<![CDATA[The drill method is commonly used in Arabic language instruction because repeated and structured practice can strengthen vocabulary, sentence patterns, reading routines, and other language skills. This study examines the relationship between drill-method implementation, students’ learning interest, and Arabic learning outcomes at MTs At-Taqwa Samarinda. A quantitative correlational design involved 148 students in grades 8 and 9, with 40 students selected through simple random sampling. Data were collected through classroom observation, four-point Likert-scale questionnaires, and documentation of official Arabic report-card scores. The drill-method and learning-interest questionnaires showed high internal consistency, with Cronbach’s alpha values of .901 and .922. Data were analyzed using IBM SPSS Statistics 26 through normality and linearity tests, Pearson Product-Moment correlation, and multivariate analysis. The results showed a moderate positive relationship between the drill method and learning interest (r = .593, p < .001). In contrast, the relationship between the drill method and Arabic learning outcomes was weak and not statistically significant (r = .168, p = .302). The multivariate test also showed no significant simultaneous relationship. Overall, drill activities were more consistently associated with student engagement than academic scores and should be combined with communicative practice, formative feedback, differentiated support, and varied learning media in instruction.]]>
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