<![CDATA[Tajwid learning plays an important role in improving students’ ability to recite the Qur’an correctly according to established rules. However, some students still experience difficulties in pronouncing Arabic letters according to their articulation points, applying Tajwid rules accurately, and reading fluently. This study aims to describe the implementation of the drill method in Tajwid learning, analyze students’ progress in Qur’anic recitation, and identify supporting and inhibiting factors at SMP IT Khazanah Pujud Rokan Hilir. The study employed a qualitative field research approach. Data were collected through observation, interviews, and documentation involving Tajwid teachers, students, and school personnel. Data were analyzed through data reduction, data display, and conclusion drawing, while validity was ensured through source and method triangulation. The findings show that the drill method was implemented through repetitive recitation practice, habituation in pronouncing letters according to their makhraj and characteristics, and direct teacher feedback. This method supported improvements in reading fluency, accuracy in applying Tajwid rules, and students’ confidence. Supporting factors included consistent practice, teacher competence, student motivation, and a supportive school environment, while inhibiting factors included differences in initial ability, limited instructional time, and insufficient independent practice outside school hours. Overall, the drill method provides a practical alternative for.]]>
