A Comparative Study Concerning Students’ Past Tense Mastery between Those Taught through Inductive and Deductive Methods at the First Year Class of SMPN 3 Bandar Lampung

This research is about finding out which method is more effective in learning Past Tense between inductive and deductive methods. Felder (1993) says some students learn best through inductive, some learn best through deductive. Mastropieri, Scruggs, and Butcher (1997) concur and suggest that inductive-based activities for students with learning disabilities, without the supporting structure, will result in less effective concept development. The theories above tempted the writer to conduct this research in order to find out the fact himself.

The objective of this research is to find out whether or not there is a significant difference in students’ Past Tense mastery between those taught through inductive and deductive methods. To achieve the objective, the writer conducted a quantitative research by applying true experimental pre-test and post-test control group design. Two classes were selected from the first year classes of SMPN 3 Bandar Lampung, one was a control class and the other was an experimental class. The data were collected by using a pre-test and a post-test. Then, they were analyzed by using Statistical Package for Social Sciences (SPSS) version 12.0. To know whether there was a difference in the students’ Past Tense mastery, the data of the study was examined by using Independent Group t-test.

The result of this research shows that the first year students of SMPN 3 taught through inductive had higher scores in Past Tense than those taught through deductive method. The average score of the experimental class is 53.04 in the pre-test and 90.71 in the post-pre-test, which made a 41.52% increase while the average score of the control class is 61.54 in the pre-test and 78.21 in the post-test, which made 21.37% increase. To sum up, there was 20.15% difference in the increase between the control class and the experimental class test results in which the experimental class had higher average score than the control class.

Considering the data obtained from the research, the writer would like to suggest that teachers of junior high schools should use inductive method more often than deductive method in teaching tenses, especially past tense as inductive method has been proven more effective.

Thanks to Allah SWT, without whom the writer will never be able to finish this script as He is the only God who decides what will and won’t happen in this world. The writer would also like to express his deepest gratitude to the people who have helped him in completing this script. Special thanks are expressed to:

1. The writer’s parents who have supported the writer so much that he is feeling obliged to finish this script as soon as possible.

2. Prof. Dr. Cucu Sutarsyah, M. A. as the writer’s first script advisor. Thanks for his patience and kindness in guiding the writer to complete his script. He also gives the writer a great amount of advice which then helps the writer finish his script.

3. Drs. Sudirman, M. Pd. as the writer’s second script advisor. Because of his invaluable contribution in the making of this script, the writer gets quite a lot of new knowledge about script making theories which then leads to a close to-perfect-script result.

4. Dra. Hartati Hasan, M. Hum. as the examiner of this script who has given lots of inputs that help the writer make a compact script and finish it.

5. Dra. Flora Nainggolan, M. Pd. as the writer’s academic advisor who has been doing more than enough to assist the writer. Despite her being out of town, she is still willing to take the trouble to e-mail the writer in order to support him.

6. Muhammad Ayyub as the principal of Standard Gandhi English Course as the man who encourages the writer the most to finish his script and gives him the freedom to take a leave to finish his script.

7. Charli Wijaya, S. Pd. as one of the writer’s dearest friends who has been helping the writer with his script since the making of this script first started.

I. Examination Committee

Chairperson : Prof. Dr. Cucu Sutarsyah, M. Pd. ………

Examiner : Dra. Hartati Hasan, M. Hum. ………

Secretary : Drs. Sudirman, M. Pd. ………

The Dean of Teachers Training and Education Faculty

Dr. H. Bujang Rahman, M. Si. NIP 19600315 198503 1 003

A COMPARATIVE STUDY CONCERNING STUDENTS’ PAST TENSE MASTERY BETWEEN THOSE TAUGHT THROUGH INDUCTIVE AND DEDUCTIVE METHODS

AT THE FIRST YEAR CLASS OF SMPN 3 BANDAR LAMPUNG

A Script

By

Muhammad Firdaus 0413042040

Advisors:

1. Prof. Dr. Cucu Sutarsyah, M. A. 2. Drs. Sudirman, M.Pd.

ENGLISH DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY UNIVERSITY OF LAMPUNG

The writer, Muhammad Firdaus, was born on September 12th , 1986 in Medan. He is the first child of Muhammad Ilyas and Raisunnisa. He has only one brother and no sister. His father is a teacher of English at Standard Gandhi English Language Centre and his mother is a housewife.

He started his study in TK Aisiyah in Tebing Tinggi, North Sumatra in 1991 and graduated in 1992. In that very year, he continued his study to SDN 1 Tebing Tinggi and finished it in 1998.

Then, he moved to Bandar Lampung and enrolled at SMPN 18 Bandar Lampung in 1998 and graduated in 2001. His senior high school was at SMAN 1 Bandar Lampung. He started studying there in 2001 and graduated in 2004. Following his graduation from SMAN 1 Bandar Lampung, the writer registered at University of Lampung and applied for a job as a teacher of English in Standard Gandhi English Language Centre and has started teaching there since then.

