Anzari, Devina Mustika (2026) Improving Students Grammar Mastery by Using Input Flooding Technique at The Eighth Grade of MTs El - Qodar Labuhan Ratu Lampung Timur. Undergraduate thesis, UIN Jurai Siwo Lampung.

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Abstract

Grammar is a key part of learning a language, as it influences overall language skills. In formal language studies, grammar should be deeply explored, providing students with the necessary resources to develop strong language skills. Many students find grammar challenging and unappealing, which impacts their learning success. Even those who study grammar in college often have trouble forming correct sentences. A useful teaching method for grammar is input flooding. In this approach, students receive a lot of examples of a grammar form without direct emphasis, helping them notice and learn the rules naturally.

This study uses a classroom action research (CAR) method conducted in two cycles. Each cycle consists of planning, action, observation, and reflection. In this study, students were given a pre-test before the treatment and a post-test after the treatment. The subjects of this study are 25 eighth-grade students at MTS El- Qodar.

The results of this study show that there is an improvement in students' grammar mastery skills and learning activities. The pre-test results showed that students who passed with mediocre scores were 20%. The percentage of students who passed with mediocre scores in cycle I was 32%, in cycle II was 80%, and in the post-test was 100%. In addition, the results of students' learning activities in cycle I were 48% and in cycle II were 60%. This can indicate that the input flooding technique can improve students' grammar mastery skills and learning activities.

Keyword: Grammar mastery by using input flooding, Classroom Action Research (CAR)

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