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ISSN: 

2614‐5154 
Volume 4 No. 2  Juli 2020 

THE EFFECT OF INDUCTIVE AND DEDUCTIVE METHODS ON THE


STUDENTS’ ABILITY IN GRAMMAR AT FIRST YEAR OF MADRASAH
TSANAWIYAH AL-ITTIHADIYAH MEDAN

Indri Harmaili lubis


Dosen STAI Bahriyatul ‘ulum Pandan
Email : indriharmaili89@gmail.com

ABSTRACT

This research aimed to identify the students’ ability in grammar, to describe the effect of using
inductive and deductive methods as independent variable (X), and the students’ ability in grammar as
dependent variable (Y). There was a significant difference of using inductive and deductive methods
on the students’ ability in grammar. The method that used in this research was a quasi experimental
study. The population in this research were 130 students at the seventh grade of MTS Al-Ittihadiyah,
Medan consists of five classes, class VII-1, VII-2, VII-3,VII-4, and VII-5. And the samples were 26
students in VII-3 and 25 students in VII-5. The technique of collecting data was test. And the research
data were analyzed by applying t-test formula. The result of data analysis by using t-test showed the
value of tobserved is 2,149 with degree of freedom 49 in significant degrees 0.05 (5%), and ttable is 1.674.
It meant that to ttable < tobserved is higher than ttable). On the other hand, the null hypothesis (Ho) is
rejected, and alternative hypothesis (Ha) is accepted. It showed that teaching grammar especially in
past tense, quantifier and preposition by using inductive method more effective than deductive method.

Keywords: The Effect, Inductive Method, Deductive Method, Grammar.

1. INTRODUCTION Strategy is a way that the teacher used in


Grammar is one of the sub-skills that teaching. Moreover, strategy can be defined as a
influence our progress in learning English. former of plan or an aim to achieve a specific
Learning grammar means that we learn about the purpose to gain advantage. There are many kinds
structure of the English and know the parts of of strategy in teaching as jigsaw, mind mapping,
grammar itself that can help us to make sentences think pair and share, debate, inductive, role
in written or spoken and to understand any kind playing and deductive methods.
of texts or sentences that we hear or read. Inductive method refers to a process of
Grammar is crucially important in English going from specific examples to rule,
language. Student should be able to make generalization, or a broad principle. It was taught
sentences well and suitable to their rules. It to produce correct sentences both written and
means, the rule or grammar in English is very orally. In other words, the sequence in this
necessary and important. English is stated as method goes from creating a situation and giving
good if the sentences suitable to their rules in examples to the generalization where students
grammar. Like the rule in tenses, preposition, should discover such generalization by
word order, and etc. themselves or with the teacher’s help.
Many factors cause the low ability in The deductive method refers to the style
grammar. One of them is English teachers did not of teaching students by introducing the
creative in applying teaching strategy, the teacher grammatical rules first, and then applying them
taught that in teaching grammar could be done in by the students. Teacher explanation often
the simple way from time to time or the teacher dominates classroom activities, and student
use the same way in learning process. The involvement and interaction is often minimized.
students often thought that learning English was It was presented directly in text books. Therefore,
difficult, boring, and they had not lived in that the learners obtained the rules of language
England but Indonesia. Therefore it will make first.
their ability be down. Even their ability to Both inductive and deductive methods
mastery English will be lost. are usually applied in teaching grammar. The
inductive and deductive methods have been