MOTTO

The freedom to fail is vital if you're going to succeed. Most successful people fail from time to time, and it is a measure of their strength that failure merely propels them into some new attempt at success. (Michael Korda)

Research Title : A Comparative Study Concerning Students’ Past Tense Mastery between Those Taught through Inductive and Deductive Methods at the First Year Class of SMPN 3 Bandar Lampung

Student’s Name : Muhammad Firdaus Student’s Number : 0413042040

Department : Language and Arts Education Study Program : English Education

Faculty : Teacher Training and Education Faculty

APPROVED BY Advisory Committee

Advisor Co-Advisor

Prof. Dr. Cucu Sutarsyah, M. A. Drs. Sudirman, M. Pd. NIP. 19570406 198603 1 001 NIP. 19550712 198603 1 003

The Chairperson of

The Department of language and arts Education

Drs. Imam Rejana, M. Si. NIP. 19480421 197803 1 004

I. INTRODUCTION

A. Background of the Problem

English plays a very important role in this modern era. Most media in this globalization era use English. A lot of information provided is likely to be in English. Many good books to read are usually also in English. Not to mention, almost all office work is in touch with English, starting with computer typing up to paper-work writing. In other words, there is no doubt that English is a must to learn and master.

Nowadays, English is taught either formally or informally. Formally, it is taught at schools while informally, it is usually taught in courses. When learning a language, there are four skills need mastering. They are listening, speaking, reading and writing. In order to master the four skills, there is compulsion to have good mastery in grammar as well.

Grammar is the ways of how a language works. It also deals with the forms and structures of words with their customary arrangement in phrases and sentences and now often with language sounds and word meanings.

Based on the definitions of grammar above, it can be said that grammar plays not only an important role in a language, but also has an intrinsic value in it. According to the information obtained, many modern people are likely to be no longer willing to study grammar. They make an assumption that grammar is just a set of language rules that must be memorized. The process of which will create a very boring atmosphere of learning. This kind of thinking will, of course, mislead many people. However difficult the grammar is, it is a must to study it because one may judge one‟s mastery of a language by his / her grammar. This expression shows how important grammar is in English. If people are speaking with no grammar, it will raise confusion in listeners‟ minds. What makes things worse is that it could even lead to misunderstanding. For instance, “I am teaching” is different from “I am taught”. “I am teaching” means I am the teacher and teaching at the moment of speaking, while “I am taught” means I am the student and another person teaches me something. That is grammar, a slight difference can change the entire meaning of the sentence.

Considering the facts that Indonesian high school students are very poor in understanding the concept of past tense and constructing sentences in past tense, the writer finds it necessary to teach past tense by means of narrative texts because narrative texts are likely to stimulate students‟ interest due to the interesting stories they have. The writer also used an inductive method in teaching past tense as it was different from the method used by the teacher which was a deductive method. The writer compared teaching by applying these two methods because both methods have advantages and disadvantages.

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Felder (1993) characterizes inductive and deductive preferences as a learning style issue. Some students learn best through inductive, some learn best through deductive. Inductive learners like making observations and poring over data looking for patterns so they can infer larger principles. While deductive learners like to have the general principles identified and prefer to deduce the consequences and examples from them. These are often some learners who prefer structure in general.

From the example about resource partitioning described previously, one can see that the inductive method could potentially make for a messier lesson. Students may draw other meanings from the examples and data provided than what was intended by the instructor. The inductive method may also take more time and less efficient than a deductive method.

Bay (1990) found that in a controlled study of science achievement by students with mild handicaps, including learning disabilities, those students taught through inductive method showed better long-term retention of concepts than those taught through deductive method.

At the same time, open-ended inductive exercises may pose severe challenges for students with learning disabilities. Such students may have difficulty getting started, understanding their role in the exercise, and staying focused on the activity. In order for these students to succeed when engaged in inductive activities, it is essential that the instructor create clear guidelines for behavior,

provide explicit directions from the outset of the activity, and be prepared to offer extra guidance when necessary. Mastropieri, Scruggs, and Butcher (1997) concur and suggest that inductive-based activities for students with learning disabilities, without the supporting structure, will result in less effective concept development.

These pros and cons, however, made the writer make up his mind to conduct this research and find out himself which of the methods is most suitable with most Indonesian primary students.

B. Identification of the Problem

The writer identifies the problems as follows:

a. Teachers apply wrong methods in teaching Past Tense

b. Teachers do not stimulate students‟ interest in learning Past Tense c. Students do not understand the concept of Past Tense

d. Students are not able to make correct Past Tense sentences

C. Limitation of the Problem

The writer limits the problem as follows: a. Grammar taught was Past Tense

b. The comparison in teaching Past Tense through inductive method and deductive method

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D. Formulation of the Problem

The writer formulates the problem as follows: Is there any significant difference in students‟ Past Tense mastery between the students taught through inductive method and those taught through deductive method?

