THE EFFECTIVENESS OF INDUCTIVE INSTRUCTION IN TEACHING SIMPLE PRESENT TENSE

THE EFFECTIVENESS OF INDUCTIVE INSTRUCTION IN TEACHING SIMPLE PRESENT TENSE (A Quasi Experimental Study at the Seventh Grade of SMP Islam Bait Al-Rahman)

By: Nurbaiti Rahayu 109014000025

ENGLISH EDUCATION DEPARTMENT FACULTY OF TARBIYA AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014

ACKNOWLEDGEMENT

 In the name of Allah, the Beneficent the Merciful

All praise be to Allah, the Lord of the Worlds who gives the writer strength and capability to finish the last assignment in her study. May peace be upon the Prophet Muhammad shallallahu’alaihi wasallam, who brought us from the darkness into enlightenment. First of all, the writer wants to say her greatest gratitude to her parents, Nurwahid, S. E. and Dra Siti Badriyah, who always support her to finish this skripsi and for everything that they had given to her. Then, the writer would like to say thanks to her advisors Ismalianing Eviyuliwati, M. Hum and Zaharil Anasy, M. Hum as, for their guidance, patience, and time in helping her to complete this skripsi. Also, the writer would like to say thanks to: 1. All lecturers, especially those of English Education Department, who have taught and given knowledge to the writer. 2. Drs. Syauki, M. Pd., the head of English Education Department and Zaharil Anasy, M. Hum., as the secretary of English Education Department. 3. Nurlena Rifa’i, Ph.D., the Dean of Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic University, Jakarta. 4. Drs. Dahlan Hasim, MA as the headmaster, Eviyati, S.Hum as the English teacher, and all of the staff in SMP Islam Bait Al-Rahman, who gave the opportunity to do this research. Also, thanks to students of seventh grade for their cooperation.

iv

5. Dimas Fajar Prasetyo, Ahmad Bachtiar, Hery Fitriyanto, Salsabila, Neneng Suhaimi, Isti Farhata, Siti Ulfa Rifatiana, Husnul Hidayati, AtsTsauratul Maimanah, Kartika Puspita Sari, and Nuraini for their great help and motivation to the writer. 6. All of her friends in PBI 2009 and Othong’s Children, who care and always support her to finish this skripsi.

May Allah always bless them. The writer realizes that this skripsi is far from being perfect. Therefore, the suggestions will be accepted to make this skripsi better. She hopes that this skripsi can be a useful writing.

Jakarta, September 2014

The writer

v

ABSTRACT Nurbaiti Rahayu, 109014000025. “The Effectiveness of Inductive Instruction in Teaching Simple Present Tense (A Quasi-Experimental Study at the Seventh Grade of SMP Islam Bait Al-Rahman)”, Skripsi, Department of English Education, Faculty of Tarbiyah dan Teachers’ Training, Syarif Hidayatullah State Islamic University Jakarta, 2014. Keywords: Simple Present Tense, Inductive Instruction, Deductive Instruction. This research examined the use of inductive instruction in teaching simple present tense. Using inductive instruction gives opportunity to students in identifying the rule or formula of simple present tense before their teacher explain the rule itself. The objective of this research is to get the empirical data of the differences between students’ score of simple present tense who were taught inductively and students’ score of simple present tense who were taught deductively, and to know how effective inductive instruction in teaching simple present tense. The method that used in this research is a quasi experimental study. The population of this research is students at the seventh grade of SMP Islam Bait Al-Rahman. The subject of this research are VII-A and VII-C, in which VII-A was chosen as the control class and VII-C as the experimental class. The result of of data analysis by using t-test showed the value of to is 2.6 with degree of freedom 54 in significant degrees 0.05 (5%), and tt is -1.674. It means that to tt (to is higher than tt). On the other hand, the null hypothesis (Ho) is rejected, and alternatif hypothesis (Ha) is accepted. It should be indicated that inductive instruction is an effective instruction in teaching simple present tense, but in this research both experimental class and control class were getting the improvement in post-test score. The score were different on 5 point only. Therefore, both inductive instruction and deductive instruction are effective instructions in teaching simple present tense.

vi

ABSTRAK Nurbaiti Rahayu, 109014000025. “The Effectiveness of Inductive Instruction in Teaching Simple Present Tense (A Quasi-Experimental Study at the Seventh Grade of SMP Islam Bait Al-Rahman)”, Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014. Keywords:Simple Present Tense, Inductive Instruction, Deductive Instruction. Penelitian ini mengujikan kegunaan pengajaran induktif dalam pembelajaran simple present tense. Penggunaan pengajaran induktif memberikan siswa kesempatan untuk mengidentifikasi rumus dari simple present tense sebelum guru menjelaskan rumus itu pada mereka. Penelitian ini bertujuan untuk mendapatkan data yang empiris mengenai perbedaan nilai tes siswa dalam simple present tense yang diajarkan secara induktif dan perbedaan nilai tes siswa dalam simple present tense yang diajarkan secara deduktif, dan untuk mengetahui seberapa efektif pengajaran induktif dalam pembelajaran simple present tense. Metode yang digunakan dalam penelitian ini adalah kuasi eksperimen. Populasi dalam penelitian ini adalah siswa kelas VII SMP Islam Bait Al-Rahman. Subjek penelitian ini adalah kelas VII-A dan VII-C, dimana kelas VII-A sebagai kelas kontrol dan kelas VII-C sebagai kelas eksperimen. Hasil dari analisis data dengan menggunakan uji-t menunjukkan bahwa nilai t hitung sebesar 2.6 dengan derajat kebebasan 54 pada taraf signifikansi 0.05 (5%), dan t tabel sebesar -1.674. Itu berarti t hitung lebih besar dari t tabel. Dengan kata lain, hipotesis nol ditolak, dan hipotesis alternatif diterima. Itu harusnya dapat dikatakan bahwa pengajaran induktif adalah pengajaran yang efektif dalam pembelajaran simple present tense, tapidalam penelitian ini kedua kelas eksperimen dan kelas kontrol sama-sama mendapatkan peningkatan dalam nilai post-tes. Perbedaan nilai hanya 5 poin. Oleh karena itu, kedua pengajaran induktif dan deduktif adalah pengajaran yang efektif dalam pengajaran simple present tense.

vii

TABLE OF CONTENTS COVER .......................................................................................................... i APPROVAL SHEET .................................................................................... ii ENDORSEMENT SHEET ........................................................................... iii ACKNOWLEDGEMENT ............................................................................ iv ABSTRACT ................................................................................................... vi ABSTRAK ..................................................................................................... vii TABLE OF CONTENTS .............................................................................. viii LIST OF TABLES ........................................................................................ xi LIST OF FIGURES ...................................................................................... xii TABLE OF APPENDICES .......................................................................... xiii CHAPTER I

INTRODUCTION 1. Background of the Study ...................................... 1 2. Identification of the Problem ................................ 3 3. Limitation of the Problem ..................................... 3 4. Formulation of the Problem .................................. 3 5. The Purpose of the Study ...................................... 3 6. The Significance of the Study .............................. 4

CHAPTER II

THEORETICAL FRAMEWORK A. Simple Present Tense .............................................. 5 1. The Concept of Simple Present Tense ............... 5 2. The Form of Simple Present Tense .................... 6 3. The Usage of Simple Present Tense ................... 10

viii

B. Inductive Instruction ............................................... 11 1. The Concept of Inductive Instruction ................. 11 2. Procedure of Inductive Instruction in Teaching Simple Present Tense ......................................... 12 3. The Advantages and Disadvantages of Inductive Instruction .......................................... 13 C. Deductive Instruction .............................................. 14 1. The Concept of Deductive Instruction ............... 14 2. Procedure of Deductive Instruction in Teaching Simple Present Tense ......................... 14 3. The Advantages and Disadvantages of Deductive Instruction ......................................... 15 D. Previous Study ........................................................ 16 E. Conceptual Framework ........................................... 18 F. Research Hypotheses .............................................. 19 CHAPTER III

RESEARCH METHODOLOGY A. Place and Time of the Research .............................. 20 B. Method and Research Design ................................. 20 C. Population and Sample ........................................... 20 D. Technique of Data Collection ................................. 20 E. Techniques of Data Analysis .................................. 21 F. Statistical Hypotheses ............................................. 22

CHAPTER IV

RESEARCH FINDINGS A. Data Description ..................................................... 24 B. Data Analysis .......................................................... 34 C. Data Interpretation .................................................. 36

ix

CHAPTER V

CONCLUSION AND SUGGESTIONS A. Conclusion .............................................................. 38 B. Suggestions ............................................................. 38

