22 ductive and deductive methods into the teaching, using tasks that make a clear
relationship between grammatical form and communicative function, and focus on the development of procedural rather than declarative knowledge Nunan, 2005,
pp. 158-160. Dealing with integrating both inductive and deductive methods into the
teaching, the deductive classroom allows the teachers to group a grammatical explanation or rule followed by exercises whose aims are to clarify and help the
learners understand the point. Meanwhile, inductive procedure allows the learners to work out the principle or rules for themselves through a guided-process of
discovery. In using tasks that make a clear relationship between grammatical form and communicative function, mostly, grammar is taught as an abstract system. It
presents the language as isolated sentences and fails to give learners the grammar point. Therefore, a solution is proposed to present grammar in a context. It aims to
make clear relationship between the grammatical form and the communicative function. And the last,in focusing on the development of procedural rather than
declarative knowledge, declarative knowledge is defined as “knowing the language rules while procedural knowledge is being able to use the knowledge in
communication” Nunan, 2005, p. 160. In mastering the target language students do not merely need memorizing the rules. They have to use the target language in
communicative context.
3. Group Activities
Jaques 1984 defines group as “a collection of people in which the mem-
23 bers influence and respond to each other in the process of communicating p.13.”
Therefore group activities can be described as activities which are done by a collection of people by influencing and responding to each other to communicate.
Moreover, there are two aims and objectives of group activities. They are providing the opportunity for students not only to engage in intellectual discourse
but also to create social relationship and allowing students to communicate their thoughts, and feelings, and measure their understanding by expressing comparing
it with their peers Jaques, 1984, p. 70. In addition, the types of group activities are controlled discussion, step-by-
step discussion, buzz, snowball groups pyramiding, crossover groups, horse shoe groups, seminar, tutorials, syndicate, case study, peer tutoring, project,
games, free on associative discussion, brainstorming, and synectics Jaques, 1984, pp. 83-111.
Controlled discussion is used to check the knowledge and understand the presented materials. Step-by-step discussion is a discussion that provides a
sequence of subject matter based on a prepared text, audio or video tape. Buzz enables students to express their difficulty without saying something to the whole
class. Snowball groups pyramiding ensure comprehensive participation by firstly starting with individuals writing their ideas before sharing them. Crossover
groups divide the students into groups which equal to the square root of the total number participating. Horse shoe groups is started by giving problems to the
students and followed by the tutor circulated round the groups, listening, and asking or answering questions. Seminar is a group discussion with intellectual