E. Objective of the Research

In relation with the formulation of the problem above, the objective of the research is to find out whether or not there is a significant difference in students‟ Past Tense mastery between the students taught through inductive method and those taught through deductive method.

F. Uses of the Research The uses of the research are:

1. In theory, to see whether or not the result of this research supports previous theories of teaching through inductive method.

2. In practice, to find out whether or not teaching through inductive method can be more effectively applied in teaching Past Tense to the students of Junior High Schools.

G. Scope of the Research

The research was conducted at the first year class of SMPN 3 Bandar Lampung and focused on students‟ grammar ability in making past tense sentences by

means of narrative texts. The writer used parametric analysis that was by using repeated measures t-test. The research dealt with the comparison in teaching Past Tense through inductive method and through deductive method. The comparison was seen from the score differences between the pretest and posttest of the two classes taught through inductive and deductive methods.

H. Definition of Key Terms

1. Past Tense is the tense which is used to show an action or a situation which happens before the current time.

2. Past Tense mastery in this research is measured by the average scores gained by each class.

3. Inductive method is the method of teaching from specific to general, from the examples with sentences to the rules of grammar.

4. Deductive method is the method of teaching from general to specific, from the rules of grammar to the examples with sentences.

5. Comparative study means comparing two average scores of past tense mastery between the students taught through inductive method and those taught through deductive method.

II. LITERATURE REVIEW

A. Concept of Grammar

The writer discusses the concept of grammar in this chapter because past tense belongs to grammar. According to Quirk (1984), Grammar shall be used to include both Syntax and the inflections (or accidence) of Morphology. The fact that the past tense of buy is bought (inflection) and the fact that the interrogative form of He bought it is Did he buy it? (Syntax) are therefore both equally the province of grammar. There is nothing esoteric or technical about the usage in this respect.

Based on the definition made by Crystal (2004), grammar is the structural foundation of the ability to express ourselves. The more awareness there is of how it works, the more accurate it is to be understood in the meaning and effectiveness of the language. It can help foster precision, detect ambiguity, and exploit the richness of expression available in English. And it can help everyone, not only teachers of English, but teachers of anything, for all teaching is ultimately a matter of getting to grip with meaning.

Greenbaum (1996) states ancient attitudes to grammar still survive: many people are in awe of it, know little about it, tend to fear or dislike it, often find it baffling

or boring if exposed to it at school, and yet a minority is fascinated by it: a field in which precise scholarship and nit-picking pedantry have co-existed for centuries. "Grammar is concerned with how sentences and utterances are formed. In a typical English sentence, it can be seen the two most basic principles of grammar, the arrangement of items (syntax) and the structure of items (morphology):

I gave my sister a sweater for her birthday.

The meaning of this sentence is obviously created by words such as gave, sister,

sweater and birthday. But there are other words (I, my, a, for, her) which

contribute to the meaning, and, additionally, aspects of individual words and the way they are arranged which enable people to interpret what the sentence means (Carter and McCarthy, 2006). In accordance with the concepts of grammar stated by the experts above, it can be said that grammar is the key of a language which consists of two basic principles which are syntax and morphology.

According to Chomsky (1971), syntax is the study of the principles and processes by which sentences are constructed in particular languages. Syntactic investigation of a given language has as its goal the construction of a grammar that can be viewed as a device of some sort for producing the sentences of the language under analysis. In other words, syntax should be based on some analysis

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Radford says that within traditional grammar, the syntax of a language is described in terms of a taxonomy (i.e. the classificatory list) of the range of different types of syntactic structures found in the language. The central assumption underpinning syntactic analysis in traditional grammar is that phrases and sentences are built up of a series of constituents (i.e. syntactic units), each of which belongs to a specific grammatical category and serves a specific grammatical function. Given this assumption, the task of the linguist analysing the syntactic structure of any given type of sentence is to identify each of the constituents in the sentence, and (for each constituent) to say what category it belongs to and what function it serves as different sentences have different structure.

In contrast to the taxonomic approach adopted in traditional grammar, Chomsky (1971) takes a cognitive approach to the study of grammar. For Chomsky, the goal of the linguist is to determine what it is that native speakers know about their native language which enables them to speak and understand the language fluently: hence, the study of language is part of the wider study of cognition (i.e. what human beings know). In a fairly obvious sense, any native speaker of a language can be said to know the grammar of his or her native language.

Chapman (1995:182) states that syntax is the part of grammar, or the subsystem of a grammar that deals with the position, order and function of words and larger units in sentences, clauses, and phrases. The “rules” of English syntax are so numerous and complex that they will never be fully codified. They control our verbal expression over a vast range of free choices and choices required by the rules of grammar from the construction of complex sentences, to the precise patterns required for questions and passive constructions, to the very subtle ordering of modifiers and nouns. The terms “subject”, “predicate”, “object” and the like are syntactic designations. Where the choices have to do not so much with “correctness” as with beauty and force of expression, syntax merges with stylistics. It also merges with morphology. The use of a possessive form shows the relation between “hat” and “girl.” Linguists find it difficult to define the exact limits of syntax, but the meaning of the Greek syntassein (to arrange; to put in order), from which “syntax” derives, provides a good basis of understanding. While the term 'morphology' has been taken over from biology where it is used to denote the study of the forms of plants and animals. It was first used for linguistic purposes in 1859 by the German linguist Salmon (2000), to refer to the study of the form of words. In present-day linguistics, the term 'morphology' refers to the study of internal structure of words and form-meaning between words.

