34
Grammar Translation Method. Meanwhile, in Group B, the researcher used inductive approach and Communicative Language Teaching. After several
meetings, the researcher gave post-test to the students. It was aimed to see the improvement of the students’ grammar mastery after having the treatment.
The last step was analyzing the result. The result of post-test from both groups would be measured. Then, the results would be compared to find out
which approach was more effective to teach grammar for sixth graders of Aisyiyah Full Day Elementary School.
35
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
This research was focussing on the effectiveness of using inductive approach compared to deductive approach in teaching grammar for sixth graders
of Aisyiyah Full Day Elementary School. There is a question in this research. It is whether Inductive Approach is more effective than Deductive Approach for
teaching grammar for sixth graders of Aisyiyah Full Day Elementary School. In order to observe the Inductive Approach’s effectiveness, the researcher compared
the gain score between the pre- test’s result and post-test’s result from both groups.
In this chapter, the data gathered was presented. The first was the data of the test result. It presented the test result of the Inductive Approach group and the
Deductive Approach group. The second was the presentation of the t-test.
A. The Data of the Test Results
The researcher conducted the pre-test and post-test to the deductive approach group and inductive approach group. The results of the pre-test and
post-test from both groups were showed in Table 6 and 7. The deductive approach group’s scores improved from the pre-test to the post-test. The following table
was the report of the pre-test from both Deductive Approach group and Inductive Approach group.
35
36
From Table 6, it was shown that there were some improvements from the students in the deductive approach group. Most of the students improved their
scores. For the pre-test, the lowest score was 36 and the highest score was 85. However, for the post-test, the lowest score was 55 and the highest score was 100.
There was 49 points gain score for the lowest score and 15 points gain score for the highest score.
Table 6. Pre-test and Post- test score of Deductive Group’s students
The inductive approach group’s scores also improved from the pre-test to post-test. Eventhough the students of inductive approach group did not get perfect
score which was 100 points, but the gain score of the score was high. Table 7 was the report of pre-test and post-
test score from Inductive Group’s students. DEDUCTIVE GROUP
NAME PRE-TEST
SCORE POST-TEST
SCORE Student A
38 92
Student B
36 76
Student C
61 69
Student D
60 75
Student E
65 64
Student F
65 95
Student G
56 55
Student H
44 64
Student I
70 100
Student J
79 97
Student K
72 85
Student L
45 74
Student M
42 66
Student N
59 76
Student O
85 100
Student P
68 75
Student Q
48 64
Student R
51 77
Student S
45 55
