and increase engagement. In conclusion, drilling
techniques can contribute positively to speaking learning when applied creatively
and considering students' needs and perceptions.

Keywords: Drilling Technique, Speaking Activity, and Students’ Perception.