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"The notion 'systematic' in the definition of morphology given above is important. For instance, it is likely to observe a form difference and a corresponding meaning difference between the English noun ear and the verb hear. However, this pattern is not systematic: there are no similar word pairs, and it cannot form new English verbs by adding h- to a noun" (Booij, 2007).

Crystal (2003) states "For English, “morphology” means devising ways of describing the properties of such disparate items as a, horse, took, indescribable,

washing machine, and antidisestablishmentarianism. A widely recognized

approach divides the field into two domains: lexical or derivational morphology

studies the way in which new items of vocabulary can be built up out of combinations of elements (as in the case of in-describ-able); inflectional

morphology studies the ways words vary in their form in order to express a

grammatical contrast (as in the case of horses, where the ending marks plurality)."

Further, Crystal states that the distinction between words and lexemes provides the basis for the division of morphology into two branches: inflectional

morphology and lexical word-formation. Inflectional morphology deals with the

inflectional forms of various lexemes. It has something of the character of an appendix to the syntax, the major component of the grammar. Syntax tells when a lexeme may or must carry a certain inflectional property, while inflectional morphology tells what form it takes when it carries that inflectional property.

Crystal emphasizes that lexical word-formation, by contrast, is related to the dictionary. It describes the processes by which new lexical bases are formed and the structure of complex lexical bases, those composed of more than one morphological element. The traditional term is simply 'word-formation.

In accordance with wikipedia.org (retrieved on January 20th , 2011), morphology is the identification, analysis and description of the structure of morphemes and other units of meaning in a language like words, affixes, and parts of speech and intonation/stress, implied context (words in a lexicon are the subject matter of lexicology). Morphological typology represents a way of classifying languages according to the ways by which morphemes are used in a language —from the analytic that use only isolated morphemes, through the agglutinative ("stuck-together") and fusional languages that use bound morphemes (affixes), up to the polysynthetic, which compress lots of separate morphemes into single words.

While words are generally accepted as being the smallest units of syntax, it is clear that in most languages, words can be related to other words by rules (grammar). For example, English speakers recognize that the words dog and dogs are closely related — differentiated only by the plurality morpheme "-s," which is only found bound to nouns, and is never separate. Speakers of English recognize these relations from their tacit knowledge of the rules of word formation in English. They infer intuitively that dog is to dogs as cat is to cats; similarly, dog is

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to dog catcher as dish is to dishwasher (in one sense). The rules understood by the speaker reflect specific patterns (or regularities) in the way words are formed from smaller units and how those smaller units interact in speech. In this way, morphology is the branch of linguistics that studies patterns of word formation within and across languages, and attempts to formulate rules that model the knowledge of the speakers of those languages.

B. Kinds of Grammar

There are three kinds of grammar:

1. Descriptive grammar 2. Prescriptive grammar

3. Transformational-generative grammar

1. Descriptive and Prescriptive Grammar

Descriptive grammar is the systematic study and description of a language. While prescriptive grammar is a set of rules and examples dealing with the syntax and word structures of a language, usually intended as an aid to the learning of that language.

Descriptive grammar refers to the structure of a language as it is actually used by speakers and writers. Prescriptive grammar refers to the structure of a language as certain people think it should be used.

Both kinds of grammar are concerned with rules, but in different ways. Specialists in descriptive grammar (called linguists) study the rules or patterns that underlie the use of words, phrases, clauses, and sentences. On the other hand, prescriptive grammarians (such as most editors and teachers) lay out rules about what they believe to be the “correct” or “incorrect” use of language.

To illustrate these different approaches, let's consider the word interface. The descriptive grammarian would note, among other things, that the word is made up of a common prefix (inter-) and a root word (face) and that it‟s currently used as both a noun and a verb. The prescriptive grammarian, however, would be more interested in deciding whether or not it is “correct” to use interface as a verb.

Here's how the prescriptive Usage Panel at The American Heritage Dictionary, 4th edition passes judgment on interface: The Usage Panel has been unable to muster much enthusiasm for the verb. Thirty-seven percent of Panelists accept it when it designates the interaction between people in the sentence The managing editor must interface with a variety of freelance editors and proofreaders. But the percentage drops to 22 when the interaction is between a corporation and the

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public or between various communities in a city. Many Panelists complain that interface is pretentious and jargony.

By their nature, all popular style and usage guides are prescriptive, though to varying degrees: some are fairly tolerant of deviations from standard English; others can be downright cranky. The most irascible critics are sometimes called "the Grammar Police."