BIBLIOGRAPHY ......................................................................................... 39 APPENDICES ............................................................................................... 41

x

LIST OF TABLES 1. Table 4.1 The Score of Students in the Experimental Class ................... 24 2. Table 4.2 Frequency Distribution of Experimental Class’ Pre-test ......... 27 3. Table 4.3 Frequency Distribution of Experimental Class’ Pre-test ......... 28 4. Table 4.4 The Score of Students in the Control Class ............................. 29 5. Table 4.5 Frequency Distribution of Control Class’ Pre-test .................. 32 6. Table 4.6 Frequency Distribution of Control Class’ Pre-test .................. 33

xi

LIST OF FIGURES 1. Figure 4.1 The Score of Pre-test and Post-test of Experimental Class ...... 26 2. Figure 4.2 Frequency Distribution of Experimental Class’ Pre-test ......... 27 3. Figure 4.3 Frequency Distribution of Experimental Class’ Post-test ........ 29 4. Figure 4.4 The Score of Pre-test and Post-test of Control Class ............... 31 5. Figure 4.5 Frequency Distribution of Control Class’ Pretest .................... 32 6. Figure 4.6 Frequency Distribution of Control Class’ Post-test ................. 34 7. Figure 4.7 The Comparison of Pre-test and Post-test in Experimental Class and Control Class .............................................................................................. 37

xii

LIST OF APPENDICES 1. APPENDIX 1 Rencana Pelaksanaan Pembelajaran (Experimental Class) .... 41 2. APPENDIX 2 Rencana Pelaksanaan Pembelajaran (Control Class) ............. 54 3. APPENDIX 3 Validity Test ........................................................................... 67 4. APPENDIX 4 The Result of Validity Test .................................................... 72 5. APPENDIX 5 Kisi-Kisi Instrument ............................................................... 74 6. APPENDIX 6 Research Instrument ............................................................... 75 7. APPENDIX 7 Normality and Homogenity Test ............................................ 81 8. APPENDIX 8 Surat Permohonan Penelitian ................................................. 83 9. APPENDIX 9 Surat Keterangan Penelitian ................................................... 84

xiii

CHAPTER I INTRODUCTION

A. Background of the Study Grammar is one of the sub-skills that influence our progress in learning English. Grammar can help us to understand any kind of texts or sentences that we hear or read. Learning grammar means that we learn about the structure of the English and knowing the parts of grammar itself that can help us to make sentences in written or spoken. Michael Swan stated that it is possible in communicating successfully if the students know how to build and use certain structures. Also without knowing that matters, they would not make comprehensible sentences.1 It showed that grammar is needed to be taught. Therefore, students have to learn grammar first before they construct or make a sentence. It is needed to use instruction in teaching. As Penny said that instruction is one of the explanation aspects that is very important in teaching. 2 It will help students in learning grammar. It can make them easier to learn grammar. It should be suitable based on the material of grammar that teacher want to teach. There are two kinds of instruction that can be applied in teaching grammar. Those are deductive and inductive instruction. Deductive and inductive instructions in teaching grammar are different. The commonly used of instruction in teaching grammar is deductive instruction. In using deductive instruction means that the teacher should give the rules of the patterns that he/she wants to teach. This kind of instruction is adapted from Grammar Translation Method that has become one of its

1

Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching An Anthology of Current Practice. (New York: Cambridge University Press, 2002) p. 151. 2 Penny Ur, A Course in Language Teaching Practice and Theory. (New York: Cambridge University Press, 2009) p. 16.

1

2

principal characteristics.3 In inductive instruction teacher should give the examples of the patterns that he/she want to teach before giving guidance to identify the rules to the students. Inductive instruction is one of the principles and procedures in Direct Method.4 Both deductive and inductive instruction usually applied in teaching tenses. It is needed to teach tenses, such as simple present tense. Simple present tense is one of the parts that have to be learned in grammatical matter. Having the problems in learning grammar make the students confused and caused them making mistakes to use it in a sentence properly. Moreover, simple present tense is needed to be learned in order to understand kinds of texts such as descriptive and procedural text. Those kinds of texts are taught at the first grade of junior high school in Indonesia. In learning simple present tense, the teachers teach about the concord or agreement in simple present tense. There are two kinds of concords in simple present tense; concord for the singular and plural of subjects and verbs. In learning simple present tense the students are expected to know the concept that their teacher taught about its tense. Based on the interview with the English teacher at SMP Islam Bait AlRahman, it was found some problems that students faced in learning English. First, beside students should learn English, they also have to learn the others subject. It makes them hard to recall the material that their teacher explained before if they do not practice or review the material that they learned at that time. Second, they are confused in differentiating kind of concord or agreement in learning simple present tense. They do not understand which subjects that have to use the auxiliaries of “do and does”. It caused them difficult to make sentences of simple present tense. Third, sometimes the teacher does not use the appropriate instruction and arrange the material creatively in teaching grammar. Arranging the material to be more interesting can build students’ motivation in learning. That is why teacher should be 3

Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching Second Edition. (New York: Cambridge University Press, 1986) p. 4. 4 Ibid. p. 10.

3

more creative in arranging the material. Therefore, these factors affect students difficult to use simple present tense in sentences properly. To solve the students’ problems in learning grammar, it proposed one instruction in teaching grammar, it is inductive instruction. By using inductive instruction in teaching grammar, it has to give the examples first then explain the rules of simple present tense. In addition, inductive instruction will help students in memorizing the form of the sentence without its formulas. Based on the reasons above, it was conducted an experimental study in teaching grammar which the title is “The Effectiveness of Inductive Instruction in Teaching Simple Present Tense” (A Quasi Experimental Study at the Seventh Grade of SMP Islam Bait Al-Rahman)”.

B. Identification of the Problem Based on the background study above, the problems are identified as follows: 1. Students do not have much time to practice or review the material that their teacher explained before because they have to learn the others subject (beside English). 2. The students are confused in using concord or agreement of simple present tense. 3. Teacher does not use the appropriate technique/instruction in teaching simple present tense.

C. Limitation of the Problem Based on the identification of the problems above, the problem is limited on the effectiveness of inductive instruction in teaching simple present tense.

D. Formulation of the Problem The problem is formulated to answer the question “Is using inductive instruction effective in teaching simple present tense?”

E. The Purpose of the Study The purpose of this study is to know how effective the inductive instruction in teaching simple present tense.

4

F. The Significance of the Study The result of this study is expected to be useful to give benefit both theoretically and practically: 1. For the teachers This study is expected to give information about the appropriate technique/instruction in teaching tenses, especially simple present tense. 2. For the students This study is expected to help them in improving their understanding about the usage of simple present tense. Thus, they can use simple present tense in their sentences properly. 3. For other researchers The result of this study is expected to give other resources of the studies. This study can help them in conducting the related research.

CHAPTER II THEORITICAL FRAMEWORK A. Simple Present Tense 1. The Concept of Simple Present Tense Grammar is one of the important aspects in sub-skills that should be learned. Fatel and Jain stated that “Grammar is a scientific statement of the principles of good usage which concerns with the relation of words in the sentence”.1Learning grammar can help students to be able to make good sentences with using the appropriate usages of words. It can also help them in creating better sentences to communicate with others in speaking or writing. One of the scopes which are included in grammar is tense. Tense is used to know when the activity happens. There are many kinds of tenses in English; one of them is simple present tense. Simple present expresses the habitual events or situations that exist always, usually, habitually; they exist now, have existed in the past, and probably will exist in the future.2 Simple present is used in expressing our activities habitually, or explaining people that exist in our life, or describing the things around us. There are concords in making sentences of simple present tense. According to Leech and Starvick, “Grammatical concord means that certain grammatical items agree with each other”.3 Concord is also called as agreement. Concord or agreement is used to distinguish both singular and plural of the subject and also to make the verbs agree as the subjects in

1

M.F. Patel and Praveen M. Jain, English Language Teaching, Methods, Tools and Techniques, (Jaipur: Sunrise, 2008), p. 141. 2 Betty Schrampfer Azar, Understanding and Using English Grammar, Third Edition, (New York: Longman, 1999), p. 2. 3 Geoffrey Leech and Jan Svartvik, A Communicative Grammar of English, Third Edition, (London: Pearson, 2002), p. 273.

5

6

number.4 Indeed, it is needed to know the concords in making sentences of simple present tense.

2. The Form of Simple Present Tense a.

Affirmative Statement Affirmative statement in simple present tense is formed by adding –s or –es at ending of the verb for the third singular person; he, she, it (as Cowan stated that simple present is formed –s inflections on the verbs of the third person singular)5, but for the first or second singular or plural person do not need to add –s or –es at ending of their verb. The formulas as follows: Subject + Verb1 + (....) * First/second singular/plural person Subject + Verb1(s/es) + (....) * Third singular person For example: 1) I read a novel everyday. 2) You read a novel everyday. 3) We read a novel everyday. 4) They read a novel everyday. 5) He reads a novel everyday. 6) She reads a novel everyday. There are three forms of the present form of to be; am, are, and are. These forms are used to substitute verb, or usually called as a nominal sentence. Nominal sentence is a sentence that has no verb. It is replaced by describing the complement of sentence. The complement of sentence is usually a noun, an adjective, or an adverb of place or time. The formula is:

4

Ann Cole Brown, et.al, Grammar and Composition, (Boston: Houghton Mifflin Engish, 1984), p. 144. 5 Ron Cowan, The Teacher’s grammar of English A Course Book and Reference Guide, (New York: Cambridge University Press, 2008), p. 357.

