Kanji is considered one of the hardest subjects in the Japanese language, especially for learners who come from a non-kanji country. Therefore, they are not used to writing in kanji, and the lack of exercise makes an impact to their kanji-writing competency. This research focuses on drill methods as a solution to the aforementioned problem, and the method itself mainly focuses on language drills. The purpose of this research is to know the effectiveness of drill methods in Kanji learning and how the Japanese-learners perceive it. This research used experimental research methods, a method categorized in quantitative research methods. Meanwhile, the experimental design in this research is true experimental pretest-posttest design where the learners are divided into two groups, an experimental group and a control group. The experimental study was conducted in the Japanese Language Education Department of Muhammadiyah Yogyakarta University. The total study sample consisted of 24 students, who were divided into a control group of 11 students and an experimental group of 13 students. Furthermore, the learning method that was used on the control group was the lecture method, while the experimental group used drill methods. Based on the results of the independent sample test, the t value = 1.3 < t distribution table within df 22 for 5% =2.07 and 1% =2.82. It means that there is no significant difference between experimental group and control group. However, the result of Normalized Gain shows that mean value of experimental group (N gain1=0.53) is greater than mean value of control group (N gain2=0.39). The results conclude that drills methods can be considered more effective than lecture method even though the differences gap between both classes is insignificant. The result of the questionnaire concludes that almost all the students said that the drill method was suitable for kanji learning because it allows students to become used to reading and writing kanji. Nevertheless, most of them said that this method was boring.