“AN ANALYSIS OF DEDUCTIVE AND INDUCTIVE APPROACHES IN

TEACHING GRAMMAR”

SUPPORTING LECTURER

TRASNE, M.pd.B.I.

A PAPER

By:

KAMARUDDIN

NIM: 21291068

ENGLISH EDUCATION

FACULTY OF CULTURE, MANAGEMENT AND BUSINESS

MANDALIKA UNIVERSITY

2023
 PREFACE

Assalamualaikum, and the mercy and blessings of Allah. Praise and

gratitude I pray to the presence of Allah SWT, for His mercy and grace, so that
this paper entitled “An analysis of deductive and inductive approaches in
teaching grammar” can be completed. This paper was created with the aim of
fulfilling the final semester 4 assignment from Mr. Trasne, M.pd. B.I for the
advance grammar. In addition, the preparation of this paper aims to add insight to
readers about an analysis deductive and inductive approaches in teaching english.
The author would like to thank Mr. Trasne, M.Pd.B.I as a lecturer in the advance
grammar. Thanks to this assignment, the author can add insight regarding the
topic given. The author also thanks profusely to all those who have helped in the
preparation of this paper. The author realizes that in the preparation and writing
there are still many mistakes. Therefore, the author apologizes for errors and
imperfections that readers find in this paper. The author also expects criticism and
suggestions from readers if they find errors in this paper.

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 TABLE OF CONTENS

Table of Contents

PREFACE.................................................................................................................i
TABLE OF CONTENS...........................................................................................ii
CHAPTER I INTRODUCTION.............................................................................1
A. BACKGROUND.............................................................................................1
B. STATEMENT OF PROBLEM........................................................................2
C. PURPOSE / OBJECT OF STUDY..................................................................2
D. DEFINITION..................................................................................................2
CHAPTER II RESEARCH FINDING AND DISCUSSION.................................4
A. RESEARCH FINDING...................................................................................4
B. DISCUSSION..................................................................................................6
CHAPTER III CONCLUSSION............................................................................11
REFRENCES.........................................................................................................12

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 CHAPTER I
INTRODUCTION

A. BACKGROUND

English is a language used by all people in the world as a liaison between

one nation and another nation in order to be connected. And English is the lingua
franca. English is very important for every country to establish relations between
countries in communicating formally for business interests and others that concern
state interests. Especially developing countries such as Indonesia which has many
tourist attractions in each region must consider English as a very urgent need. In
contrast, Indonesians very rarely use English. Most Indonesians do not consider
English to be an important language to learn and use. English is only used in big
cities like the national capital and tourist cities like Bali. English is only used for
business, science, technology, international, tourism, international seminars, and
in matters that require English procedures.

In Indonesia, people who are able to use English fluently are usually
people who live in the capital city and in tourist attractions. This is because there
are still many Indonesians who consider English a difficult and unimportant
language to learn. And there are still many Indonesians who have a fairly low
educational background and live conventionally, so they do not consider English
an important language.

In language learning, grammar as one of the most important parts in the

structure of language has a role in teaching and learning foreign languages. In
English language learning, teachers often teach grammar to learners by rote
memorization and without deeper understanding. For some period the experts on
teaching have stated that knowledge of grammar can be a difficulty, even an
obstacle, creating some kind of resistance when it comes to learning a foreign
language (Thornburry, 1995).

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Grammar is a very important component in English. In teaching English,

teachers need methods to teach students to master grammar better. By mastering
grammar, learners will use English well in the context of the time / tenses they use
in speaking English. Learners will know the rules and structures in grammar
properly and correctly. In this analysis, teachers will use two main approaches in
the learning process, namely inductive and deductive approaches. This analysis is
carried out by teachers to find out the advantages, disadvantages, and
characteristics, as well as the benefits in each approach, so that teachers can help
learners to master grammar effectively.

B. STATEMENT OF PROBLEM

What are the comparative effects of deductive and inductive approaches in

teaching grammar as employed by four teachers?

