<![CDATA[This research aimed to improve students’ ability in writing recount texts through the implementation of the Drill Method. The study employed Classroom Action Research (CAR) consisting of two cycles, each involving planning, action, observation, and reflection. The participants of this research were 33 tenth-grade students at the senior high school level. Data were collected through writing tests, namely pre-test, Post-test I, and Post-test II, as well as classroom observations. Quantitative data were analyzed by calculating the students’ mean scores based on the analytic scoring rubric adapted from H.Douglas Brown, (2001), which uses a scale of 1–25 covering five aspects of writing. The findings revealed a significant improvement in students’ writing ability after the implementation of the Drill Method. The pre-test results showed that students’ initial writing ability was still low, with a mean score of 11.00. After the implementation of the Drill Method in Cycle I, the mean score increased to 15.55. Further improvement was achieved in Cycle II, in which the mean score increased to 18.58. These results indicate that systematic and repeated drilling activities effectively improved students’ mastery of recount text structure and the use of simple past tense. In conclusion, the Drill Method proved to be effective in improving students’ ability to write recount texts and can be considered an alternative teaching strategy in writing instruction.]]>
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