Deductive Teachers’ Perception using Inductive Instruction in Teaching English Grammar

Luh Ayu Rismayanti; I.G.A.L.P. Utami; G.A.P. Suprianti

doi:10.23887/jere.v5i3.31944

Authors

Luh Ayu Rismayanti Ganesha University of Education
I.G.A.L.P. Utami Ganesha University of Education
G.A.P. Suprianti Ganesha University of Education

DOI:

https://doi.org/10.23887/jere.v5i3.31944

Keywords:

Perception, Teaching Grammar, Inductive Approach

Abstract

Learning English is essential for international students. English is an essential international language used to communicate with other people worldwide. The discussion of English cannot be separated from other aspects. Over the years, discussions of grammar have been debated and become an issue in learning English. However, there are still many students who have difficulty learning English. The purpose of this research is to analyze the perception of teachers, especially those who routinely use deductive reasoning, to the use of an inductive approach in teaching grammar. This research uses qualitative research with a case study design. In this study, the teacher's approach, especially the more routinely used deductive approach to learning approaches in teaching procedures. The research instruments used were observation, document analysis, and interview guidelines. Collecting data obtained through observation sheets, lesson plans analysis, and interviews. This study found that although English teachers generally prefer a deductive approach, it does not mean that they do not use an inductive approach at all. Findings of positive perceptions of deductive teachers towards inductive instruction in teaching grammar from the interview session.

Author Biography

Luh Ayu Rismayanti, Ganesha University of Education

English Language Education

References

Aguirre, D., Bustinza, D., & Garvich, M. (2016). Influence of Songs in Primary School Students’ Motivation for Learning English in Lima, Peru. English Language Teaching, 9(2), 178. https://doi.org/10.5539/elt.v9n2p178.

Ahmad, I. (2018). Teacher Cognition and Grammar Teaching in the Saudi Arabian Context. English Language Teaching, 11(12), 45–57. https://doi.org/10.5539/elt.v11n12p45.

Amran, A., Jasin, I., Perkasa, M., Satriawan, M., Irwansyah, M., & Erwanto, D. (2020). Implementation of education for sustainable development to enhance Indonesian golden generation character. Journal of Physics: Conference Series, 1521(4), 1–5. https://doi.org/10.1088/1742-6596/1521/4/042102.

Benitez-correa, C., Gonzalez-torres, P., & Ochoa-cueva, C. (2019). A Comparison between Deductive and Inductive Approaches for Teaching EFL Grammar to High School Students. International Journal of Instruction, 12(1). https://doi.org/10.29333/iji.2019.12115a.

Beydoğan, H. Ö., & Bayındır, G. (2010). Effect of concept map supported teaching approaches from rules to sample and sample to rules to grammar teaching. Procedia - Social and Behavioral Sciences, 2(2). https://doi.org/10.1016/j.sbspro.2010.03.623.

Cheng, A. (2021). The place of language in the theoretical tenets, textbooks, and classroom practices in the ESP genre-based approach to teaching writing. English for Specific Purposes, 64. https://doi.org/10.1016/j.esp.2021.07.001.

Ding, J. (2021). Cloud computing database and remote system for real-time image acquisition application in english classroom teaching. Microprocessors and Microsystems. https://doi.org/10.1016/j.micpro.2021.103916.

Figueras-Daniel, A., & Li, Z. (2021). Evidence of support for dual language learners in a study of bilingual staffing patterns using the Classroom Assessment of Supports for Emergent Bilingual Acquisition (CASEBA). Early Childhood Research Quarterly, 54. https://doi.org/10.1016/j.ecresq.2020.09.011.

Gorat, L., & Prijambodo, V. L. (2013). The Effecto of Using Deductive Approach and Inductive Approach in Teaching English to Students on Their Conditional Sentence Mastery (an Experimental Study). Magister Scientie. https://doi.org/10.33508/mgs.v0i33.612.

Graus, J., & Coppen, P.-A. (2015). Student teacher beliefs on grammar instruction. Language Teaching Research. https://doi.org/10.1177/1362168815603237.

Gunawan, Harjono, A., Hermansyah, & Herayanti, L. (2019). Guided inquiry model through virtual laboratory to enhance students’ science process skills on heat concept. Cakrawala Pendidikan, 38(2), 259–268. https://doi.org/10.21831/cp.v38i2.23345.

Güss, C. D. (2018). What is going through your mind? Thinking aloud as a method in cross-cultural psychology. Frontiers in Psychology, 9(AUG), 1–11. https://doi.org/10.3389/fpsyg.2018.01292.

Hailuan, C. (2020). Teacher Belief of Corrective Feedback in Grammar Teaching : Current Status and Future Prospects. Social Sciences, 9(4), 128–134. https://doi.org/10.11648/j.ss.20200904.17.

Haselow, A. (2021). The acquisition of pragmatic markers in the foreign language classroom: An experimental study on the effects of implicit and explicit learning. Journal of Pragmatics, 186. https://doi.org/10.1016/j.pragma.2021.09.017.

Jean, G., & Simard, D. (2013). Deductive versus inductive grammar instruction: Investigating possible relationships between gains, preferences and learning styles. System, 41(4). https://doi.org/10.1016/j.system.2013.10.008.

Junedi, B., Mahuda, I., & Kusuma, J. W. (2020). Optimalisasi keterampilan pembelajaran abad 21 dalam proses pembelajaran pada Guru MTs Massaratul Mut’allimin Banten. Transformasi: Jurnal Pengabdian Masyarakat, 16(1), 63–72. https://doi.org/10.20414/transformasi.v16i1.1963.