Though certainly different in their approaches to language, both kinds of grammar; descriptive and prescriptive are useful to students.

2. Transformational-Generative Grammar

To attempt to extend phrase structure grammar to cover the entire language directly, would cause to lose the simplicity of the limited phrase structure grammar and of the transformational development. This approach to syntactic analysis is not appreciable. Chomsky in `Syntactic Structures' observes that "notions of phrase structure are quite adequate for a small part of the language and that the rest of the language can be derived by repeated application of a rather simple set of transformations to the strings given by the phrase structure grammar. Thus "Transformational Generative Grammar" was introduced. The name suggests that there are two aspects of this theory. The grammar that it provides is both `transformational' and `generative'. These two aspects are not logically

dependent upon each other, though the theory gains plausibility from the interaction of the two.

3. Transformational Grammar

"Essentially, transformation is a method of stating how the structures of many sentences in languages can be generated or explained formally as the result of specific transformations applied to certain basic sentence structures.", as R. H. Robins observes in his book "General Linguistics". Further, he says, "These basic sentence types or structures are not necessarily basic or minimal from the point of view of Immediate Constituent Analysis, the transformational syntax presupposes a certain amount of phrase structure grammar of the immediate constituent type to provide the basis of the `kernel' from which transformations start." Thus active sentences are `kernel' sentences whereas passive sentences are the transforms. However, the notion of `kernel' has been abandoned by Chomsky since the publication of his "Aspects of the Theory of Syntax".

In "Syntactic Structures" Chomsky handles the active-passive relationship by saying that if S1 is a grammatical sentence with the form

NP1----Aux----V----NP2,

then the corresponding string of form

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is also a grammatical sentence. It states how to convert an active sentence into a passive sentence. It is necessary to change the positions of the noun phrase and insert `by' before the second one in the passive and, at the same time, change the verb from active into passive. In this way, the sentence "The door was opened by Shaw" is the transform of the sentence in active voice "Shaw opened the door".

There are, however, plenty of other transformations. One that occurs in English but is not paralleled in most languages is that of `permutation'. That is, "Has Jim played the piano?" is a transformation of "Jim has played the piano." This occurs with all the auxiliary verbs of English as "Is he coming?", "Can you go?", "Must I sleep?" etc.

A different and in some ways more important type of transformation is "relative transformation" which involves more than one "kernel sentence". There is a sense in which one sentence can be regarded as being part of another sentence, that one structure can be embedded into another. The sentence that is embedded into another is known as the "constituent" and the sentence into which it is embedded as the "matrix". For example, the sentence `The boy who was standing there ran away.' can be treated as a transformation of the two sentences:

The boy ran away and The boy was standing there.

Thus the relative transformation places the second sentence after `boy' in the first and then replaces `the boy' in the second by `who'.

The relevance of transformational grammar becomes obvious when it resolves ambiguity in sentences.

4. Generative Grammar

Another characteristic of Transformational Grammar is that it is `generative'. In other words, a grammar must generate all and only the grammatical sentences of a language. It means merely that the grammar must be so designed that by following its rules and conventions people can produce all or any of the possible sentences of the language.

To `generate' is thus to `predict' what can be sentences of the language or to `specify' precisely what are the possible sentences of the language. Thus a grammar should `generate', `specify', and `predict' sentences such as:

He plays the piano. but not plays the piano he or He the piano plays. A generative grammar is not concerned with any actual set of sentences of the language but with the possible set of sentences. It is not necessary, then, to be concerned or even primarily with any observed sentences that have occurred, but rather with those that can or could have occurred.

The advocates of Transformational Grammar point out that any corps has a finite number of sentences, no matter, how large, yet a language consists of an infinite

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number of sentences. This infinity is a result of what is known as `recursion' that can be applied the same linguistic device over and over again. For example; This is the house that Jack built.

This is the corn that lay in the house that Jack built.

This is the rat that ate the corn that lay in the house that Jack built.

The generative grammar is explicit, that is, it explicitly indicates just what the possible sentences of the language are. By its rules and conventions it generates all the sentences so its rules and conventions are totally explicit.

The `competence' and `performance' of a native speaker of a language are related to the Transformational Grammar grammarians' interest not in the neutral text but in what is linguistically possible. Their interest does not lie, therefore, in the actual utterances of the native speakers of a language but rather in what he can say. This concerns his knowledge of the language, his `competence' not what he actually does at any time, the sentences he actually produces, which are a matter only of performance. According to the theory, the native speaker of a language has `internalized a set of rules' which form the basis of his ability to speak and understand his language. It is the knowledge of these rules that is the object of the linguist's attention, not the actual sentences he produces.

Transformational Grammar is a rule-based grammar. Generative rules share some characteristics of both prescriptive and descriptive rules. They are in the first place instructions like the prescriptive rules but instead of being instructions for the production of correct speech, they are instructions for generating all the possible sentences of the language. In the second place, like descriptive rules, they relate to the facts of actual languages not the invented languages of grammarians, and are ultimately based, therefore upon what people say rather than what they ought to say.