7

S + to be + Complement  You I You We

are

a

am

student.  We He are are She is students.

They For example:

 They

It

are

students.

1) I am a student. (Noun)

 He is a 2) You are a teacher. (Noun) student. 3) He is diligent. (Adjective)  She is a 4) She is clever. (Adjective) student. 5) They are at the second floor. (Adverb of place) 6) We are in the kitchen. (Adverb of place)

b.

Negative Statement Negative statement in simple present tense is formed by adding do not and does not before the infinitive of the verb. The formulas as follows: Subject + do not + Verb1 + (....) * First/second singular/plural person Subject + does not + Verb1 + (....) * Third singular person For example: 1) I do not read a novel everyday. 2) You do not read a novel everyday. 3) We do not read a novel everyday. 4) They do not read a novel everyday. 5) He does not read a novel everyday. 6) She does not read a novel everyday. In the negative sentence of simple present tense of to be is formed by adding not after to be itself. The formula is:

8

S + to be + not + Complement  You are a student. For example:

 We are students. 1) I am not a student. (Noun)  They are students. 2) You are not a teacher. (Noun)  He is a student. 3) He is not diligent. (Adjective)  She is a student. 4) She is not clever. (Adjective) 5) They are not at the second floor. (Adverb of place) 6) We are not in the kitchen. (Adverb of place) c.

Interrogative Statement Interrogative statement in simple present tense is formed by adding do or does at the first place in a sentence. The formula is: Do + Subject + Verb1 + (....)? * First/second singular/plural person Does + Subject + Verb1 + (....)? * Third singular person For example: 1) Do you read a novel everyday? 2) Do we read a novel everyday? 3) Do they read a novel everyday? 4) Does he read a novel everyday? 5) Does she read a novel everyday? In the interrogative sentence of simple present tense of to be is formed by adding to be at the first place in a sentence. The formula is: To be + S + Complement For example:  You are a 1) Are you a teacher?student. (Noun) 2) Are they at the second of place)  We floor? (Adverb are 3) Are we in the kitchen? (Adverb of place) students.  They

are

students.  He

is

a

student.  She

is

student.

a

9

d.

Adverb of Frequency Adverbs of frequency modify verbs or adjectives. Adverbs of frequency tell us how often the activities happen. The adverbs of frequency are always, usually, often, sometimes, rarely, and never. Those adverbs are used in simple present tense to indicate frequency. Here are the examples and the percentage of time of adverbs of frequency:6 1) I always walk in the morning.

100 %

2) Julia usually walks in the morning. 3) We often walk in the morning. 4) You sometimes walk in the morning. 5) Mel and Sue rarely walk in the morning. 6) Satoshi never walks in the morning.

0%

Commonly, adverbs of frequency are put after to be or before all other verbs. For example: 1) Ted is always late. 2) Susan always comes late. e.

The Rules of Spelling There are additional of –s and –es for singular pronouns’ verbs. Here are the rules of the final –s and –es: 1) For verbs end in voiceless (f, k, p, t), add –s to the simple form. Its pronunciation becomes /s/. For example: -

He likes coffee.

-

He works.

-

It sleeps.

2) For verbs end in voiced (b, d, g, l, m, n, r, v) or vowels, add –s to the simple form. Its pronunciation becomes /z/.

6

Milada Broukal, Grammar Form and Function 1A, (New York: McGraw-Hill, 2007), p. 65.

10

For example: -

He swims.

-

She reads.

-

He runs.

3) For the verbs end in ch, sh, s, x, z*, add –es to the simple form. Its pronunciation becomes /iz/. *Verbs that end in dge, as in judge, add only –s but are pronounced with /iz/ at the end. For example: -

She watches TV.

-

He dresses.

-

It finishes at 10:00.

4) For the verbs end in consonant + y, drop y, and add –ies to the simple form. Its pronunciation becomes /z/. For example: -

He worries a lot.

-

The baby cries at night.

-

She hurries to work.

5) For the verbs end in vowel + y, add –s to the simple form. Its pronunciation becomes /z/.7 For example: -

He plays football.

-

She stays at home.

-

He buys food.

3. The Usage of Simple Present Tense Some experts argued the usages of simple present tense. Cowan stated that simple present tense can express states, habitual action, general statements of fact or scientific truths and future action.8

7

Ibid. p. 68. Cowan, op. cit., p. 357.

8

11

For examples: 1) The cloud looks like cloudy. (states) 2) Randu goes for a walk every Sunday. (habitual action) 3) The sun rises in the east. (general statement of fact) 4) Roni leaves at 07.00 p.m. (future action) Cowan also stated that simple present occurs when commentators in running commentary of what he or she is watching. Bechkamhas the ball and ....helets it fly.... As Cowan’s statement, Broukal also stated that simple present is used to describe repeated actions or habits, talk about things that are always or generally true,describe a permanent situation or a condition with no definite start or finish but that is true now. And she added, simple present tense is also used to say how often we do something, when it is used with adverb of frequency (or using to be in adverb of frequency).9 Those are the usages of simple present tense.

B. Inductive Instruction 1. The Concept of Inductive Instruction There are some arguments about the meaning of inductive instruction. According to Thornbury, inductive instruction is generalizing the rule discovered by students.10The one who is generalizing the formula or the rule is student, without teacher’s help. His argument shows that students are expected to increase their autonomy. But, Moutone stated that by using inductive instruction teachers give the examples of the patterns and guide students to identify the concept rule of the patterns.11Also, Allen and Valetteadded, after giving the examples at the first presentation the students practice the form in sentences and they are guided to generalize the grammatical point in structure that teacher had 9

Milada Broukal, Grammar Form and Function 3A, (New York: McGraw-Hill, 2005), p. 4. Scott Thornbury, How to Teach Grammar, (London: Pearson Education Limited, 1999), p. 47. 11 Mohammed, et.al., The Effects of Deductive and Inductive Approaches of Teaching on Jordanian University Students’ Use of the Active and Passive Voice in English, College Student Journal, Vol. 42, 2008, p. 3. 10

12

given.12 Those arguments can be concluded that in using inductive instruction in teaching grammar either teachers state the rule to the students or students identify the rule by themselves.

2. Procedure of Inductive Instruction in Teaching Simple Present Tense According to Allen and Valette, there are three steps of implementation in teaching grammar inductively: a. The examples’ presentation When teachers use inductive instruction in teaching grammar, they should give the examples at the first time before giving the formula or rule. They give some examples that make sense or contextual in order to make students can understand that matter easily. b. Oral or written practice After teachers give the examples of the pattern that they teach at that time, students practice to make other examples of the pattern that they learn. c. Identifying the rule of pattern It can be teachers that state the rule and guide their students in identifying the rule, or students can formulate the rule by themselves.13 Here is the example of teaching simple present tense by using inductive instruction: Ieatbread. Subject + Verb1 + Object Youeatbread. Subject + Verb1 + Object Weeatbread. Subject + Verb1 + Object 12

Edward David Allen and Rebecca M. Valette, Classroom Techniques: Foreign Languages and English as a Second Language, (New York: Harcourt Brace Jovanovich, 1977), p. 90. 13 Ibid.

13

Theyeatbread. Subject + Verb1 + Object Heeatsbread. Subject + Verb1(s) + Object Sheeatsbread. Subject + Verb1(s) + Object Iteatsbread. Subject + Verb1(s) + Object

3. The Advantages and Disadvantages of Teaching Simple Present Tense Inductively Thornbury stated that there are some of advantages and disadvantages in teaching grammar inductively: a. Advantages: 1) Using inductive instruction makes rules become more meaningful, memorable, and serviceable. 2) Using inductive instruction can ensure students’ cognitive depth, i.e. in memorizing. 3) Students become more active in teaching and learning process. 4) Inductive instruction is suggested for students who like challenging activity as pattern recognition and problem solving. 5) Inductive instruction makes extra language practices if can be done collaboratively and in target language. 6) Inductive instruction prepares students’ autonomy. b. Disadvantages: 1) Using inductive instruction can spend more time in teaching and learning process. 2) The time spent can make less practice for the students to make other examples of the pattern. 3) Students can be wrong if identifying the rule without guidance by their teachers.

14

4) Inductive instruction can place heavy demands in planning lesson for teachers. 5) Inductive instruction can frustrate students who prefer like to be told the rule.14

C. Deductive Instruction 1. The Concept of Deductive Instruction Deductive instruction is adopted since GTM (Grammar Translation Method) used. In GTM, grammar is taught deductively.15 It means that teacher gives the rules of the grammar, and explains with the examples of the sentence that they are learning. And they will practice by using the rules that teacher had given. As Thornbury said deductive instruction is giving the examples in which the application of the rules that teacher explains at the first presentation of the lesson.16 Deductive instruction is also called as rule-driven learning or explicit instruction.