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Volume 4 No. 2  Juli 2020 

widely studied in the field of second language needs to be explained.4 Knowing that they can
acquisition. work out the rules from examples by themselves
Therefore, I would do the research about greatly increases learners’ motivation, makes
the title “The Effect of Inductive and Deductive them attentive, more actively involved in and
Methods on the Students’ ability in Grammar”. confident and enthusiastic about the learning
process rather than simply passive recipients, and
at the same time contributes to its effectiveness.5
2. REVIEW OF LITERATURE During the process, the teacher begin with the
Ability in Grammar learner’s experiences until a tentative
According to Martin H. Manser, Ability is generalization or hypothesis is stated which is
apower, and Allyn and Bacon say that Ability is later analyzed for acceptance, rejection or
potential capacity or power to do something modification.6 In general, De Keyser said that
physical or mental or special nature power to do inductive techniques tend to adopt a naturalistic
something well.1 approach.7
Grammar of a language is the description There are three steps of implementation
of the ways in which words can change their in teaching grammar inductively; (a) Presentation
forms and can be combined into sentence in that of example and illustrate in a systematic way, (b)
language.2 Observation and analysis the example, (c)
Grammar ability, can be concluded, is Generation of rules.8
the potential capacity or power to describe and a. Presentation of example and illustrate
master the ways in which words can change their in a systematic way
forms and can be combined into sentence in that When teachers use inductive method in
language. teaching grammar, they should give the examples
at the first time before giving the formula or rule.
Inductive Method They give some examples that make sense or
The inductive refers to a process of going contextual in order to make students can
from the specific example to the generalization, understand that matter easily.
or a broad principle. The inductive method b. Observation and analysis the example
emphasizes learning discovery, where students After teachers give the examples, teacher
generalize rules from a large amount of and students analyze the example
underlying examples. The teacher functions as a c. Generation of rules.
counselor and presents grammar rules after It can be teachers that state the rule and
students have already noticed the target features guide their students in identifying the rule, or
of the language through participating in tasks. students can formulate the rule by themselves.
Therefore, the inductive method moves from Here is the example of teaching simple
specific instances of language use to general rule present tense by using inductive method:
explanation.3
Don Snow favors this method because
problem solving makes students more active 4
 Snow, Don. From Language to Language Teacher, (Alexandria: 
participants in the learning process; he also Capitol Communication Systems, 2007),p, 189 
5
suggests it because a deductive approach may Mohammad Akram Alzu’bi, Effectiveness of Inductive and 
Deductive Methods in Teaching Grammar, Advances in Language 
lead the teacher into overly long and elaborate and Literary Studies, Vol. 6, 2015, ISSN: 2203 ‐ 4714,  p, 188, 
grammar lectures. An inductive method allows accessed on  Monday, January 18th 2016 at 12.45 p.m, 
student to try a structure out before the teachers (http://www.journals.aiac.org.au/index.php/alls/article/view/1392
explain it, thus giving the teacher a chance to /1362) 
6
 Vernon S, Gerlach and Donald P. Ely, Teaching and Media a 
assess what problem they have with it and what systematic approach, (New Jersey:  Prentice Hall, second edition), 
p, 80 
7
 Samaneh Negahdaripour and Ali Amirghassemi, The Effect of 
Deductive vs. Inductive Grammar Instruction on Iranian EFL 
1 Learners’ Spoken Accuracy and Fluency, International Journal of 
 Allyn and Balcon, Phsycology The Science, (London:  Applied Linguistics & English Literature,  Vol. 5,  2016, ISSN 2200‐
Longman,1964)p.2 
2 3592 (Print), ISSN 2200‐3452 (Online),  p, 8, accessed on Friday, 
 Jeremy Harmer, The Practice of English Language Teaching,  th
January 15  2016 at 09.30 a.m, 
(England: Longman, 2003), p,12 
3 (http://www.journals.aiac.org.au/index.php/IJALEL/article/view/19
 Pei‐ling Wang, Teaching and Learning English Verb Tenses in a 
56/1767) 
Taiwanese University,  English Linguistics Research, Vol. 1, 2012, E‐ 8
th
ISSN 1927‐6036,  p, 20, accessed on Friday, January 15  2016 at 
Singh, Y. K. Teaching of English, (New Delhi: APH
09.30 a.m,  Publishing Corporation, 2007)p,177