C. PURPOSE / OBJECT OF STUDY

To find out which approach method is more efficient than the two
approach methods.

D. DEFINITION

1. The deductive approach is the approach used in language learning

methods, in this case the grammar learning method, where the teacher-
center learning system on the learning process that presents general rules
or main principles and guides students to apply these rules specifically. In
this approach it is characterized that the teacher starts the lesson by
preparing students with grammar rules, explicit explanations or concepts
for students to understand. Students are given assignments or examples
where they apply rules to solve problems or complete tasks.

2. The inductive approach is an approach used in language learning methods

where the learning system is student-centered (learner-center) in the
learning process where students first present the tasks they present.
Students provide specific examples, data, or observations, and then the
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teacher guides them to discover general rules, patterns, or concepts from

those examples. In this method, the teacher first gives examples to
students then the teacher encourages students to analyze examples,
identify patterns, or rules in grammar based on student observations.
 CHAPTER II
RESEARCH FINDING AND DISCUSSION

A. RESEARCH FINDING

In this research, the researchers have main objective to know and analyze
the deductive and inductive approaches in teaching grammar used by english
teachers. The researchers collected the data through observation of teaching and
learning activities in the classroom of english teachers. The observations have
been done by the researchers through four english teachers. The researchers also
analyze the data, which is qualitative, into several findings: Result of observation
of teaching and learning Activities in the classroom, the researchers did an
observation of teaching and learning activities in the classroom to four English
four teachers to support the data and to know how the teachers implemented the
approach in teaching grammar.

1. The first teacher

The first teacher begins the lesson with regular activities (greeting
the students, praying, and checking the students’ attendance). Then, the
teacher gives presentation of examples by asking the students about their
activity in the morning then asking them to write it on the whiteboard
while asking the students to observe about the subject, verb, and object of
the sentence in the simple present tense form. Next, teacher does
generalization by explaining to the students that they actually learn about
simple present tense then the teacher writes on the whiteboard the
definition, formula of the positive, negative, affirmative pattern of simple
present tense while recall students’ memory about a subject, verb, and
object from a sentence in the simple present tense form through question
and answer then let the students write the material on their notebook. Next,
the teacher writes on the whiteboard short dialogue which includes a

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sentence in the form of simple present tense and asks the students to read
together. The last, teacher does the test and verification by asking the
students to make other short dialogue based on the material that the
students have learned.

2. The second teacher

The second teacher begins the lesson with regular activities

(greeting the students, praing, and checking the students’ attendance).
Then, the teacher asks the students to open the textbook and reviews the
previous lesson about asking and giving an opinion. Next, the teacher
starts to introduce the rule by reading the sentence about expression to
show appreciation in the textbook while explaining part of speech of the
sentence. Next, the teacher writes on the whiteboard other examples
besides that have already been mentioned in the textbook while explaining
part of speech of the sentence. Next, the teacher gives first practice by
asking students to make three sentences about expression to show
appreciation and reading it in front of the classroom with their tablemate.
The last, the teacher gives second practice by asking the students to make
five short dialogue expressions to show appreciation.

3. The third teacher

The third teacher begins the lesson with regular activities (greeting
the students, praing, and checking the students’ attendance). After that, the
teacher asks the students to open their textbook about healthy life (the title
of the second chapter). Next, the teacher introduces the rule by reading
short sentence in the textbook and asking them to repeat it, then the
teacher writes the the formula or pattern, its functions, and meaning of
sentences which purposed to state purpose or intention to do something (in
order to, so that, so, to, in order not to) followed by examples. After that,
the teacher let the students to write the material on their notebook and
gives the first practice by letting them to make their version of sentences
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which purposed to state purpose or intention to do something (in order to,

so that, so, to, in order not to). Last, the teacher gives second practice by
asking four students to write their sentences on the whiteboard.