2. Procedure of Deductive Instruction in Teaching Simple Present Tense Allen and Valette stated that there are three steps of teaching grammar deductively:

a. Statement of the rule or pattern At the first presentation, teachers state the rule or the pattern that they want to teach to their students. It can be written or oral.

b. Imitation of the sentence that teachers give in example After teachers state the rule and give the examples in a sentence, students make the other sentence by themselves which is based on the rule that teachers stated.

14

Thornbury, op. cit,, p. 54. Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching Second Edition, (New York: Cambridge University Press, 1986), p. 4. 16 Thornbury, op. cit., p. 29. 15

15

c. Practice the new pattern When understanding the pattern or rule, students are expected to do more practice about that new pattern. Therefore they can memorize the rule and easy to make sentences in written or oral.17 The examples of simple present that is taught deductively; teacher gives the rule first: The formula

Subject + Verb1 (s/es) + Object

Then teacher explains about the rule: what are subject, verb, and object. And he gives the examples, for instance: I drive a car.

He drives a car.

You drive a car.

She drives a car.

We drive cars.

It drives a car.

They drive cars. On the other hand, students have to remember the rule of simple present tense to practice their writing in the exercises.

3. The Advantages and Disadvantages of Teaching Simple Present TenseDeductively Thornbury stated that there are some of advantages and disadvantages in teaching grammar deductively: a.

Advantages: 1) Deductive instruction can save teachers’ time in teaching because it gets straight to the point. 2) For

adult

students,

deductive

instruction

respects

their

intelligence and maturity, also admits their language acquisition of cognitive process’ role. 3) For the students who have an analytical learning style, it confirms their expectation about teaching and learning process in classroom.

17

Allen and Valette, op.cit., p. 85.

16

4) Using deductive instruction makes teacher easier in explaining language points that he/she wants to teach. b.

Disadvantages: 1) Using deductive instruction make students – especially young students – difficult to understand the concept of grammatical matter that their teacher explains to them. It caused of not having knowledge of grammar terminology. 2) Using deductive instruction caused teaching and learning process become teacher-centered. The teacher is more active than his/her students in class. 3) In using deductive instruction, rare of students that can memorize the explanation of their teacher’s presentation. 4) Using deductive instruction can judge that learning a language just about knows the rules.18

D. Previous Study There are summaries of previous studies which related to the instruction in teaching grammar. The firstresearch is The Comparative Study of Using Deductive and Inductive Techniques in Teaching Present Continuous Tense (A Case Study in MTs. Syafi’iyah Pulorejo Ngoro Jombang East Java) written by Zakiyatul Fuadah. Based on the analysis of t-test, her research showed that there is no significant difference to students’ achievement in learning present tense by using both inductive and deductive technique at the seventh grade of MTs. Syafi’iyah Pulorejo Ngoro Jombang East Java.19 The second is Deductive vs Inductive Teaching Approaches to EFL Grammar Instruction (A Case Study of Chinese High School) written by Haoge Wang.His study is an experimental research. He took 30 participants of China High School. From 30 students are divided into two groups; one is 18

Ibid, p. 30. Zakiyatul Fuadah, “The comparative study of using deductive and inductive techniques in teaching present continuous tense”, Skripsi in Faculty of Tarbiyah and Teachers Training UIN Jakarta, 2007, unpublished. 19

17

taught by deductive instruction, and the other is taught by deductive instruction. They learned adverbial clauses: adverbial clause of time, place, reason and result, purpose, condition, concession, manner and comparison respectively. He also gave pre-test and post test to the students. The result of the study indicated that inductive instruction is more effective and has more positive benefits in learning that deserve students and teachers’ preference.20 The third previous study is Deductive and inductive method in teaching passive English construction (A Study at STKIP YPUP Makassar). The analysis data – which were obtained through questionnaires, observation, interview and test – showed there is significant difference on grammar improvement in test score after using deductive method. On the other hand, deductive method is more effective to improve students of STKIP YPUP Makassar in their English grammar especially English passive construction.21 The last is annals from Haight, Herron and Cole which the title is The Effects of Deductive and Guided Inductive Instructional Approaches on the Learning of Grammar in the Elementary Foreign Language College Classroom. They used quasi-experimental on their research. They took 47 of 2nd semester French students. They taught French grammar about adverbial pronoun en [some, any], adverbial pronoun y [there], indirect object pronouns, imperative + pronouns, verb with a + indirect object plaire[to please/be pleasing to], relative pronoun, demonstrative pronouns and partitive articles. They taught the class in two conditions: deductive section and inductive section for each French grammar. The result of the study showed that inductive instruction is more effective in teaching grammar in the beginning level foreign language classroom.22

20

Haoge Wang, Deductive vs Inductive Teaching Approaches to EFL Grammar Instruction: A Case Study of Chinese High School, the Dissertation, 2012. 21 Risma Asriany A.G, Burhanuddin Arafah, Abd. Hakim Yassi, Deductive and Inductive Method in Teaching Passive English Construction, the Dissertation in Faculty of Culture,University of Hasanuddin Makasar, 2012. 22 Carrie E. Haight, Carol Herron, and Steve P. Cole, The Effects of Deductive and Guided Inductive Instructional Approaches on the Learning of Grammar in the Elementary Foreign Language College Classroom, Foreign Language Annals, 2007, Vol. 40 No. 2. Pp. 288-310.

18

The fourth is A Comparison between the Effectiveness of Inductive and Deductive Instruction in the L2 English Classroom in a L1 Dutch Environment written by Berense. He implied the study based on experimental research mixed comparative research. He took 54 participants which were divided into two groups; a deductively taught group and an inductively taught group with respectively 28 and 26 pupils. He taught simple past and simple present. He gave pre-test and post test. He also gave questionnaires to get the additional data. The result of this study showed that deductive instruction is more effective when teaching simple past tense and simple present.23 It was almost same as Berense’s research that used simple present tense in applying inductive and deductive instruction. But it was used experimental research mixed comparative research. In the end, he described the data in comparing students’ motivation, gender, and age. Different from his research, this research was used only the data of students’ scores of pre-test and post-test.

E. Conceptual Framework Grammar is one of the sub-skills that can improve students’ ability in English. Learning grammar can help students improve their ability in writing and speaking. They can make good writing and communication. Therefore, it is needed to learn grammar. In Indonesia, grammar has been taught in certain level of students, e.g. in junior high school. In their level, they are taught simple present tense. Simple present tense is taught to help them in understanding kinds of texts that should be learned; descriptive and procedural text. It is difficult to learn grammar. Therefore, teachers should be more creative and selective to use technique to make their students’ learning become easier. There are many kinds of techniques or instruction that can be applied in teaching grammar. One of the instructions is inductive instruction.

23

Esther Berendse, A Comparison between the Effectiveness of Inductive and Deductive Instruction in the L2 English Classroom in a L1 Dutch Environment, Bachelor Thesis English Language and Culture, Utrecht University, 2012.

19

Inductive instruction is an instruction in which the teachers give the examples at the first presentation and guide their student to identify the rule in example of sentence that their teacher gave, or students can identify the rule by themselves. Based on the explanation above, it was believed that using inductive instruction in teaching simple present tense can give the students’ improvement. Therefore, it would be conducted a study of using inductive instruction in teaching simple present tense. F. Research Hypotheses Ho

: It is not effective to use inductive instruction in teaching simple present tense at the seventh grade students of SMP Islam Bait Al-Rahman.

Ha

: It is effective to use inductive instruction in teaching simple present tense at the seventh grade students of SMP Islam Bait Al-Rahman.

CHAPTER III RESEARCH METHODOLGY

A. Place and Time of the Research This study was conducted at SMP Islam Bait Al-Rahman that is located on Jl. Duren Tiga Selatan VII, Pancoran Jakarta-Selatan. The time of this research was from February 2013 up to April 2014.

B. Method and Research Design The method of the research is a quantitative research. The design of the research is a quasi-experimental research to take two classes in conducting the research; control class and experimental class. The control class was taught simple present tense using deductive instruction and the experimental class was taught simple present tense by giving treatment of inductive instruction.

C. Population and Sample The population of this research was the seventh grade students of SMP Islam Bait Al-Rahman. The sample of the research was taken purposively by giving simple present tense test to get two classes who have the equal ability.1 Based on the test’s result, it was chosen VII-A as the control class and VII-C as the experimental class.

D. Technique of Data Collection The data of this research was collected by giving tests. The tests were pre-test and post-test. But, it was conducted validity test in MTs. N. 23 Jakarta before giving test to the seventh grade students of SMP Islam Bait Al-Rahman. It was used Anates Software in analyzing the questions in validity test that can be used in pretest. After that, pre-test was conducted in the first meeting at the two classes in which the purpose is to decide

1

Bruce L. Berg, Qualitative Research Methods for the Social Science, (Boston: Pearson Education, 2001), p. 32

20

21

control class and experimental class. Next, the two classes were given the different treatment – control class was taught simple present tense by deductive instruction and experimental class by inductive instruction – in four meetings. Then, post-test was given at the last meeting at control class and experimental class.