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Volume 4 No. 2  Juli 2020 

I went to school. hypothesize the wrong rule, or their


understanding may be to broad or narrow from
Subject VII Complement what it is expected; (4) it may make the learners
I did not go to school who accustom with deductive approach become
frustrated, since they may expect to be given the
Subject Aux not VI Complement rules directly;11 (5) it can place heavy demands
Did I go to school? on teachers in planning a lesson. They need to
select and organize the data carefully so as to
Aux Subject VI Complement guide learners to an accurate formulation of the
rule, while also ensuring the data is intelligible;
According to Thornbury, these are the (6) However, carefully organized the data is,
advantages of inductive method: (1) Rules many language areas such as aspect and modality
learners discover for themselves are more likely resist easy rule formulation.12
to fit their existing mental structure then rules
they have been presented with. This in turn will Deductive Method
make the rules more meaningful, memorable, Teaching through deductive method is still
and serviceable; (2) the mental effort involved popular to be used. A deductive method starts
ensures a greater degree of cognitive depth with the presentation of a rule and is followed by
which, again, ensures greater memorability; (3) example in which the rule is applied.13 It is
Students are more actively involved in the important to stress that the deductive method is
learning process, rather than being simply passive not necessarily dependent on translation. In fact,
recipients: they are therefore likely to be more many popular student grammar practice books
attentive and more motivated; (4) It is an adopt a deductive approach, with all their
approach which favors pattern-recognition and explanations and exercises in English.14 The
problem-solving abilities which suggests that it is procedure is direct and teacher-fronted, but by
particularly suitable for learners who like this eliciting the rule rather than telling the students,
kind of challenge; (5) If the problem-solving is the teacher introduces an element of discovery
done collaboratively, and in the target language, learning, albeit heavily guided.15 ). In this
learners get the opportunity for extra language method, the teacher is the centre of the class and
practice’ (7) Working things out for themselves is responsible for all the presentation and
prepares students for greater self-reliance and is explanation of the new material.16
therefore conducive to learner autonomy9 (8) According to Sigh the processes of deductive
helps students to understand and establish the method are: (1) Generation of rules; (2)
English grammatical rule system in a way that is Verification and application of the rules by
simple, logical, and also consistent with their observation and analysis; (3) Practice of the
intuition or grammatical judgments about the examples of the rules.17
sentence well formedness and sentence a. Generation of rules
structure.10 At the first presentation, teachers state the
According to I Ketut Trika Adi Anaand rule or the pattern that they want to teach to their
and Ni Made Ratminingsih The advantages of students. It can be written or oral.
inductive method are: (1) it may take a longer
time until the learners could discover the rule 11
I Ketut Trika Adi Ana and Ni Made Ratminingsih Ana,Teaching
compared to teaching using deductive approach; English Tenses to EFL Learners: Deductive or Inductive?,
(2) the time and energy spent in working out the International Journal for Cross-Disciplinary Subjects in
rules may mislead the learners that their main Education (IJCDSE), volume 2, 2012 , accessed on Friday,
January 15th 2016 at 09.30 a.m, (http://infonomics-society.ie/wp-
objective of studying the language is mastering
content/uploads/ijcdse/published-papers/special-issue-volume-2-
the rules not the meaning; (3) learners may 2012/Teaching-English-Tenses-to-EFL-Learners-Deductive-or-
Inductive.pdf)
12
9  Scort Thornbury, Op. cit., p, 54  
 Scort Thornbury,  How to Teach Grammar, (England: Bluestone  13
 Ibid, p, 29 
Press, 2005, p, 54  14
10
 Ibid, p, 30 
Zhou Ke. An Inductive Approach to English Grammar 15
 Jacqueline Gollin, Deductive vs. inductive language learning, ELT 
st
Teaching, HKBU Papers in Applied Language Journal , Vol. 52/1, 1998,  p, 88, accessed on Monday, January 11  
Studies, Vol. 12, 2008, p. 17, accessed on 2016 at 09.00 a.m, 
(http://eltj.oxfordjournals.org/content/52/1/88.full.pdf) 
Monday, January 11st 2016 at 06.15 p.m, 16
 Zhou Ke, ibid, p. 18 
(http://lc.hkbu.edu.hk/book/pdf/v12_01.pdf) 17
 Y.K.Singh, op. cit., pp, 177 