4. The fourth teacher

The fourth teacher begins the lesson with regular activities

(greeting the students, praing, and checking the students’ attendance).
After that, the teacher reviews the previous lesson about simple present
tense through question and answer. Next, the teacher writes the definition,
formula of the positive, negative, affirmative pattern of simple past tense,
and example on the whiteboard while recall students‟ memory about a
subject, verb, and to be from a sentence in the simple past tense form then
let the students write the material on their notebook. Last, the teacher
writes on the whiteboard another positive sentence of simple past tense
and asks two students to change the sentence into negative and affirmative
pattern.

B. DISCUSSION

Here the discussion based on the observation of teaching and learning

activities in the classroom.

1. First teacher

The implementation of the teaching and learning activities of the

first teacher shows that the teacher applies inductive approach in teaching
grammar, approved by the rules of grammar are explained implicitly or
indirectly from specific to general thing or from example as introduction
followed by observation and generalization then testing and verifying in
the context of students‟ activity in the morning to attract attention from
the students as the focus is communicative purpose is in line with
statement by Atta, Ayaz, and Nawaz (2015, p.21) that there are four steps
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in applying inductive approach, start from example followed by

observation and generalization then testing and verivication. Furthermore,
the opportunity by the teacher for the students to be active is provided as
there is communication activity in the practice between the students and
encourage the students by giving them freedom to make other short
dialogue, so the students do not depend on the teacher instruction or
explanation and the role of the students is more dominant than the teacher
that makes teaching and learning activities more likely as students-
centered learning.

2. Second teacher

The teaching and learning activities that implemented by the

second teacher signed the teacher applied inductive approach in teaching
grammar, approved by the steps of the second teacher that explained
grammar explicitly from the rule then example followed by practice to get
direct attention from the students to focus on the form of the rule of
grammar or in other words directly from general to specific things is in
line with statement by Stern (1992) in Walterowicz (2013, p.117) that
stated there are three steps in applying deductive approach, start from the
rule then example followed by practice. In addition, the opportunity by the
teacher for the students to be active is provided, but the role of the teacher
is more dominant than the students, seen by control of the teachers in the
activities and practice that makes teaching and learning activities more
likely as teacher-centered learning.

3. Third teacher

The teaching and learning activities that implemented by the third

teacher signed the grammar explained explicitly or directly from general to
specific things. The step by the teacher in teach grammar from the rule
then example followed by practice to get direct attention from the students
to focus on the form of the rule of grammar is in line with statement by
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Stern (1992) in Walterowicz (2013, p.117) that stated there are three steps
in applying deductive approach, start from the rule then example followed
by practice. In addition, the opportunity by the teacher for the students to
be active is provided, but the role of the teacher is more dominant than the
students, seen by control of the teachers in the activies and practice that
makes teaching and learning activities more likely as teacher-centered
learning.

4. Fourt teacher
The teaching and learning activities that implemented by the fourth
teacher signed the grammar explained explicitly or directly from general to
specific things. The step by the teacher in teach grammar from the rule
then example followed by practice to get direct attention from the students
to focus on the form of the rule of grammar is in line with statement by
Stern (1992) in Walterowicz (2013, p.117) that stated there are three steps
in applying deductive approach, start from the rule then example followed
by practice. In addition, the opportunity of the teacher for the students to
be active is provided, but the role of the teacher is more dominant than the
students, seen by control of the teachers in the activities and practice that
makes teaching and learning activities more likely as teacher-centered
learning. Therefore the result based on the observation of teaching and
learning activities in the classroom from four English teachers, revealed
that one teacher chooses considered as teacher teaching grammar
inductively and three teachers choose considered as teacher teaching
grammar deductively in which used by the teachers in the classroom when
the researchers did observation that approved by the steps applied by the
teachers in teaching and learning activities. Therefore, the researchers get
a result of the dominance approach used by the English teachers is
deductive.

