c.
Practice the new pattern When understanding the pattern or rule, students are expected to do
more practice about that new pattern. Therefore they can memorize the rule and easy to make sentences in written or oral.
17
The examples of simple present that is taught deductively; teacher gives the rule first:
The formula Subject + Verb1 ses + Object
Then teacher explains about the rule: what are subject, verb, and object. And he gives the examples, for instance:
I drive a car. He drives a car.
You drive a car. She drives a car.
We drive cars. It drives a car.
They drive cars. On the other hand, students have to remember the rule of simple present
tense to practice their writing in the exercises.
3. The Advantages and Disadvantages of Teaching Simple
Present TenseDeductively
Thornbury stated that there are some of advantages and disadvantages in teaching grammar deductively:
a. Advantages:
1 Deductive instruction can save teachers’ time in teaching because
it gets straight to the point. 2
For adult students, deductive instruction respects their intelligence and maturity, also admits their language acquisition
of cognitive process’ role. 3
For the students who have an analytical learning style, it confirms their expectation about teaching and learning process in
classroom.
17
Allen and Valette, op.cit., p. 85.
4 Using deductive instruction makes teacher easier in explaining
language points that heshe wants to teach. b.
Disadvantages: 1
Using deductive instruction make students – especially young students
– difficult to understand the concept of grammatical matter that their teacher explains to them. It caused of not having
knowledge of grammar terminology. 2
Using deductive instruction caused teaching and learning process become teacher-centered. The teacher is more active than hisher
students in class. 3
In using deductive instruction, rare of students that can memorize the explanation of their teacher’s presentation.
4 Using deductive instruction can judge that learning a language
just about knows the rules.
18
D. Previous Study
There are summaries of previous studies which related to the instruction in teaching grammar. The firstresearch is The Comparative Study of Using
Deductive and Inductive Techniques in Teaching Present Continuous Tense A Case Study in
MTs. Syafi’iyah Pulorejo Ngoro Jombang East Java written by Zakiyatul Fuadah. Based on the analysis of t-test, her research showed that
there is no significant difference to students’ achievement in learning present tense by using both
inductive
and deductive technique at the seventh grade of MTs. Syafi’iyah Pulorejo Ngoro Jombang East Java.
19
The second is Deductive vs Inductive Teaching Approaches to EFL Grammar Instruction A Case Study of Chinese High School written by
Haoge Wang.His study is an experimental research. He took 30 participants of China High School. From 30 students are divided into two groups; one is
18
Ibid, p. 30.
19
Zakiyatul Fuadah, “The comparative study of using deductive and inductive techniques in teaching present continuous tense”, Skripsi in Faculty of Tarbiyah and Teachers Training UIN
Jakarta, 2007, unpublished.