The rules of Transformational Grammar are rewritten rules. That is to say, they rewrite one symbol as another or as several others or one set of symbols by another until eventually the sentences of the language are generated. The rules start with symbols `S' (sentence) and then a sequence of rules rewrite this symbol until a sentence is produced.

The sentence like `A man read the book' will be described as; 1. S  NP + VP

2. VP  V + NP 3. NP  D + N 4. V  read 5.Det  a, the 6. N  man, book

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If people apply the rules in sequence, they generate the following strings successively:

SNP + VP NP + V + NP

Det + N + V + Det + N Det + N + read + Det + N

In Transformational Grammar phrase structure rules form the basic part of the grammar and are technically described as the `base component'. As long as, however, one is restricted to Passive Sentence rules, one cannot generate passive sentences from active ones.

Transformational rules contain two parts. The first part of each rule is a structural analysis specifying the class of strings to which the rule applies. The second part of the rule specifies the `structural change'.

The grammar of a language should describe the linguistic facts of the

language economically and accurately. From this perspective one finds traditional grammar to be deficient. The western grammarians inherited the basic postulates of Greek tradition and interpreted language through categories of logic. This conceptual interpretation is notional and fails to give a scientific interpretation. Moreover, the traditional grammars distinguish written language and oral

language, the formal being the basis of grammatical study for them. But modern linguists have proved that it is speech which is the real language and written language only a representation of it. Therefore no wonder many forms which grammarians declared to be incorrect and unacceptable exist in everyday speech. The traditional grammar notional and prescriptive approach towards language is ephemeral and fails to go into the deeper problems involved.

The point that traditional grammar overlooks is the inherent system, the inner mechanism or what Saussure calls `Langue' at work when an utterance is made. An individual can utter a sentence and this sentence can have unpredictable possibilities of variations. The grammar's role is not to prescribe rules for the correctness of the sentence but to find out the system at work which enables the individual to manipulate such a great and complex range of utterances.

Chomsky rightly asserted that traditional grammars are deficient in that they leave unexposed many of the basic regularities of the language. They emphasize exceptions and irregularities but only give examples and hints concerning regular and productive syntactic process due to their preoccupation with the extra linguistic view of `natural order of thought' being reflected in the order of words. The rules of sentence formations as formulated by them do not belong to the field of grammar.

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In Transformational Grammar sentence refers to the individual elements of which a language contains an infinite number. Grammar is the concept which refers to finite system which specifies and generates these infinite numbers of sentences. Transformational Grammar has a comprehensive approach as it deals with the language on the syntactic, semantic, and phonological level which three put together represent language in both its structural and functional terms. No other grammar is complete in this sense.

C. Deductive and Inductive Methods in Teaching Grammar

Since the title of this script is closely related to deductive and inductive methods, the writer finds it necessary to explain what deductive and inductive methods are. According to Widodo (2006:126), there are two core methods in grammar teaching. They are deductive and inductive methods. Both approaches can offer certain advantages, but the biggest difference is the role of the teacher. In a deductive classroom, the teacher conducts lessons by introducing and explaining concepts to students, and then expecting students to complete tasks to practice the concepts; this approach is very teacher-centered. Conversely, inductive instruction is a much more student-centered approach and makes use of a strategy known as noticing which is the process of students becoming aware of something in particular; it can be used to teach a grammar concept when students are given the

examples, and they come to understand the rule by noticing what those examples have in common.

When teachers speak at a more advanced level, they are giving the students constant opportunities to notice the differences between the teacher‟s speech and theirs. This way each student can become aware of the differences at his own pace.

Teachers can provide students with opportunities for noticing simply by putting posters up in the classroom in the target language. As before, when the students are ready to notice the difference, they will.

Students have different intellectual capacities and learning style that favour or hinder knowledge accumulation. As a result, teachers are interested in ways to effectively cause students to understand better and learn. Teachers want to bring about better understanding of the material that she or he wants to convey. It is the responsibility of the educational institutions and teachers to seek more effective ways of teaching in order to meet individual‟s and society‟s expectations from education. Improving teaching methods may help an institution meet its goal of achieving improved learning outcomes.

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1. Deductive Method

A deductive method is derived from the notion that deductive reasoning works from the general to the specific. In this case, rules, principles, concepts, or theories are presented first, and then their applications are treated. In conclusion, when one uses deduction, one reasons from general to specific principles.

Dealing with the teaching of grammar, the deductive method can also be called rule driven learning. In such a method, a grammar rule is explicitly presented to students and followed by practice applying the rule. This method has been the bread and butter of language teaching around the world and still enjoys a monopoly in many course books and self-study grammar books Fortune (1992). The deductive method maintains that a teacher teaches grammar by presenting grammatical rules, and then examples of sentences are presented. Once learners understand rules, they are told to apply the rules given to various examples of sentences. Giving the grammatical rules means no more than directing learners‟ attention to the problem discussed. Eisenstein (1987) suggests that with the deductive method, learners be in control during practice and have less fear of drawing an incorrect conclusion related to how the target language is functioning.