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Volume 4 No. 2  Juli 2020 

b. Verification and application of the rules by presentation may be off-putting for some
observation and analysis students, especially younger ones. They may not
After teachers state the rule and give the have sufficient metalanguage (i.e. language used
examples in a sentence, students make the to talk about language such as grammar
other sentence by themselves which is based terminology). Or they may not be able to
on the rule that teachers stated. understand the concepts involved; (2) Grammar
c. Practice the new pattern explanation encourages a teacher-fronted,
When understanding the pattern or rule, transmission-style classroom; teacher explanation
students are expected to do more practice is often at the expense of student involvement
about that new pattern. Therefore they can and interaction; (3) Explanation is seldom as
memorize the rule and easy to make sentences memorable as other forms of presentation, such
in written or oral. as demonstration; (4) Such an approach
The examples of teaching past tense that is encourages the belief that learning a language is
taught deductively: simply a case of knowing the rules.18 (5)
- Teacher gives the rule first: Teacher’s explanation which dominates the
The formula = teaching and learning process may decrease the
Subject + Verb II + Object/Complement learners’ interaction, Therefore the learners may
- Then teacher explains about the rule: become passive learners.19
what are past tense , use, rule.
- And he gives the examples, for instance: 3. METHODOLOGY OF RESEARCH
I drove a car. Population and Sample
He cooked the cake. The population of this research is the
I read a book marketing students of 2015/2016 academic year
On the other hand, students have to which consist of 166 students. That are class VII-
remember the rule of simple past tense to practice 1 consist of 26 students, VII-2 consist of 27
their writing in the exercises. students, VII-3 consists of 26 students, VII-4
In order to be able to implement this method consists of 26 students, VII-5 consists of 25
well, teachers who are going to apply this method students. The sample of this research was 52
should know the benefits and the problems that students. The sample was divided into two
they may find during the implementation of this groups 26 students for experimental group and 25
method. By knowing the benefits and the students for control group. The experimental
problems, teachers will be able to adjust this group was thought by using inductive method
method based on the situation that is faced by the and the control group was thought by using
teacher. deductive method. I use the cluster random
Thornbury stated that there are some of sampling to determine the sample in research
advantages and disadvantages in teaching
grammar deductively: Research Method
The advantages of deductive method are: (1) This research was conducted by
It gets straight to the point, and can therefore be experiment group research. The research was
time-saving. Many rules – especially rules of conducted treatment by applying the inductive
form- can be more simply and quickly explained and deductive methods in grammar. The method
than elicited from examples. This will allow of the research is a quantitative research. The
more time for practice and application; (2) It design of the research are post-test design and
respects the intelligence and maturity of many – use a quasi-experimental research to take two
especially adult-students, and acknowledges the classes in conducting the research; control class
role of cognitive processes in language and experimental classes. The experimental class
acquisition; (3) It confirms many students’ was taught grammar by giving treatment of
expectations about classroom learning, inductive method and the control class was taught
particularly for these learners who have an grammar by giving treatment of deductive
analytical learning style; (4) It allows the teacher method. Although these groups were treated
to deal with language points as they come up, differently, the giving the material, the length of
rather than having to anticipate them and prepare the time and the teacher were exactly same.
for them in advance.
The disadvantages of deductive method are: 18
 Scort Thombury, op.cit., p, 30 
(1) Starting the lesson with a grammar 19
 I Ketut Trika Adi Ana and Ni Made Ratminingsih, op. cit., p, 999 

