<![CDATA[Accurate Qur'anic recitation according to tajwid rules remains difficult for many Muslim university students, who enter pesantren programs with markedly uneven reading backgrounds. This study analyzes how the talaqqi method direct teacher student interaction through reading, imitation, memorization, and immediate correction is implemented in Qur'anic instruction, evaluates its effect on students' recitation and memorization competence, and identifies the factors that support and hinder its application at Pesantren Mahasiswa Telaga Ilmu Ponorogo. Employing a descriptive qualitative design, the study gathered data through observation, in depth interviews, and documentation involving caregivers, teachers, and students, analyzed via reduction, display, and conclusion drawing, and validated through source and technique triangulation. Results indicate that talaqqi proceeds through teacher-led recitation immediately imitated by students until correctness is confirmed, reinforced by face-to-face correction, memorization deposits, and periodic review, a cycle that measurably strengthens articulation accuracy, tajwid mastery, and memorization retention; progress is driven chiefly by teacher competence, student motivation, and a supportive pesantren environment, while lecture-schedule time constraints and inconsistent review discipline remain the main obstacles. These findings confirm that structured, correction-based oral transmission is a decisive mechanism for cultivating durable Qur'anic literacy among learners with heterogeneous prior ability.]]>
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