E. Techniques of Data Analysis The data of this research were analyzed by using t-test formula which is adapted by SuharsimiArikunto, as follows:2 =(

∑

)

=mean of gained score of control class ∑ = gained score of control class = number of students of control class ∑

=(

)

=mean of gained score of experimental class ∑ = gained score of experimental class = number of students of experimental class

∑

=∑

–

∑

∑

= deviation of control class

∑

= squared of control class’ gained score

∑ = gained score of control class = number of students of control class

2

Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik Edisi Revisi VI, (Jakarta: PT Rineka Cipta, 2006), p.311.

22

∑

=∑

–

∑

∑

= deviation of experimental class

∑

= squared of experimental class’ gained score

∑ = gained score of experimental class = number of students of experimental class

√(

)(

)

= value of hypotheses testing =mean of control class =mean of experimental class ∑

= standard deviation of control class

∑

= standard deviation of experimental class = number of students of control class = number of students of experimental class

= degrees of freedom = number of students of control class = number of students of experimental class

F. Statistical Hypotheses Statistically, the hypotheses are expressed as a follow: Ho

: μA

μB

Ha

: μ A μB

In which: Ho

= Null Hypothesis

Ha

= Alternatif Hypothesis

23

μA

= students’ score in learning simple present tense, who are taught by inductive instruction.

μB

= students’ score in learning simple present tense, who are taught by deductive instruction.

The statistical hypotheses above means: If t-test (to)

t-table (tt) in significant degree of 0.05 (5%), it means

that Ha is rejected and Ho is accepted. In other word, it is not effective to use inductive instruction in teaching simple present tense at the seventh grade students of SMP Islam Bait Al-Rahman. If t-test (to)

t-table (tt) in significant degree of 0.05 (5%), it means

that Ha is accepted and Ho is rejected. In other word, it is not effective to use inductive instruction in teaching simple present tense at the seventh grade students of SMP Islam Bait Al-Rahman.

CHAPTER IV RESEARCH FINDINGS

A. Data Description The data were collected from students’ pre-test and post-test at two classes; experimental class and control class, in which VII-C as the experimental class and VII-A as the control class. As the explanation in chapter III, the experiment class was taught simple present tense by inductive instruction, and the control class was taught by deductive instruction. The result of the data can be described as the following: 1. Data of Experimental Class by Using Inductive Instruction Table 4.1 The Score of Students in the Experimental Class

Gained No.

Pre-test

Post-test

Score

1

33

47

14

2

40

57

17

3

40

57

17

4

47

67

20

5

47

67

20

6

47

53

6

7

47

77

30

8

57

90

33

9

43

70

27

10

33

53

20

11

13

53

40

12

33

47

14

24

25

Gained No.

Pre-test

Post-test

Score

13

43

47

4

14

33

67

34

15

37

60

23

16

30

73

43

17

20

53

33

18

43

50

7

19

30

50

20

20

33

67

34

21

27

67

0

22

30

47

17

23

30

50

20

24

40

67

27

25

37

77

40

26

47

70

23

27

17

43

26

28

27

47

20

N = 28

Ʃ = 1004

Ʃ = 1673

Ʃ = 669

MEAN

35.86

59.75

23.89

Based on the table 4.1, the lowest score and the highest score of pre-test at the experimental class are 13 and 57. While the lowest score and the highest score of post-test are 43 and 90. Therefore, it can be concluded that the score of post-test at experimental class is higher than the score of its pre-test.

26

Post-test 59.75 Pre-test 35.86

Experimental class

Figure 4.1 The Score of Pre-test and Post-test of Experimental Class

To know more detail about the frequency distribution at the experimental class, the data can be calculated on the table of interval class as follows: a) Pre-test 1) Range R=

H : the highest score of group

=

L : the lowest score of group

= 44 2) Class C

= = 1 + 3.3 log 28 = 1 + 3.3 (1.45) = 1 + 4.785 = 5.785= 6

3) Interval i

= = =

4) Percentage p=

n = number of students = 28

27

Table 4.2 Frequency Distribution of Experimental Class’ Pre-test No.

Interval Class

Frequency

1

13-19

2

7.14%

2

20-26

1

3.57%

3

27-33

11

39.29%

4

34-40

5

17.86%

5

41-47

8

28.57%

6

48-57

1

3.57%

28

100.00%

∑

Percentage

Based on the table 4.2, it can be concluded that most of students got score about 27-33 with the frequency 11,28.57% students got score about4147,17.86% students got score about 34-40,7.14% students got score about 1319,and3.57% students got score about48-57 and 20-26. The score also can be described in chart as a follow: 12 10 8 6 4 2 0 13-19

20-26

27-33

34-40

41-47

48-57

Figure 4.2 Frequency Distribution of Experimental Class’ Pre-test

b) Post-test 1) Range R= =

= 47

28

2) Class C

=


= 1 + 3.3 log 28 = 1 + 3.3 (1.45) = 1 + 4.785 = 5.785= 6 3) Interval i

= = =

4) Percentage p= Table 4.3 Frequency Distribution of Experimental Class’ Post-test No.

Interval Class

Frequency

1

43-50

9

32.14%

2

51-58

6

21.43%

3

59-66

1

3.57%

4

67-74

9

32.14%

5

75-82

2

7.14%

6

83-90

1

3.57%

28

100.00%

∑

Percentage

Based on the table 4.3, it can be concluded that most of students got score about 67-74 and 43-50 with the frequency 9.21.43%students got score about 51-58,7.14% students got score about 75-82,and 3.57% students got score about 83-90 and 59-66. The score also can be described in chart as a follow:

29

10 9 8 7 6 5 4 3 2 1 0 43-50

51-58

59-66

67-74

75-82

83-90

Figure 4.3 Frequency Distribution of Experimental Class’ Post-test

2. Data of Control Class by Using Deductive Instruction Table 4.4 The Score of Students in the Control Class

Gained No.

Pre-test

Post-test

Score

1

37

57

20

2

30

60

30

3

43

60

17

4

50

77

27

5

37

87

50

6

43

60

17

7

27

33

6

8

53

83

30

9

43

57

14

10

47

53

6

11

30

50

20

12

37

53

16

30

Gained No.

Pre-test

Post-test

Score

13

40

53

13

14

27

67

40

15

33

37

4

16

27

63

36

17

30

37

7

18

37

53

16

19

30

63

33

20

17

50

33

21

23

33

10

22

43

53

10

23

50

57

7

24

43

57

14

25

40

53

13

26

27

40

13

27

33

40

7

28

40

50

10

N = 28

Ʃ = 1017

Ʃ = 1536

Ʃ = 519

MEAN

36.32

54.86

18.54

Based on the table 4.2, the lowest score and the highest score of pre-test at the control class are 17 and 53. While the lowest score and the highest score of post-test are 33 and 83. Therefore, it can be concluded that the score of post-test at control class is higher than the score of its pre-test.

31

Posttest 53.93 Pre-test 36.07

Control Class

Figure 4.4 The Score of Pre-test and Post-test of Control Class

To know more detail about the frequency distribution at the control class, the data can be calculated on the table of interval class as follows: a) Pre-test 1) Range R= =

= 36

2) Class C

= = 1 + 3.3 log 28 = 1 + 3.3 (1.45) = 1 + 4.785 = 5.785 =6

3) Interval i

= = =


32

4) Percentage p= Table 4.5 Frequency Distribution of Control Class’ Pre-test No.

Interval Class

Frequency

Percentage

1

17-22

1

3.57%

2

23-28

5

17.86%

3

29-34

6

21.43%

4

35-41

7

25.00%

5

42-47

6

21.43%

6

48-53

3

10.71%

28

100.00%

∑

Based on the table 4.5, it can be concluded that most of students got score about 35-41 with the frequency 7,21.43%students got score about 42-47 and 29-34,17.86% students got score about 23-28,10.71% students got score about 48-53,and 3.57% students got score about 17-22. The score also can be described in chart as a follow: 8 7 6 5 4 3 2 1 0 17-22

23-28

29-34

35-41

42-47

Figure 4.5 Frequency Distribution of Control Class’ Pretest

48-53

33

b) Post-test 1) Range R= =

= 54

2) Class C

=


= 1 + 3.3 log 28 = 1 + 3.3 (1.45) = 1 + 4.785 = 5.785 =6 3) Interval i

= = =

4) Percentage p

= Table 4.6 Frequency Distribution of Control Class’ Post-test Percentage

No.

