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Where, K = number of item in the test
= variance of component = variance of the observed total test scores
This formula was based on the mean of the samples and the numbers of the items Hatch and Farhady, 1982. All of the tests were highly reliable. The
complete calculation of tests’ reliability was on the Appendix.
I. Treatments
Each group had different treatments. Group A was given the deductive approach as the treatment. Group B was given the inductive approach as the
treatment. In two meetings, each group was taught about simple present tense by implementing one of the approaches. The materials were adapted from students’
English book. The researcher taught the students about how to make good sentences by using simple present tense. The sentences included the positive
sentence, negative sentence and interrogative sentence. For further explanation, there were some lesson plans on the Appendix.
J. Data Analysis Technique
The researcher used simple mean comparison to answer the research question. It focused on the each group’s mean score from the result of pre-test and
post-test. First step, the researcher counted the gain of each group. Gain was defined as post-test minus pre-test Knapp Shaffer, 2009. The results of each
student’s gain score was calculated. Then, the result was divided by the number of
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students, then the researcher got the mean score of a group. Second step, the researcher compared both mean scores from
both groups. The inductive group’s mean score had higher score rather than the deductive group.
Independent sample t-test was employed to answer whether inductive group showed significant improvement or not. The independent t-test was used
when the mean and standard deviation of the population were unknown. It was also used when two separate groups were compared Walpole, 1988. The
independent t-test was used to compare the input competence of the groups at the beginning of the test and the average improvement of grammar mastery after the
treatment by comparing the average gain scores of the two groups. The objective of this research was to find out which group’s score was higher, the deductive
approach or the inductive approach. The complete formula of the independent t- test was :
̅ ̅
√
Walpole, 1988 Where,
̅ = the mean of experimental group
̅ = the mean of comparison group
SD = Standard deviation score = the members of experimental group
= the members of comparison group
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Alpha α that was used in this analysis was .05. Alpha is the probability of making errors Paret, 2012. The level of significant .05 was used because there
was a higher risk of making errors. To know whether the mean score were significantly different, the t-
observed was compared to the t-table. If the t-observed was larger than the t-table at 0.05 significant level for a directional one-tailed test, the mean score were
significantly different. Therefore, the null hypothesis was rejected and the
alternative hypothesis was accepted. Inductive approach was more effective
if the result of t-test higher than the t-table.
K. Hypothesis
The researcher made the hypothesis. The hypothesis can be stated as conceptual hypothesis, operational hypothesis, and statistical hypothesis.
Conceptual : The students’ grammar mastery which is taught using inductive approach
is better than the students’ grammar mastery which is taught using deductive approach.
Operational : The mean score of the students who are taught using inductive approach is
higher than those students who are taught using deductive approach. Statistical :
: :
Where,
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: The average score of post-test minus pre-test of Inductive group : The average score of post-test minus pre-test of Deductive group
In this research, the researcher calculated the gain score by deducting pre- test score from post-test score. After that, the researcher divided the score by the
number of students in order to calculate the average gain score. Later on, the average gain scores of deductive approach group and inductive approach group
were compared. In the statistical hypothesis, the hypothesis one meant what the researcher wanted to happen. Therefore, the null hypothesis needed to be rejected.
The null hypothesis could be rejected by doing t-test in the calculation. therefore, the researcher could say that inductive approach is more effective than the
deductive approach to teach simple present tense.
L. Research Procedures
The procedure of this research consisted of three steps. They were preparing the research, experimenting, and analysing the result. In the preparation,
the researcher prepared many things. The researcher asked the school to give permission so that the researcher could conduct the research at Aisyiyah Full day
Elementary School. The researcher also explained to the English teacher about the research that would be conducted. The researcher also prepared the pre-test and
post-test. The questions were discussed with the English teacher in sixth grade of Aisyiyah Full day Elementary School. The researcher gave pre-test to both groups
that were being observed. Both pre-test and post-test had the same questions. The second step was experimenting. The researcher implemented different
treatment to both group. In Group A, the researcher used deductive approach and