To sum up, the deductive method commences with the presentation of a rule taught and then is followed by examples in which the rule is applied. In this

regard, learners are expected to engage with it through the study and manipulation of examples.

In the case of the application of the deductive method, therefore, Michael Swan (cited in Thornbury, (1999:32) outlines some guidelines for when the rule is presented. Among them are:

1. The rules should be true;

2. The rules should show clearly what limits are on the use of a given form 3. The rules need to be clear;

4. The rules ought to be simple;

5. The rules needs to make use of concepts already familiar to the learners; and 6. The rules ought to be relevant.

Most importantly, when the rules are presented in the deductive method, the presentation should be illustrated with examples, be short, involve students‟ comprehension and allow learners to have a chance to personalize the rule.

2. Inductive Method

According to Felder and Henriques (1995), inductive method comes from inductive reasoning stating that a reasoning progression proceeds from particulars (that is, observations, measurements, or data) to generalities (for example; rules,

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laws, concepts or theories). In short, when one uses induction, one observes 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 method can also be called rule-discovery learning. It suggests that a teacher teach 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 method tries to utilize the very strong reward value of bringing order, clarity and meaning to experiences. This method involves learners‟ participating actively in their own instruction. In addition, the method encourages a learner to develop her/his own mental set of strategies for dealing with tasks. In other words, this method attempts to highlight grammatical rules implicitly in which the learners are encouraged to conclude the rules given by the teacher.

The inductive method is deeply entrenched in Science education. Traditionally science courses were taught deductively, with the teacher teaching the students the facts and theory, then moving to textbook exercises and finally application. Using the inductive method, the teacher presents the students with a specific challenge or problem that needs to be solved. The students must then use their base-knowledge to investigate, test, analyze and come to their own conclusion or solution. (wik.ed, 2012)

D. General Procedures in Teaching Grammar

1. Teachers should first decide on the method they intend to use for teaching a new grammatical structure. The method chosen will also largely determine the activities which will be done. Deductive methods involve writing out grammatical concepts and rules and explaining them. Inductive methods encourage students to come up with the rule on their own after seeing sentences with the targeted grammatical structure. Learning grammatical structures inductively also facilitates the stage of producing language.

2. Teachers should spend a lot of time exposing students to the structure. Students need time to recognize new structure. If the students need the rules, then present them.

3. Teachers should provide an extensive amount of practice ranging of simple recognition type activities. Students need practice learning the new forms and structures. Multiple choice questions allow students to simply recognize the forms without having to conjugate any verbs or produce sentences using the new grammatical concepts.

4. After engaging the students in practice, teachers should encourage them to notice grammatical patterns. Recognizing grammatical patterns is an important stage of practicing grammatical concepts.

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5. The final step of the practice is to provide enough guided practice so that students feel comfortable producing and semi-producing the structures on their own. On a level of speaking, semi-production type activities include completing a dialog (teachers write the questions and students write the answers) using some verbs in the new tense. Complete production is writing complete sentences or questions using some of the verbs the teacher provides.

E. Concept of Past Tense

Past tense is the form of language used to refer to an event, transaction, or occurrence that did happen or has happened, or an object that existed, at a point in time before now. Compare with present tense, which refers to an event, transaction or occurrence which is happening now (or at the present time), or an object that currently exists; or with future tense, which refers to an event, transaction or occurrence that has not yet happened, is expected to happen in the future, or might never happen (wiktionary.org).

Generally, the simple past tense refers to events, habitual activities, and states in the past. In the sequence of tenses rule in reported speech, it restates the present tense of the original utterance (Palmer and Greenbaum, 1992).

The Past Simple tense, also called the Simple Past, is used for past actions that happened either at a specific time, which can either be given by a time phrase

(yesterday, last year, etc.) or understood from the context. Regular Verbs add -ed to the base form, or -d if the verbs ends with -e. Irregular verbs can change in many different ways and the verb form is the same for all persons.

F. Kinds of Past Tense

In English, the so-called simple past form is a true tense in that its use always places the action in the past. The other basic form of English verbs is the progressive aspect form, which shows ongoing action; this too can be altered to place the action in the past. English also has two forms, one of them unique to the past, that indicate past habitual action.

1. The Simple Past Tense

The simple past is formed for regular verbs by adding -d or – ed to the root of a word. Examples: He walked to the store, or They danced all night. A negation is produced by adding did not and putting the verb in its infinitive form. Example: He did not walk to the store. Question sentences are started with did as in Did he walk to the store? The simple past is used for describing acts that have already been concluded, regardless of whether they took place habitually or are viewed as a single occurrence seen as a unit (but not if they are viewed as having occurred continuously). It is commonly used in storytelling.