Interval Class

Frequency

1

33-41

6

21.43%

2

42-50

3

10.71%

3

51-59

10

35.71%

4

60-68

6

21.43%

5

69-77

1

3.57%

6

78-87

2

7.14%

28

100.00%

∑

34

Based on the table 4.6, it can be concluded that most of students got score about 51-59 with the frequency 10,21.43%students got score about 60-68 and 33-41,10.71% students got score about 42-50, 7.14% students got score about78-87,and 3.57% students got score about 69-77. The score also can be described in chart as a follow: 12 10 8 6 4 2 0 33-41

42-50

51-59

60-68

69-77

78-87

Figure 4.6 Frequency Distribution of Control Class’ Post-test

B. Data Analysis In analyzing the data, it was used t-test to make it easier in testing the hypotheses. The formula of the t-test is as a follow:

√(

Ʃ

Ʃ

)(

)

Before analyzing the data by using t-test formula, there are several steps that should be done as follows: 1. Determining mean of gained score of control class: ∑

=(

)

=(

)

= 18.5

35

2. Determining mean of gained score of experimental class: =(

∑

)

=(

)

= 23.9 3. Determining deviation of control class: ∑

=∑

∑

–

=13427– =13427– = 13427 – 9620.04 = 3806.96 4. Determining deviation of experimental class: ∑

=∑

∑

–

= 18991– = 18991– = 18991– 15984.32 = 3006.68 5. Determining value of hypotheses testing by using t-test formula: √(

Ʃ

Ʃ

)(

√(

√(

√

)

)(

)(

)

)

36

√

6. Determining degrees of freedom:

= 28 + 28 – 2 = 54 After getting the degrees of freedom, looking at t-table (tt) at the degree of freedom 54 in significant degrees 0.05 (5 %). The t-table (tt) is -1.674.1

C. Data Interpretation Based on data analysis, if t-table (tt) is higher than to (2.6 -1.674), the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. It should be concluded that it is effective to use inductive instruction in teaching simple present tense at the seventh grade of SMP Islam Bait Al-Rahman. But, both inductive instruction and deductive instruction bring the improvement in teaching simple present tense in experimental class and control class. In fact, the students in the experimental class achieve higher score in their post-test. It can be described at figure 4.1 and 4.4 that can be compared as a follow:

1

Budi Susetyo, Statistika untuk Analisis Data Penelitian, (Bandung: PT Refika Aditama, 2010), p. 320.

37

Post-test 59,75

Post-test 54,86 Pre-test 36,23

Pre-test 35,86

Experimental Class

Control Class

Figure 4.7 The Comparison of Pre-test and Post-test in Experimental Class and Control Class In this case the post-test score in experimental class and control class are different on 5 point only. If looking to the control class improvement, it was getting 18 point of range of pretest and post-test. And for the experimental class, it was getting 24 point of range of pretest and post-test. It can be inferred that both experimental and control class got the improvement on test of simple present tense. Based on the range of post-test score of experimental class and control class, it can not decide that inductive instruction is the only instruction that effective in teaching simple present tense. In other word, there is no significance different between using inductive instruction and deductive instruction on test of simple present tense at seventh grade of SMP Islam Bait Al-Rahman. Indeed - during the observation of teaching and learning process - students in the experiment class are more active than students in control class. As Haight, Herron and Cole statement, they said that inductive instruction has benefit to motivate students’ active role in teaching and learning process.2 Teaching simple present tense by using inductive instruction in SMP Islam Bait Al-Rahman indicated that students in experimental class have an active role in teaching and learning process. 2

Carrie E. Haight, Carol Herron, and Steve P. Cole, The Effects of Deductive and Guided Inductive Instructional Approaches on the Learning of Grammar in the Elementary Foreign Language College Classroom, Foreign Language Annals, 2007, Vol. 40 No. 2. p. 299.

CHAPTER V CONCLUSION AND SUGGESTIONS

A. Conclusion Grammar is one of the sub-skills that influence our progress in learning English. Grammar can help us to understand any kind of texts or sentences that we hear or read. Learning grammar means that we learn about the structure of the English and knowing the parts of grammar itself that can help us to make sentences in written or spoken. Using instruction can make learning grammar easier. There are two kinds of instruction in teaching grammar. Those are deductive and inductive instruction. Inductive instruction is adapted from Direct Method in nineteenth century. In chapter II, it has already described about inductive instruction and simple present tense. Using inductive instruction means that teacher should give examples at the first presentation, then students should practice, and the identifying the rules can be stated by students themselves or together with the teacher. In conducting this research, it was applied inductive instruction in teaching simple present tense at the seventh grade of SMP Islam Bait AlRahman. The research design of this research is a quasi-experimental study. The data was analyzed by using t-test. As the analysis of the data in the previous chapter, to

tt = 2.6

-1.674 in significant degree of 0.05 (5

%). As the statistical hypotheses in chapter III, if t-test (to)

t-table (tt) in

significant degree of 0.05 (5%), it means that Ha is accepted and Ho is rejected which inductive instruction can be called as an effective instruction. But in this case, both experiment class and control class were getting the improvement in their post-test. Therefore, both inductive instruction and deductive instruction are effective to use in teaching simple present tense at the seventh grade students of SMP Islam Bait Al-Rahman.

38

39

B. Suggestions Based on the conclusions above, it would be given some suggestions as follows: 1. For the teachers Inductive instruction is a suitable instruction in teaching grammar, especially simple present tense. By using inductive instruction, the students will focus on the form without giving the formulas. Also, the teachers are expected to arrange the material creatively to make students more interested in learning grammar. 2. For the students Students should be more communicative in sharing the difficulties in learning grammar to their teacher. Therefore, teachers can solve their students’ problem in learning grammar. 3. For other researchers Using inductive instruction in teaching simple present tense needs more time in identifying the rules, hopefully there will be further research that can solve this problem.

BIBLIOGRAPHY

Allen, Edward David and Rebecca M. Valette. Classroom Techniques: Foreign Languages and English as a Second Language. New York: Harcourt Brace Jovanovich, 1977. Arikunto, Suharsimi. Prosedur Penelitian Suatu Pendekatan Praktik Edisi Revisi VI. Jakarta: PT Rineka Cipta, 2006. Asriany, Risma A.G, Burhanuddin Arafah, Abd. Hakim Yassi. Deductive and Inductive Method in Teaching Passive English Construction. the Dissertation in Faculty of Culture, University of Hasanuddin Makasar, 2012. Azar, Betty Schrampfer. Understanding and Using English Grammar, Third Edition. New York: Longman, 1999. Berendse, Esther. A Comparison between the Effectiveness of Inductive and Deductive Instruction in the L2 English Classroom in a L1 Dutch Environment, Bachelor Thesis English Language and Culture, Utrecht University, 2012. Berg, Bruce L. Qualitative Research Methods for the Social Science. Boston: Pearson Education, 2001. Broukal, Milada. Grammar Form and Function 1A. New York: McGraw-Hill, 2007. ----------. Grammar Form and Function 3A. New York: McGraw-Hill, 2005. Brown, Ann Cole., et.al,. Grammar and Composition. Boston: Houghton Mifflin Engish, 1984. Cowan, Ron. The Teacher’s grammar of English A Course Book and Reference Guide. New York: Cambridge University Press, 2008. Fuadah, Zakiyatul. The Comparative Study of Using Deductive and Inductive Techniques in Teaching Present Continuous Tense. Skripsi in Faculty of Tarbiyah and Teachers Training UIN Jakarta, 2007, unpublished. Haight, Carrie E., Carol Herron, and Steve P. Cole. The effects of deductive and guided inductive instructional approaches on the learning of grammar in the elementary foreign language college classroom. Foreign Language Annals, 2007, Vol. 40 No. 2. Pp. 288-310. Leech, Geoffrey and Jan Svartvik. A Communicative Grammar of English, Third Edition. London: Pearson Education, 2002. Mohammed, et.al,. The effects of deductive and inductive approaches of teaching on Jordanian University students’ use of the active and passive voice in English in College Student Journal, Vol. 42, 2008. Patel, M.F. and Praveen M. Jain. English Language Teaching, Methods, Tools and Techniques. Jaipur: Sunrise, 2008.

40

41

Richards, Jack C. and Theodore S. Rodgers. Approaches and Methods in Language Teaching Second Edition. New York: Cambridge University Press, 1986. Richards, Jack C. and Willy A. Renandya. Methodologyin Language Teaching An Anthology of Current Practice. New York: Cambridge University Press, 2002. Thornbury, Scott. How to Teach Grammar. London: Pearson Education Limited, 1999. Ur, Penny. A Course in Language Teaching Practice and Theory. New York: Cambridge University Press, 2009. Wang, Haoge. Deductive vs Inductive Teaching Approaches to EFL Grammar Instruction: A Case Study of Chinese High School. The Dissertation, 2012.

42

APPENDIX 1 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Experimental Class

Sekolah

: SMP Islam Bait Al-Rahman

Mata Pelajaran

: Bahasa Inggris

Kelas/Semester

: VII (Tujuh)/II (Dua)

Aspek

: Structure

Waktu

: 2 x 40 menit

Tahun Pelajaran

: 2013-2014

Pertemuan

:I

I.

Standar Kompetensi Mengungkapkan makna dalam teks tulis fungsional pendek sangat sederhana berbentuk deskriptif dan prosedur untuk berinteraksi dengan lingkungan terdekat.

II.

Kompetensi Dasar Mengungkapkan makna dalam teks tulis fungsional pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat.

III.

Indikator  Siswa mampu memahami to be dalam simple present tense.  Siswa mampu membedakan penggunaan to be (am, are, is) dalam kalimat present tense.  Siswa mampu menggunakan to be dalam kalimat negative.  Siswa mampu menggunakan to be dalam kalimat tanya.

