Theoretical Framework REVIEW OF RELATED LITERATURE

21 I O1 X1 O2 II O1 X2 O2 According to Hadjar 1996, there is an alternative method; the researcher can use comparison group design, without using control group. The steps are the same with non-equivalent control group design. The difference is in the third step, each group is given different treatment. The researcher used two experimental groups. In one group Group A, the researcher used deductive approach and in another group Group B, the researcher used inductive approach. The teaching and learning activity in both groups were conducted inside the classroom. There were two classes that were observed. They were six Tholhah and six Hamzah. In this research, Tholhah class was called as group A and Hamzah class was called as group B. The researcher used deductive approach in Group A and inductive approach in Group B. The pre-test was conducted in both classes. The researcher compared the result of the pre-test as the pre-test data. The researcher used deductive approach in Group A. In the same week, the researcher also taught group B by using inductive approach. The teaching learning activities was done around 2 weeks. The researcher used GTM and CLT in teaching grammar. Grammar Translation Method GTM was used to teach grammar, especially simple present tense, in Group A. Meanwhile, the researcher used Communicative Language Teaching CLT in Group B. 22 In Grammar Translation Method GTM, the materials were taught deductively. The teaching and learning consisted of presentation and the study of the grammar rules. After that, the students practiced through translation exercises. However, in Communicative Language Teaching CLT, the teaching activities consisted of groups and pair activities, language games, role-play, etc Richards and Rodgers, 1986. The experiment lasted for about a month. The researcher carried out the teaching and learning process in four meetings for each group to conduct the research. Two meetings were used to teach in each group and the other two meetings were used to do the pre-test and post-test. The consideration was that there was one meeting in every week. Both deductive group and inductive group received the same materials and tests. The difference was the approach that was used to teach grammar. At the end of the teaching and learning process, the students were given post-test. The results of those tests were compared. The result of the post-test showed whether there was an improvement of the students’ grammar mastery or not from each group. From the result, the researcher got the result of which approach that was more effective to teach grammar, especially simple present tense, to the sixth graders of Aisyiyah Full Day Elementary School.

B. Variables

Brown 1991, p.78 states that a variable is something that may vary or differ. Furthermore, in simpler way, a variable is anything that can be measured and varies Sprinthall, Schmutte Sirois, 1991. Research variables can be 23 divided into two major classes: independent and dependent Sprinthall, Schmutte Sirois: 1991. In this research, the independent variable for deductive group is the use of deductive approach in teaching grammar. Moreover, the independent variable for inductive group is the use of inductive approach in teaching grammar. The variable that the independent variable is presumed to affect is called the dependent variable Fraenmel and Wallen, 1993. The dependent variable for both groups is the same. It is the students’ grammar score. The grammar material is focussing on simple present tense. Independent variables is the factor that is measurably separate and distinct from the dependent variable, but may relate to dependent variable Ary, Jacobs, and Razavieh, 1979. An independent variable is presumed to have an effect on, to influence somehow, another variable.

C. Variability

Variability refers to the extent to which these data points differ from each other. There are 2 important things that are used to find the variability. They are range and standard deviation Amirudin, 2010. Range is the amount between the lowest score and highest score item in the set Suardiman, 1998. The formula to calculate the range is as followed. R = H-L+1 Where, R : Total range 24 H : Highest score L : Lowest score Table 3. The range score of both groups’ pre-test and post-test. Deductive Approach Group Inductive Approach Group Pre-test Post-test Pre-test Post-test H L H L H L H L 85 36 100 55 92.5 19 97.5 60 Range : 85-36+1=50 Range: 100-55+1=46 Range: 92.5-19+1=74.5 Range: 97.5-60+1=38.5 Standard deviation is a statistic that tells how tightly all the various examples are clustered around the mean in a set of data Niles, 2015. The formula to calculate the standard deviation is as followed. SD = √ ∑ ∑ The standard deviation for deductive approach group’s pre-test was 13.64 and the deductive approach group’s post-test was 14.04. Meanwhile, the standard deviation for the inductive approach group’s pre-test was 19.39 and the inductive ap proach group’s post-test was 11.98.