<![CDATA[Purpose: This study explores how Tartili and Talaqqi are integrated into Qur’anic reading instruction, how students respond to these complementary practices, and what factors facilitate or constrain their implementation among Grade VIII students at an Indonesian junior high school. Method: A descriptive qualitative design was employed at SMPN 34 Padang, Indonesia. Participants comprised two Islamic Religious Education teachers and five purposively selected Grade VIII students experiencing difficulties in articulation, tajwid, reading pace, or fluency. Data were collected through semi-structured interviews, direct classroom observations, and documentation. Three days of intensive observation focused on students’ recitation of Surah Al-Kafirun verses 1–6 and Surah Al-Hujurat verse 13. Data credibility was strengthened through source and methodological triangulation, while analysis followed an interactive process of data collection, reduction, display, and conclusion drawing. Main Findings: Tartili functioned primarily as structured, paced, repetitive, and rule-oriented practice, whereas Talaqqi provided direct oral modelling, individualized listening, diagnosis of specific errors, immediate corrective feedback, and targeted repetition. Students demonstrated observable short-term adjustments in articulation, tajwid, pacing, fluency, and confidence, although responses varied according to individual difficulties. Implementation was supported by adequate school facilities but constrained by limited instructional time, insufficient differentiation, overlapping teacher understanding of both methods, and unsystematic assessment. Novelty/Originality: Rather than treating Tartili and Talaqqi as interchangeable or independently effective methods, this study conceptualizes them as complementary pedagogical mechanisms linking structured practice with individualized corrective interaction. Contribution: The study offers a process-oriented framework for Qur’anic pedagogy and suggests integrating diagnostic assessment, differentiated guidance, immediate feedback, targeted repetition, and systematic follow-up to support more responsive Qur’anic reading instruction.]]>
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