43

IV. Materi Pokok 

Kalimat Positif Subject (S)

to be

Complement (C)

I

am

a student a student

You

or are

students

We

students

They

students

He

a student is

She

a student

It

a cat F = S + to be + C



Kalimat Negatif Subject (S)

to be + not

Complement (C)

I

am not

a student a student

You

or are not

students

We

students

They

students

He

a student

She

is not

It

a student a cat

F = S + to be + not + C

44



Kalimat Interrogative

to be

Subject (S)

Complement (C)

Am

I

a student

Question Mark

a student You

or

Are

Is

students We

students

They

students

He

a student

She

a student

It

a cat

?

?

F = to be + S + C + ? V. Metode Pembelajaran Direct Method (Induktif) VI. Langkah-langkah Kegiatan A. Pendahuluan  Greeting  Ice breaking  Mengabsen  Penjelasan tentang materi yang akan dibahas B. Kegiatan Pokok  Guru menerangkan dan menjelaskan penggunaan to be dalam simple present tense.  Siswa mendengarkan penjelasan guru.  Guru memberikan contoh kalimat simple present tense (kalimat positif, negatif, dan interrogative).  Siswa bersama guru mengidentifikasi rumus berdasarkan kalimat yang telah guru berikan.

45

 Guru meminta siswa mengubah kalimat positif (ke dalam kalimat negatif dan tanya) yang ia tulis di papan tulis sesuai dengan rumus yang telah diberikan.  Siswa mengubah kalimat positif yang ada dipapan tulis ke dalam bentuk kalimat negatif dan kalimat tanya. C. Penutup  Guru bersama siswa menyimpulkan materi yang telah dipelajari.  Guru

memberikan

latihan

soal

sebagai

penilaian

untuk

mengetahui pemahaman siswa mengenai materi yang telah diajarkan.  Guru

bersama

siswa

mengakhiri

pembelajaran

dengan

mengucapkan hamdalah.  Guru mengucapkan salam dan keluar kelas. VII. Sumber dan Media Pembelajaran a.

Sumber pembelajaran: Buku teks “Ali Akhmadi dan Ida Safrida, Smart Steps Grade VII; An English Textbook for Junior High School, Bandung: Ganeca Exact, 2007.

b.

Media pembelajaran: Media visual: power point

VIII. Penilaian Teknik

: Tes tulis

Jakarta, 25 Maret 2014 Guru Praktikan

Nurbaiti Rahayu NIM 109014000025

46

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Experimental Class

Sekolah


Mata Pelajaran

: Bahasa Inggris

Kelas/Semester


Aspek

: Structure

Waktu

: 2 x 40 menit

Tahun Pelajaran

: 2013-2014

Pertemuan

: II

I.


II.


III.

Indikator  Siswa mampu memahami kalimat simple present tense dalam bentuk positif dengan benar.  Siswa mampu membedakan penggunaan verb dalam kalimat present tense bentuk positif.  Siswa mampu menggunakan verb dalam kalimat positif sesuai dengan subjek yang digunakan.

47


Kalimat Positif

I You

He

We

eat fried rice every Monday She

They

eats fried rice every Monday

It F = S + V1 (s/es) + O

V. Metode Pembelajaran Direct Method (induktif) VI. Langkah-langkah Kegiatan A. Pendahuluan  Greeting  Ice breaking  Mengabsen  Penjelasan tentang materi yang akan dibahas B. Kegiatan Pokok  Guru menjelaskan macam-macam verb dalam simple present tense bentuk positif.  Guru menjelaskan penggunaan verb dalam simple present tense bentuk positif.  Siswa mendengarkan penjelasan guru mengenai macam-macam verb serta penggunaannya dalam simple present tense bentuk positif.  Guru memberikan contoh kalimat simple present tense bentuk kalimat positif.  Siswa bersama guru mengidentifikasi rumus berdasarkan kalimat yang telah guru berikan.  Guru meminta siswa membuat kalimat verbal simple present tense dalam bentuk positif dengan menggunakan verb yang benar berdasarkan subjek.

48

 Siswa membuat kalimat verbal simple present tense dalam bentuk positif. C. Penutup  Guru bersama siswa menyimpulkan materi yang telah dipelajari.  Guru

memberikan

latihan

soal

sebagai

penilaian

untuk


bersama

siswa

mengakhiri

pembelajaran

dengan



b.



: Tes tulis



49


Sekolah


Mata Pelajaran

: Bahasa Inggris

Kelas/Semester


Aspek

: Structure

Waktu

: 2 x 40 menit

Tahun Pelajaran

: 2013-2014

Pertemuan

: III

I.


II.


III.

Indikator  Siswa mampu memahami kalimat simple present tense dalam bentuk negatif dengan benar.  Siswa mampu membedakan penggunaan verb dalam kalimat present tense bentuk negatif.  Siswa mampu menggunakan don’t dan doesn’t dalam kalimat negatif sesuai dengan subjek yang digunakan.  Siswa mampu mengubah dalam kalimat present tense bentuk positif ke dalam bentuk negatif.

50


Kalimat Negatif

I You don’t eat fried rice every Monday

We They He She

doesn’t eats fried rice every Monday

It F = S + don’t/doesn’t + V1 + O V. Metode Pembelajaran Direct Method (induktif) VI. Langkah-langkah Kegiatan A. Pendahuluan  Greeting  Ice breaking  Mengabsen  Penjelasan tentang materi yang akan dibahas B. Kegiatan Pokok  Guru mengulas kembali materi yang ada pada pertemuan yang lalu yaitu kalimat simple present tense dalam bentuk positif.  Siswa menyimak penjelasan guru.  Guru memberikan pertanyaan serta meminta siswa menentukan penggunaan verb yang benar.  Siswa menjawab pertanyaan guru.  Guru menjelaskan penggunaan verb dalam simple present tense bentuk negatif.  Guru memberikan contoh kalimat simple present tense dalam bentuk negatif.  Siswa bersama guru mengidentifikasi rumus berdasarkan kalimat yang telah guru berikan.

51

 Guru meminta siswa membuat kalimat verbal simple present tense dalam bentuk negatif dengan menggunakan do dan does dengan benar.  Siswa membuat kalimat verbal simple present tense dalam bentuk negatif. C. Penutup  Guru bersama siswa menyimpulkan materi yang telah dipelajari.  Guru

memberikan

latihan

soal

sebagai

penilaian

untuk


bersama

siswa

mengakhiri

pembelajaran

dengan



b.



: Tes tulis Jakarta, 1 April 2014 Guru Praktikan


52


Sekolah


Mata Pelajaran

: Bahasa Inggris

Kelas/Semester


Aspek

: Structure

Waktu

: 2 x 40 menit

Tahun Pelajaran

: 2013-2014

Pertemuan

: IV

I.


II.


III.

Indikator  Siswa mampu memahami kalimat simple present tense dalam bentuk interrogative dengan benar.  Siswa mampu membedakan penggunaan verb dalam kalimat present tense bentuk interrogative.  Siswa mampu menggunakan do dan does dalam kalimat interrogative sesuai dengan subjek yang digunakan.  Siswa mampu mengubah dalam kalimat present tense bentuk positif atau negatif ke dalam bentuk interrogative.

53


Kalimat Interrogative

Do/does

Do

Does

Subject (S) I You We They He She It

V1 + O

eat fried rice every Monday?

F = do/does + S + V1 + O + ? V. Metode Pembelajaran Grammar Translation Method (deduktif) VI. Langkah-langkah Kegiatan A. Pendahuluan  Greeting  Ice breaking  Mengabsen  Penjelasan tentang materi yang akan dibahas B. Kegiatan Pokok  Guru mengulas kembali materi yang ada pada pertemuan yang lalu yaitu kalimat simple present tense dalam bentuk negatif.  Siswa menyimak penjelasan guru.  Guru memberikan pertanyaan serta meminta siswa menentukan penggunaan verb yang benar.  Siswa menjawab pertanyaan guru.  Guru menjelaskan penggunaan verb dalam simple present tense bentuk interrogative.  Guru memberikan contoh kalimat simple present tense dalam bentuk negatif.

54

 Siswa bersama guru mengidentifikasi rumus berdasarkan kalimat yang telah guru berikan.  Guru meminta siswa membuat kalimat verbal simple present tense dalam bentuk interrogatif dengan menggunakan do dan does dengan benar.  Siswa membuat kalimat verbal simple present tense dalam bentuk interrogatif. C. Penutup  Guru bersama siswa menyimpulkan materi yang telah dipelajari.  Guru

memberikan

latihan

soal

sebagai

penilaian

untuk


bersama

siswa

mengakhiri

pembelajaran

dengan



b.





55

APPENDIX 2 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Control Class

Sekolah


Mata Pelajaran

: Bahasa Inggris

Kelas/Semester


Aspek

: Structure

Waktu

: 2 x 40 menit

Tahun Pelajaran

: 2013-2014

Pertemuan

:I

I.


II.


III.