K. W. Chu, S., Wu, J., W. S. Kwan, C., & H. Y. Lai, J. (2019). Wiki-based Collaborative Writing: A Comparative Study on First and Second Language Writing among Chinese Secondary Students. International Journal of Modern Education and Computer Science, 11(1), 1–10. https://doi.org/10.5815/ijmecs.2019.01.01.

Khalil, Z. M. (2018). EFL Students’ Perceptions towards Using Google Docs and Google Classroom as Online Collaborative Tools in Learning Grammar. Applied Linguistics Research Journal, 2(2), 33–48. https://doi.org/10.14744/alrj.2018.47955.

Kusumawati, P., Sudirman, & Kusuma, P. I. (2017). the Effect of Digital Flashcard on Students ’ Vocabulary Mastery of the Fourth Grade Students At Sd Negeri 1 & 2 Paket Agung in the Academic Year 2016 / 2017. Jurnal Pendidikan Bahasa Inggris Undiksha, 5(2). https://doi.org/10.23887/jpbi.v5i2.13324.

Lzu’bi, M. A. (2015). Effectiveness of Inductive and Deductive Methods in Teaching Grammar. Advances in Language and Literary Studies, 6(2). https://doi.org/10.7575/aiac.alls.v.6n.2p.187.

Payne, M. (2011). Exploring Stephen Krashen’s ‘i + 1’ acquisition model in the classroom. Linguistics and Education, 22(4). https://doi.org/10.1016/j.linged.2011.07.002.

Pike, M. A., Hart, P., Paul, S. A. S., Lickona, T., & Clarke, P. (2021). Character development through the curriculum: teaching and assessing the understanding and practice of virtue. Journal of Curriculum Studies, 53(4), 449–466. https://doi.org/10.1080/00220272.2020.1755996.

Potvin, A. S., Boardman, A. G., & Stamatis, K. (2021). Consequential change: Teachers scale project-based learning in English language arts. Teaching and Teacher Education, 107. https://doi.org/10.1016/j.tate.2021.103469.

Schurz, A., & Coumel, M. (2020). Grammar teaching in ELT : A cross-national comparison of teacher-reported practices. Language Teaching Research, 8. https://doi.org/10.1177/1362168820964137.

Sharandeep, K., & Niwas, D. R. (2016). Introduction : - Role of Grammar in English Language : - Methods of Teaching Grammar : - Review of Related Literature. International Journal of Advanced Research, 4(7). https://doi.org/10.21474/IJAR01.

Simbolon, N., & Satria, A. (2016). Making Ludo Word Game (LWG) to Learn Grammar for Senior High School Students. Inovish Journal, 1(2), 77–85. https://doi.org/10.35314/inovish.v1i2.85.

Smith, I. M., Bayliss, E., & Mukoro, F. (2021). Capability building for large-scale transformational change: Learning from an evaluation of a national programme. BMJ Open Quality, 10(1), 1–9. https://doi.org/10.1136/bmjoq-2020-000980.

Su, H., Zhang, Y., & Lu, X. (2021). Applying local grammars to the diachronic investigation of discourse acts in academic writing: The case of exemplification in Linguistics research articles. English for Specific Purposes, 63. https://doi.org/10.1016/j.esp.2021.05.002.

Suwana, I. G. G., Artini, L. P., & Piscayanti, K. S. (2013). The use of R.A.P. paraphrasing strategy to improve students’ reading comprehension at class X.A3 in SMKN 2 Singaraja in academic year 2013/2014. Jurnal Pendidikan Bahasa Inggris Undiksha, 1(1). https://doi.org/10.23887/jpbi.v1i1.3859.

Tammenga-Helmantel, M., Bazhutkina, I., Steringa, S., & Hummel, I. (2016). Comparing inductive and deductive grammatical instruction in teaching German as a foreign language in Dutch classrooms. System, 63. https://doi.org/10.1016/j.system.2016.09.002.

Tanihardjo, J. (2016). The Analysis of Students’ English Competence in the Grammar Section in the Paper-Based TOEFL: A Case Study at English Department in Bunda Mulia University. Journal of English Language & Culture, 6(1). https://doi.org/10.30813/jelc.v6i1.270.

Tobing, R. L., & Pranowo. (2020). Blended learning in French intermediate grammar learning: Is it effective? Cakrawala Pendidikan, 39(3). https://doi.org/10.21831/cp.v39i3.32035.

Uysal, N. D., & Yavuz, F. (2015). Pre-Service Teachers’ Attitudes Towards Grammar Teaching. Procedia - Social and Behavioral Sciences, 191. https://doi.org/10.1016/j.sbspro.2015.04.353.

Vakili, P., & Mohammed, R. (2020). “ Grammar Scares Me ”: An Exploration of American Students ’ Perceptions of Grammar Learning. IJLLT, 0299(1981), 124–135. https://doi.org/10.32996/ijllt.

Wichadee, S. (2011). Developing The Self-Directed Learning Instructional Model To Enhance English Reading Ability And Self-Directed Learning Of Undergraduate Students. Journal of College Teaching & Learning (TLC), 8(12), 43. https://doi.org/10.19030/tlc.v8i12.6620.

Yaumi, M., Sirate, S. F. S., & Patak, A. A. (2018). Investigating Multiple Intelligence-Based Instructions Approach on Performance Improvement of Indonesian Elementary Madrasah Teachers. SAGE Open, 8(4). https://doi.org/10.1177/2158244018809216.