Figure 4.7 The Comparison of Pre-test and Post-test
in Experimental Class and Control Class
In this case the post-test score in experimental class and control class are different on 5 point only. If looking to the control class improvement, it was
getting 18 point of range of pretest and post-test. And for the experimental class, it was getting 24 point of range of pretest and post-test. It can be
inferred that both experimental and control class got the improvement on test of simple present tense. Based on the range of post-test score of experimental
class and control class, it can not decide that inductive instruction is the only instruction that effective in teaching simple present tense. In other word, there
is no significance different between using inductive instruction and deductive instruction on test of simple present tense at seventh grade of SMP Islam Bait
Al-Rahman. Indeed - during the observation of teaching and learning process - students
in the experiment class are more active than students in control class. As Haight, Herron and Cole statement, they said that inductive instruction has
benefit to motivate students’ active role in teaching and learning process.
2
Teaching simple present tense by using inductive instruction in SMP Islam Bait Al-Rahman indicated that students in experimental class have an active
role in teaching and learning process.
2
Carrie E. Haight, Carol Herron, and Steve P. Cole, The Effects of Deductive and Guided Inductive Instructional Approaches on the Learning of Grammar in the Elementary Foreign
Language College Classroom, Foreign Language Annals, 2007, Vol. 40 No. 2. p. 299. Pre-test
35,86 Pre-test
36,23 Post-test
59,75 Post-test
54,86
Experimental Class Control Class
38
CHAPTER V CONCLUSION AND SUGGESTIONS
A. Conclusion
Grammar is one of the sub-skills that influence our progress in learning English. Grammar can help us to understand any kind of texts or
sentences that we hear or read. Learning grammar means that we learn about the structure of the English and knowing the parts of grammar itself
that can help us to make sentences in written or spoken. Using instruction can make learning grammar easier. There are two kinds of instruction in
teaching grammar. Those are deductive and inductive instruction. Inductive instruction is adapted from Direct Method in nineteenth
century. In chapter II, it has already described about inductive instruction and simple present tense. Using inductive instruction means that teacher
should give examples at the first presentation, then students should practice, and the identifying the rules can be stated by students themselves
or together with the teacher. In conducting this research, it was applied inductive instruction in
teaching simple present tense at the seventh grade of SMP Islam Bait Al- Rahman. The research design of this research is a quasi-experimental
study. The data was analyzed by using t-test. As the analysis of the data in the previous chapter, t
o
t
t
= 2.6 -1.674 in significant degree of 0.05 5
. As the statistical hypotheses in chapter III, if t-test t
o
t-table t
t
in significant degree of 0.05 5, it means that H
a
is accepted and H
o
is rejected which inductive instruction can be called as an effective
instruction. But in this case, both experiment class and control class were getting the improvement in their post-test. Therefore, both inductive
instruction and deductive instruction are effective to use in teaching simple present tense at the seventh grade students of SMP Islam Bait Al-Rahman.
B. Suggestions
Based on the conclusions above, it would be given some suggestions as follows:
1. For the teachers
Inductive instruction is a suitable instruction in teaching grammar, especially simple present tense. By using inductive instruction, the
students will focus on the form without giving the formulas. Also, the teachers are expected to arrange the material creatively to make
students more interested in learning grammar. 2.
For the students Students should be more communicative in sharing the difficulties in
learning grammar to their teacher. Therefore, teachers can solve their students’ problem in learning grammar.
3. For other researchers
Using inductive instruction in teaching simple present tense needs more time in identifying the rules, hopefully there will be further research
that can solve this problem.
