THE INFLUENCE OF INPUT FLOODING TOWARD ELEVENTH GRADE STUDENTS' GRAMMAR MASTERY IN SMK PGRI 2 KEDIRI IN THE ACADEMIC YEAR 2022/2023
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Institusion
Universitas Nusantara PGRI Kediri
Author
Marjuki Tanjung, Arestu Mulya
SULISTYANI, SULISTYANI
WICAKSONO, AGUNG
SULISTYANI, SULISTYANI
WICAKSONO, AGUNG
Subject
740 Language and literature education science
Datestamp
2023-09-27 12:07:01
Abstract :
Grammar is the main part of a language that distinguishes it from other languages, which can be said grammar is the identity of the language. Grammar is one of the important things in learning English and must be mastered by students. The problem that is often faced by students is that students cannot understand grammar elements and arrange words into grammatically correct sentences. The solution, teachers are required to design learning techniques as innovation. One of the techniques that can be applied in learning grammar is input flooding. Input flooding can create a grammar teaching and learning process that makes students active and more focused on learning target objects, so that it can help students solve problems in learning grammar. The purpose of this study was to determine students' grammar skills before and after being taught using input flooding, and to find out whether there was a significant influence of using input flooding techniques to the eleventh-grade students of SMK PGRI Kediri in the 2021/2022 academic year. Researchers used quasi-experimental research and a quantitative approach with one group pretest and posttest. This research was conducted at SMK PGRI 2 Kediri. The subjects of this study were students of Eleventh grade BDP1, the population of this study consisted of 432 students and the sample was Eleventh grade BDP1 consisting of 25 - 30 students. Students are given a pretest, treatment, and posttest. The treatment was carried out once to find out whether there was a significant influence of using the Input Flooding technique in teaching grammar on students' grammar mastery. The results of the data were obtained from the students' pretest and posttest values which were analyzed using the t-test formula. Researchers use SPSS version 21. The data result shows that t-score is higher than t-table in the level significant of 0,05. The mean score of pretest is 56,90 with the total score 1.650 and mean score of posttest is 77,59 with the total score 2.250. The result of the research shows that there is any significant influence of using input flooding technique, it is proven by the different score between pretest and posttest. This technique helps the students to solve their problems in grammar learning. Students are able to understand the material easily and enjoy in learning. Based on the research conclusion result, the writer proposes suggestions to the English teacher. English teachers are advised to use the input flooding technique as a teaching technique because it can influence students' grammar mastery. Therefore, teachers must be able to use it in teaching grammar based on appropriate materials and situations. By using the input flooding technique, teachers can help students better understand the material and focus on learning objectives.
Grammar is the main part of a language that distinguishes it from other languages, which can be said grammar is the identity of the language. Grammar is one of the important things in learning English and must be mastered by students. The problem that is often faced by students is that students cannot understand grammar elements and arrange words into grammatically correct sentences. The solution, teachers are required to design learning techniques as innovation. One of the techniques that can be applied in learning grammar is input flooding. Input flooding can create a grammar teaching and learning process that makes students active and more focused on learning target objects, so that it can help students solve problems in learning grammar. The purpose of this study was to determine students' grammar skills before and after being taught using input flooding, and to find out whether there was a significant influence of using input flooding techniques to the eleventh-grade students of SMK PGRI Kediri in the 2021/2022 academic year. Researchers used quasi-experimental research and a quantitative approach with one group pretest and posttest. This research was conducted at SMK PGRI 2 Kediri. The subjects of this study were students of Eleventh grade BDP1, the population of this study consisted of 432 students and the sample was Eleventh grade BDP1 consisting of 25 - 30 students. Students are given a pretest, treatment, and posttest. The treatment was carried out once to find out whether there was a significant influence of using the Input Flooding technique in teaching grammar on students' grammar mastery. The results of the data were obtained from the students' pretest and posttest values which were analyzed using the t-test formula. Researchers use SPSS version 21. The data result shows that t-score is higher than t-table in the level significant of 0,05. The mean score of pretest is 56,90 with the total score 1.650 and mean score of posttest is 77,59 with the total score 2.250. The result of the research shows that there is any significant influence of using input flooding technique, it is proven by the different score between pretest and posttest. This technique helps the students to solve their problems in grammar learning. Students are able to understand the material easily and enjoy in learning. Based on the research conclusion result, the writer proposes suggestions to the English teacher. English teachers are advised to use the input flooding technique as a teaching technique because it can influence students' grammar mastery. Therefore, teachers must be able to use it in teaching grammar based on appropriate materials and situations. By using the input flooding technique, teachers can help students better understand the material and focus on learning objectives.
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RAMA_88203_19101080040.pdf
RAMA_88203_19101080040_SIMILARITY.pdf
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