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Volume 4 No. 2  Juli 2020 

5 0,580 Rather Low 36 0,142 Very Low


After conducting the treatment to the 6 0,580 Rather Low 37 0,145 Very Low
experimental and control classes for several 7 0,567 Rather Low 38 0,624 Sufficient
times, I gave post test to both of the class. The 8 0,576 Rather Low 39 0,659 Sufficient
9 0,624 Sufficient 40 0,24 Low
post test was given in order to identify the
10 0,564 Rather Low 41 0,572 Rather Low
students’ ability after the treatment. 11 0,624 Sufficient 42 0,641 Sufficient
12 0,580 Rather Low 43 0,596 Rather Low
Instrumentation 13 0,488 Rather Low 44 0,577 Rather Low
The instrument of this research is a grammar 14 0,553 Rather Low 45 0,548 Rather Low
test. To construct the grammar test, I follow this 15 0,645 Sufficient 46 0,244 Low
procedure: 16 0,536 Rather Low 47 0,625 Sufficient
17 0,55 Rather Low 48 0,555 Rather Low
1. Conceptual Definition
18 0,629 Sufficient 49 0,61 Sufficient
Grammar ability is the potential capacity or
19 0,625 Sufficient 50 0,639 Sufficient
power to describe the ways in which words can 20 0,132 Very Low 51 0,653 Sufficient
change their forms and can be combined into 21 0,639 Sufficient 52 0,535 Rather Low
sentence in that language. 22 0,595 Rather Low 53 0,58 Rather Low
2. Operational Definition 23 0,535 Rather Low 54 0,316 Low
Ability in grammar is the score that te 24 0,356 Low 55 0,625 Sufficient
students obtain after answering te grammar test 25 0,586 Rather Low 56 0,555 Rather Low
26 0,585 Rather Low 57 0,61 Sufficient
which cover preparation.
27 0,589 Rather Low 58 0,561 Rather Low
The indicators of the students have 28 0,622 Sufficient 59 0,611 Sufficient
mastered grammar were:(1) the students could 29 0,180 Very Low 60 0,622 Sufficient
know the usage of grammar they learned, (2) the 30 0,539 Rather Low 61 0,580 Rather Low
students would know the role of grammar they 31 0,581 Rather Low 62 0,575 Rather Low
used, (3) the student could make the correct
sentence grammatically. Technique of Data Analysis
3. Specification Before doing hypothesis test, there are two
The test is multiple choices which consisting requirements that have to be done. They are
of 50 items with for options, those questions normality and homogenity tests.
based on some past tense, quantifier, and a. Normality Test
preposition. The students answer those questions b. Homogenity Test
based on it, because I want to classify the
students’ ability in grammar by using inductive 4. RESESARCH FINDING
and deductive methods. Description of Data

4. Calibration. Table 3. Post-Test Score of Experiment and


a. Validity Control Classes
Subject Post-Test Subject Post-Test
1 58 1 86
Table 1. The Summary of Validity Test 2 66 2 86
3 60 3 78
Result Number of Items Total 4 80 4 88
5 70 5 76
Valid 1,3,4,5,7,8,9,10,11,12,14,15,16,17,18, 50 6 82 6 74
21,22,23,25,26,27,28,30,31,32,33,34,35,38,39, 7 58 7 50
41,42,43,44,45,47,48,49,50,51,52,53,55,56,57, 8 90 8 40
58,59,60 9 64 9 64
Invalid 2,6,13,19,20,24,29,36,37,40,46,54 12 10 94 10 72
Total 62 11 96 11 58
12 90 12 64
13 96 13 72
b. Reliability 14 48 14 48
15 78 15 68
16 80 16 66
Table 2. The Reliability of the Test 17 90 17 70
No r Criteria No R Criteria 18 50 18 60
1 0,631 Sufficient 32 0,557 Rather Low 19 94 19 60
2 0,388 Low 33 0,623 Sufficient 20 80 20 80
3 0,619 Sufficient 34 0,617 Sufficient 21 56 21 56
4 0,7 Sufficient 35 0,581 Rather Low 22 74 22 68
23 80 23 58

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Volume 4 No. 2  Juli 2020 

24 40 24 66 This shows that the data of the two classes


25 78 25 56
26 72 - -
are normal. Referring to the table critical value
 1178  1134 for Liliefors, N= 26, 25 (experiment= 26,
control=25) in significant level= 0,05 can be seen
Based on theabove table, the lowest and that In experimental class
the highest scores of pos-test at the experimental < = 0,1068 < 0,174 . this was
class were 40 and 96. While the lowest and the concluded that post-test is normal. And in control
highest scores of post-test at control class were class < = 0, 0799<0,177. this
40 and 88. Therefore, this can be concluded that was concluded that post-test data are normal.
the score of post-test at experimental class was
higher than the score of its post-test at control Homogeneity Test
class. As visualized in a bar chart of Figure 4.1 The formula is as follows:
  
