students remember what verb used in the past, and then ask them what tense used here. If the students have good responses about it, gives another narrative text, and
do this step again.
3. Evaluating
The next step gives test to the students, give them the short narrative text and ask them to choose three sentences from it and identify the sentences what
words show that the sentences occur in the past. After the evaluation done, ask the students to identify the formula of the simple past tense of the sentences. The last,
ask the students to make some sentences about simple past tense. In this research the researcher used the teaching procedure from Manis
2012, because these were more simple and they did not need much time to teach.
2.6 The Advantages and Disadvantages of Inductive Method in Teaching
Grammar
An inductive approach comes from inductive reasoning stating that a reasoning progression proceeds from particulars that is, observations,
measurements, or data to generalities for example, rules, laws, concepts or theories Felder Henriques,1995. In short, when we use induction, we observe
a number of specific instances and from them infer a general principle or concept. In the case of pedagogical grammar, most experts argue that the inductive
approach can also be called rule-discovery learning. It suggests that a teacher teaches grammar starting with presenting some examples of sentences. In this
sense, learners understand grammatical rules from the examples. The presentation of grammatical rules can be spoken or written. Eisenstein cited in Long
Richards, 1987 maintains that the inductive approach tries to utilize the very strong reward value of bringing order, clarity and meaning to experiences. This
approach involves learners’ active pass in their own instruction. In addition, the approach encourages the learner to develop herhis own mental set of strategies
for doing the tasks. In other words, this approach attempts to highlight grammatical rules implicitly in which the learners are encouraged to conclude the
rules given by the teacher.
2.6.1 The Advantages of Inductive method in teaching grammar Thornbury, 2008:
1. Grammar rules discovered by learners themselves are more likely to fit
the mental structures which exist in their minds than the rules are purely presented.
2. The mental effort involved cognitive depth which ensures greater memo
ability. 3.
Learners are more attentive and motivated since they are more actively involved in the learning process rather than being simply passive
recipients. 4.
Inductive approach favors pattern-recognition and problem-solving ability which suggests that it is particularly suitable for learners who
like this sort of challenge. 2.6.2 The disadvantages of Inductive method in teaching grammar Thornbury,
2008: 1.
Working out the rules by spending time and energy may mislead students into believing that rules are the objective of language learning
rather than a means. To solve this problem the teacher give some examples how to find the rules from the sentence, so the students know
which the subject, verb, auxiliary, be, and adjective. 2.
It may be time-consuming to work out a rule by putting the rule to some sort of productive practice. To solve the problem the teacher must be
help the students to find the rules, like give them some clue. 3.
Learners may hypothesize the wrong rule, or their version of the rule maybe either too broad or too narrow in its application. Like the first
disadvantage, to solve the problem the teacher gives some examples about how to find the rules of simple past tense from the sentences.
4. Inductive approach frustrates learners who would prefer simply to be
told the rule. To solve this problem the teacher give some interest in teaching learning process, it can relieve the boredom of students.
2.7 Research Hypothesis