Indikator  Siswa mampu memahami to be dalam simple present tense.  Siswa mampu membedakan penggunaan to be (am, are, is) dalam kalimat present tense.  Siswa mampu menggunakan to be dalam kalimat negative.  Siswa mampu menggunakan to be dalam kalimat tanya.

56

IV. Materi Pokok Simple present tense adalah kalimat yang digunakan untuk menjelaskan aktifitas yang sering kita lakukan. 

Kalimat Positif F = S + to be + C Subject (S)

to be

Complement (C)

I

am

a student a student

You

or are

We

students

They

students

He

a student is

She It 

students

a student a cat

Kalimat Negatif F = S + to be + not + C Subject (S)

to be + not

Complement (C)

I

am not

a student a student

You

or are not

students

We

students

They

students

He

a student

She It

is not

a student a cat

57



Kalimat Interrogative F = to be + S + C + ?

to be

Subject (S)

Complement (C)

Am

I

a student

Question Mark

a student You

or

Are

?

students

Is

We

students

They

students

He

a student

She

a student

It

a cat

?

V. Metode Pembelajaran Grammar Translation Method (deduktif) VI. Langkah-langkah Kegiatan A. Pendahuluan  Greeting  Ice breaking  Mengabsen  Penjelasan tentang materi yang akan dibahas B. Kegiatan Pokok  Guru menerangkan dan menjelaskan penggunaan to be dalam simple present tense.  Siswa mendengarkan penjelasan guru.  Guru memberikan rumus dalam membuat kalimat simple present tense

(kalimat

positif,

negatif,

dan

interrogative),

serta

memberikan contoh kalimat.  Siswa memperhatikan rumus dan kalimat dari penjelasan guru.  Guru meminta siswa mengubah kalimat positif (ke dalam kalimat negatif dan tanya) yang ia tulis di papan tulis sesuai dengan rumus yang telah diberikan.

58

 Siswa mengubah kalimatpositif yang ada dipapan tuliske dalam bentuk kalimat negatif dan kalimat tanya. C. Penutup  Guru bersama siswa menyimpulkan materi yang telah dipelajari.  Guru

memberikan

latihan

soal

sebagai

penilaian

untuk


bersama

siswa

mengakhiri

pembelajaran

dengan



b.



: Tes tulis



59

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Control Class

Sekolah


Mata Pelajaran

: Bahasa Inggris

Kelas/Semester


Aspek

: Structure

Waktu

: 2 x 40 menit

Tahun Pelajaran

: 2013-2014

Pertemuan

: II

I.


II.


III.

Indikator  Siswa mampu memahami kalimat simple present tense dalam bentuk positif dengan benar.  Siswa mampu membedakan penggunaan verb dalam kalimat present tense bentuk positif.  Siswa mampu menggunakan verb dalam kalimat positif sesuai dengan subjek yang digunakan.

60

IV. Materi Pokok F = S + V1 (s/es) + O 

Kalimat Positif

I You

He eat fried rice every Monday She

We They

eats fried rice every Monday

It

V. Metode Pembelajaran Grammar Translation Method (deduktif) VI. Langkah-langkah Kegiatan A. Pendahuluan  Greeting  Ice breaking  Mengabsen  Penjelasan tentang materi yang akan dibahas B. Kegiatan Pokok  Guru menjelaskan macam-macam verb dalam simple present tense bentuk positif.  Guru menjelaskan penggunaan verb dalam simple present tense bentuk positif.  Siswa mendengarkan penjelasan guru mengenai macam-macam verb serta penggunaannya dalam simple present tense bentuk positif.  Guru memberikan rumus dalam membuat kalimat simple present tense bentuk kalimat positif, serta memberikan contoh kalimat.  Siswa memperhatikan rumus dan kalimat dari penjelasan guru.  Guru meminta siswa menentukan penggunaan verb dalam kalimat positif dengan benar berdasarkan subjek (sesuai dengan kalimat yang guru tulis di papan tulis sesuai dengan menggunakan rumus yang telah diberikan).

61

 Siswa menentukan penggunakan verb dengan benar dalam kalimat positif dengan benar berdasarkan subjek. C. Penutup  Guru bersama siswa menyimpulkan materi yang telah dipelajari.  Guru

memberikan

latihan

soal

sebagai

penilaian

untuk


bersama

siswa

mengakhiri

pembelajaran

dengan



b.



: Tes tulis



62


Sekolah


Mata Pelajaran

: Bahasa Inggris

Kelas/Semester


Aspek

: Structure

Waktu

: 2 x 40 menit

Tahun Pelajaran

: 2013-2014

Pertemuan

: III

I.


II.


III.

Indikator  Siswa mampu memahami kalimat simple present tense dalam bentuk negatif dengan benar.  Siswa mampu membedakan penggunaan verb dalam kalimat present tense bentuk negatif.  Siswa mampu menggunakan don’t dan doesn’t dalam kalimat negatif sesuai dengan subjek yang digunakan.  Siswa mampu mengubah dalam kalimat present tense bentuk positif ke dalam bentuk negatif.

63


Kalimat Negatif F = S + don’t/doesn’t + V1 + O

Examples: I You don’t eat fried rice every Monday

We They He She

doesn’t eats fried rice every Monday

It V. Metode Pembelajaran Grammar Translation Method (deduktif) VI. Langkah-langkah Kegiatan A. Pendahuluan  Greeting  Ice breaking  Mengabsen  Penjelasan tentang materi yang akan dibahas B. Kegiatan Pokok  Guru mengulas kembali materi yang ada pada pertemuan yang lalu yaitu kalimat simple present tense dalam bentuk positif.  Siswa menyimak penjelasan guru.  Guru memberikan pertanyaan serta meminta siswa menentukan penggunaan verb yang benar.  Siswa menjawab pertanyaan guru.  Guru menjelaskan penggunaan verb dalam simple present tense bentuk negatif.  Guru memberikan rumus dalam membuat kalimat simple present tensebentuk kalimat negatif, serta memberikan contoh kalimat.  Siswa memperhatikan rumus dan kalimat dari penjelasan guru.

64

 Guru meminta siswa menentukan penggunaan verb dalam kalimat negatif dengan benar berdasarkan subjek(sesuai dengan kalimat yang guru tulis di papan tulis sesuai dengan menggunakan rumus yang telah diberikan).  Siswa menentukan penggunakan verb dengan benardalam kalimat negatif dengan benar berdasarkan subjek. C. Penutup  Guru bersama siswa menyimpulkan materi yang telah dipelajari.  Guru

memberikan

latihan

soal

sebagai

penilaian

untuk


bersama

siswa

mengakhiri

pembelajaran

dengan



b.





65


Sekolah


Mata Pelajaran

: Bahasa Inggris

Kelas/Semester


Aspek

: Structure

Waktu

: 2 x 40 menit

Tahun Pelajaran

: 2013-2014

Pertemuan

: IV

I.


II.


III.

Indikator  Siswa mampu memahami kalimat simple present tense dalam bentuk interrogative dengan benar.  Siswa mampu membedakan penggunaan verb dalam kalimat present tense bentuk interrogative.  Siswa mampu menggunakan do dan does dalam kalimat interrogative sesuai dengan subjek yang digunakan.  Siswa mampu mengubah dalam kalimat present tense bentuk positif atau negatif ke dalam bentuk interrogative.

66


Kalimat Interrogative F = do/does + S + V1 + O + ?

Do/does

Subject (S) I You Do We They He Does She It V. Metode Pembelajaran

V1 + O

eat fried rice every Monday?

Grammar Translation Method (deduktif) VI. Langkah-langkah Kegiatan A. Pendahuluan  Greeting  Ice breaking  Mengabsen  Penjelasan tentang materi yang akan dibahas B. Kegiatan Pokok  Guru mengulas kembali materi yang ada pada pertemuan yang lalu yaitu kalimat simple present tense dalam bentuk negatif.  Siswa menyimak penjelasan guru.  Guru memberikan pertanyaan serta meminta siswa menentukan penggunaan verb yang benar.  Siswa menjawab pertanyaan guru.  Guru menjelaskan penggunaan verb dalam simple present tense bentuk interrogative.  Guru memberikan rumus dalam membuat kalimat simple present tensebentuk kalimat interrogative, serta memberikan contoh kalimat.  Siswa memperhatikan rumus dan kalimat dari penjelasan guru.

67

 Guru meminta siswa menentukan penggunaan verb dalam kalimat interrogative dengan benar berdasarkan subjek(sesuai dengan kalimat yang guru tulis di papan tulis sesuai dengan menggunakan rumus yang telah diberikan).  Siswa menentukan penggunakan verb dengan benardalam kalimat interrogative dengan benar berdasarkan subjek. C. Penutup  Guru bersama siswa menyimpulkan materi yang telah dipelajari.  Guru

memberikan

latihan

soal

sebagai

penilaian

untuk


bersama

siswa

mengakhiri

pembelajaran

dengan



b.





THE EFFECTIVENESS OF INDUCTIVE INSTRUCTION IN TEACHING SIMPLE PRESENT TENSE

Recommend Documents