Result Test Data of Students’ Ability
After giving the treatment inexperimental Then, the homogeneity of the sample could be
class by applying inductive method and in decided based on this following hypothesis:
control class by applying deductive method, I  If  <  = data are homogenous 
gave the post-test. The comparison of post- test  If  >  = data are not homogenous  
scores in 2 classes can be seen in table 4 below: From the calculation of post-test data in
experimental and control classes, this was
Table 4. The Score, Mean, and Standard showed
Deviation of Post-test in Experimental and  Variant of post-test in experiment class :
Control Classes 256
Experimental Class Control Class
 Variant of post-test in control class :
Subject X F X 161,63
1 40 1 1 40 = = 1,583
2 48 2 2 48
3 50 1 3 50 The coefficient of from the table of F
4 56 1 4 56
5 58 2 5 58
distribution with significant level = 0,05 with
6 60 1 6 60 numerator degree of freedoms = 25 ( N-1=26-1 ),
7 64 1 7 64 and denominator degree of freedom = 24 (N-
8 66 1 8 66
9 70 1 9 70
1=25-1) is 1,975.
10 72 1 10 72 From the calculation above, this was
11 74 1 11 74 found that is 1,911. Then, the coefficient
12 78 2 12 78
of was compared to . This could be
13 80 4 13 80
14 82 1 14 82 concluded that < = 1,58 < 1,975.
15 90 3 15 90 This meant that the samples of post-test that used
16 94 2 16 94
17 96 2 17 96
in this research were homogenous. Therefore,
Total 1178 26 Total 1178 this could be concluded that the data of this
Mean 74 65,28 research had completed the requirements to be
Standard hypothesized. This was described in table 4.7.
16 12,71
Deviation

Table 6. Homogeneity test of Post-Test in


Analysis Requirement Testing
Experimental and Control Classes
Normality Test Homogeneity Test of The Pre-test Data
Normality test was done by using Liliefors
Testing. The testing normality for both of sample Class Variant Fobservation Ftable Conclusion
Experiment 256 1,583 1,975 Homogeny
classes were summarized in table 5. Control 161,63

Table 5. Normality Test of Post-Test in Hypothesis Testing


Experimental and Control Classes The formula of t-test and table of the
    The Summary of Normality Test of The Post‐test 
Data  critical values of t-distribution was applied in
Class  Conclusion  testing the hypothesis. The testing hypothesis is
   
Experiment  0,1068  0,174  Normal  conducted to find out whether the hypothesis is
Control  0,0799  0.177  Normal  accepted or rejected. Based on the result of the

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Volume 4 No. 2  Juli 2020 

data analysis, this was found that the value of t- explained. Teacher and student are active in this
table is 1,677 at the level of significance 0,05 and method. This can push students to think and think
df =49. Because of the teacher usually motivate and ask
In this case, Testing the hypothesis test as this them to give the opinion about the material.
formula. While in deductive method, the teacher is more
   active than the students. It may make the students
are bored. Teacher had explained the material
before. The students just listen and think about
From the computation of testing hypothesis
example and the characteristics. In summary,
(see appendix IV), this can be seen that be
Thinking about the material from the example
coefficient of tcount is 2,149 with the at the
that usually used in daily life is more interesting
significant level of 5% and dk= 26 +25 – 2 =49
than just listen and try to understand the material
which the real level of ttable = 1,676 because of
from teacher in beginning. Don Snow favors also
tcount > ttable that is 2,149 > 1,676 therefore, this
inductive method because problem solving makes
can be concluded that hypothesis was accepted.
students more active participants in the learning
This meant that the alternative hypothesis which I
process; he also suggests it because a deductive
proposed about the students who are taught by
approach may lead the teacher into overly long
inductive will be better in learning grammar than
and elaborate grammar lectures20.
those who are taught by deductive method was
Actually, both experiment and control
accepted.
classes were getting the improvement in their
In summary that there is a significant
test. Inductive and deductive methods are
difference between the students’ ability in
effective to use in teaching grammar. But for the
experimental group by inductive method and the
students AlIttihadiyah, Medan, inductive method
students’ ability in control group by using
is more effective.
deductive Method.
My findings confirm another study on
“The Effectiveness of Inductive Instruction in
Discussion
Teaching Simple Present Tense at the seventh
The statistic data of this research about
Grade of SMP Islam Bait Al-Rahman” Nurbaiti
the effect of inductive and deductive methods on
Rahayu. The objective of her research was to get
the students’ ability in grammar showed that
the empirical data of the differences between
there is difference effect between using inductive
students’ score of simple present tense who were
method and using deductive method on the
taught inductively and students’ score of simple
students’ ability in grammar, the students’ ability
present tense who were taught deductively, and
with inductive method was better than the
to know how effective inductive instruction in
students’ ability with deductive method. It can be
teaching simple present tense. The result showed
seen from the scores of mean. The students’
that inductive instruction was an effective
ability in experimental class by using inductive
instruction in teaching simple present tense. This
method showed the mean was 74. And the
meant that the grammar learning of students at
students’ ability in control group by using
seventh grade of MTS A-l-Ittihadiyah and the
deductive method showed the mean was 65,68. It
students at seventh Grade of SMP Islam Bait Al-
means that the students who were taught by using
Rahman were more effective were taught by
inductive method got higher score than the
using inductive method.
students who were taught by deductive method.
But the my findings were contradicting
Inductive method gave the higher development of
by the result of a previous study about
students’ ability in grammar.
“Deductive and Inductive Methods in Teaching
In learning process, teaching method can
Passive English Construction” by Risma Asriany
influence the result of teaching. Actually, many
A. G, Burhanuddin Arafah, and Abd. Hakim
methods can be applied in the class room. The
Yassi, “at STKIP YPUP South Sulawesi,
teacher should be able to choose an appropriate
Makassar: Department of Culture State
method that can make their students understand
University of Hasanuddin”. The result of this
the material. One of them is inductive method.
study showed that the students of STKIP YPUP
An inductive method allows student to try a
who learnt grammar through the deductive
structure out before the teachers explain it, thus
method was more effective to improve their
giving the teacher a chance to assess what
problem they have with it and what needs to be 20
 Don Snow, op cit., p, 189 