 Deductive grammar and inductive grammar are two different

approaches to teaching and learning grammar (characteristic)
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a) Deductive Grammar:
1. Top-down approach: In deductive grammar, the teacher presents
rules and explanations first before giving examples and
practice exercises.
2. Rule-oriented: Deductive grammar focuses on teaching
grammatical rules and structures.
3. Emphasis on accuracy: Deductive grammar places importance
on ensuring grammatically correct language use.
4. Explicit teaching: Teachers provide explicit explanations of
grammatical rules to students.
5. Teacher-centered: Deductive grammar often involves the teacher
taking a more active role in the learning process.
6. Linear progression: Lessons in deductive grammar usually
follow a structured sequence, building on previously learned
concepts.

b) Inductive Grammar:
1. Bottom-up approach: Inductive grammar encourages students to
discover patterns and rules through exposure to examples and
practice exercises.
2. Example-oriented: Inductive grammar relies on providing
numerous examples that demonstrate grammar rules and
structures.
3. Emphasis on fluency: Inductive grammar prioritizes developing
fluid and natural language use, even if it means occasional
grammatical errors.
4. Implicit teaching: Instead of explicitly teaching rules, inductive
grammar allows students to infer patterns and rules based on
given examples.
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5. Student-centered: Inductive grammar requires active

participation and engagement from students in the learning
process.
6. Discovery-based: Lessons in inductive grammar aim to
promote independent thinking and problem-solving skills
by allowing students to discover grammatical
rules themselves.
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 CHAPTER III
CONCLUSSION

The researchers made conclusions from the result of the research as

follows: There are two approaches can be used by teachers in teaching grammar
termed as deductive and inductive. The approaches have similarities that both
deductive and inductive approaches have ease and difficulty or benefit and loss
because both deductive and inductive approaches are practical approaches that
require the teachers to give the students practice and consider classroom situation,
material of grammar that teachers will teach, students’ language proficiency, and
objectives of the lesson. Meanwhile, deductive and inductive approaches have
differences in term of steps, role and domination in the classroom, consideration,
advantages, disadvantages, and level of students.

As for the use of an approach, three of four English teachers use or apply
deductive approach in the classroom when the researcher did the observation of
teaching and learning process that approved that deductive is the dominance
approach that used by English teachers in teaching grammar.

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 REFRENCES

Atta, M.A., Ayaz, M., & Nawaz, Q. (2015). Comparative Study of Inductive &
Deductive Methods of Teaching Mathematics at Elementary Level. 1
June 2015. Institute of Education and research, Gomal University, Dera
Ismail Khan, Pakistan, Institute of Education and research, Uni of
Science & Technology, Bannu, Pakistan. Gomal University Journal of
Research [GUJR].

Berry, R. (2012). English Grammar A Resource Book for Students. New York:
Routledge.

Brown, H. D. (2000). Teaching by Principles an Interactive Approach to

Language Pedagogy Second Edition. New York: Longman.

DeCapua, A. (2008). Grammar for Teachers: A Guide to American English for

Native and Non- Native Speakers. New York: Springer.

Harmer, J. (2001). The Practice of Language Teaching Third Edition. Essex:

Longman. -------------------. (2007). The Practice of Language Teaching
Third Edition.

Kroeger, P.R. (2005). Analyzing Grammar. New York: Cambridge University

Press.

Nunan, D. (2003). Practical English Language Teaching. New York: The

McGraw-Hill Companie

Thornbury, S. (2002). How To Teach Grammar. Harlow: Pearson Education

Limited.

Walterowicz, Ł. (2013) A comparative analysis of the effects of teaching writing

in a foreign language with the application of the deductive and the
inductive approach. University of Lodz.

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Yürük, N., Şahľn, T., & BOZKURT, A.İ. (2000). Comparison of Inductive and
Deductive Content Sequence on Students‟ Chemistry Achievement,
Attitudes and Academic Self Concept. Journal of Education 19: 177 –
185. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 19: 1778 -185.