Jurnal Ilmiah Skylandsea 47


ISSN: 2614‐5154 
Volume 4 No. 2  Juli 2020 

knowledge on English grammar especially (http://infonomics-society.ie/wp-


English Passive Construction. This study content/uploads/ijcdse/published-
contradicted that inductive method was more papers/special-issue-volume-2-
effective than deductive method. This occurs 2012/Teaching-English-Tenses-to-EFL-
because the sample of my study and this study Learners-Deductive-or-Inductive.pdf)
were different. The students of STKIP YPUP Gerlach, Vernon S and Donald P. Ely. Teaching
were more interested in grammar learning by and Media a systematic approach, New
using deductive method. While the students in Jersey: Prentice Hall, second edition
the first grade of MTS Al-Ittihadiyah, Medan Gollin, Jacqueline. Deductive vs. inductive
were more interested in grammar learning by language learning, ELT Journal , Vol.
using inductive method. 52/1, 1998, accessed on Monday, January
  11st 2016 at 09.00 a.m,
5. CONCLUSION (http://eltj.oxfordjournals.org/content/52/1/88.full
In the final of this research, I give some .pdf)
conclusion as following: Harmer, Jeremy. The Practice of English
1. The students who were taught by using Language Teaching, England: Longman,
inductive method got higher score than the 2003.
students who were taught by deductive Ke, Zhou. An Inductive Approach to English
method. Grammar Teaching, HKBU Papers in
2. The students who were taught by using Applied Language Studies, Vol. 12, 2008,
deductive method got lower score than the Accessed on Monday, January 11st 2016
students who were taught by inductive at06.15p.m,(http://lc.hkbu.edu.hk/book/p
method. df/v12_01.pdf)
3. there is a significant difference between the Negahdaripour, Samaneh and Ali Amirghassemi,
students’ ability in experimental class by The Effect of Deductive vs. Inductive
inductive and the students’ ability in control Grammar Instruction on Iranian EFL
class. The calculation of t-count was higher Learners’ Spoken Accuracy and Fluency,
than the t- table. International Journal of Applied
4. In this case, both experiment and control Linguistics & English Literature, Vol. 5,
classes were getting the improvement in their 2016, ISSN 2200-3592 (Print), ISSN
post-test. Therefore, both inductive method 2200-3452 (Online), accessed on Friday,
and deductive method are effective to use in January 15th 2016 at 09.30 a.m,
teaching grammar at the seventh grade (http://www.journals.aiac.org.au/index.ph
students of MTs Al-Ittihadiyah, Medan. p/IJALEL/article/view/1956/1767)
Singh, Y. K. Teaching of English, New Delhi:
APH Publishing Corporation, 2007.
BIBLIOGRAPHY Snow, Don. From Language to Language
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