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2. The Past Progressive Tense

The past progressive is formed by using a simple past form of to be (was or were) and the main verb‟s present participle: He was going to church. This form indicates that an action was continuously ongoing. By inserting not before the main verb a negation is achieved. Example: He was not going to church. A question is formed by fronting the simple past form of to be as in Was he going?

3. The Past Habitual Tense

The past habitual can be formed in one of two ways. One construction is formed by “used to” plus the bare form of the main verb (or, technically and equivalently, by “used” plus the “to-infinitive” of the main verb). With an action verb it indicates that something occurred repetitively, as in I used to go there, while with a stative verb it indicates that a state was continuously in effect, as in I used to belong to that club. The used to form can be used whether or not the specific time frame of the action is specified (I used to go there; I used to go there every Friday in June). The negation of this form is exemplified by I used not to go there, although in informal usage I didn't use to go there is frequently heard. The interrogative form Used you to go there? is rare; the informal alternative Did you use to go there? is sometimes heard.

The other past habitual form uses the auxiliary verb would (which has other uses as well). For example, Last June I would go there daily. When this form is used, it must be accompanied by an explicit time frame (so for example I would go there. does not occur unless the time frame has already been specified). This form is negated as in Last June I would not go there daily, and it is made interrogative as in Last June, would you go there daily?

4. The Past Perfect Tense

The past perfect is formed by combining the simple past form of “to have” with the past participle form of the main verb: We had shouted. This form conveys that an action occurred before a specified time in the past, so it is actually the past of the past tense. A negation is achieved by including not after had: You had not spoken. Questions in past perfect always start with had: Had he laughed?

5. The Past Perfect Progressive Tense

The past perfect progressive is formed by “had”, “been” and the present participle of the main verb: You had been waiting. This form describes action which happened in continuous fashion prior to sometime in the past.

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For negation, not is included before been: I had not been waiting. A question sentence is formed by starting with had: Had she been waiting? If emphasis is put on the duration of an action that continued to the reference time in the past, “since” and “for” are signal words for the past perfect progressive: We had been waiting at the airport since the 9 P.M. flight; We had been waiting there for three hours.

Of all kinds of past tense above, the writer only used simple past tense in the materials given to the classes in which the research was conducted.

G. Concept of Narrative

The concept of narrative is presented in this chapter because the type of texts used in this research was narrative texts. Chatman (1978: 31) defines narrative as a structure which is made up of narrative statements. Kenan (1983: 2) defines narrative fiction as “the narration of a succession of fictional events”. Bal (1985: 3) defines narrative as a corpus which should consist of all narrative texts and only those texts which are narrative.

Fortunately, there is broad agreement on the dualistic nature of narrative, that is has a what and a way. The what of narrative can be viewed in terms of narrative content, which consists as far as the main elements are concerned; events, actors, time, and locations. The way has to do with how the narrative is told.

The what is also called the story. The way is the discourse. These terms and the difference between story and discourse canbeseen below. This dualism is found in the title of an important book of narrative: Story and Discourse by Seymour Chatman.

- Story is what narrative is; its content consisting of events, actions, time and locations

- Discourse is how the narrative is told; arrangement, emphasis / de-emphasis, magnification / diminution, of any of the elements of the content.

The binary classification of narrative may be necessary in order to conceptualize the idea of the „translation‟ or conversion of a particular narrative from one art form or medium to another: when one translates, one translates the story and not the discourse. Discourse is obviously different in different art forms, although there may be similarities in the story. It is also necessary when to specify what is meant by the beginning and end (or for that matter, the middle) of a narrative, as the beginning and end of a narrative at the story and discourse levels may differ.

It may be useful to divide narrative discourse into two further aspects; the story-internal aspect and the aspect which involves an interaction with story-external factors: The definition of discourse as „the arrangement, emphasis / de-emphasis, magnification / diminution of any of the elements of the content has to do with the

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story-internal aspect of discourse. Also important, is the story-external aspect, which tells how the narrative arises, how it ends, what are the motivating factors in the telling, beginning, ending and continuation of narrative and so on. Such a view of narrative does not look at it as an autonomous entity.

Sometimes, a three-level division of narrative is proposed. According to Bal (1985:7-9), the three levels are:

- The fabula is a series of logically and chronologically related events, caused or experienced by actors. Bal calls this the deep or abstract structure of the text.

- The story is the way the fabula is looked at, and consists of the „aspects‟or „traits‟ peculiar to a given story. One must note here that Bal's definition of story is quite different from the definitions given by Chatman and Rimmon-Kenan.

- Finally, there is the text, by which one uses language signs to relate a story, which is produced by an agent who relates the story.

Another three-level conception is given by Kenan (1983: 3-4). To her, a narrative consists of story, text and narration.

- The story is equivalent to the histoire and fabula mentioned above; the story to her is an abstraction of text events.

- Text is equivalent to discourse, and consists of what one reads or hears. The text is spoken or written discourse as it is told; the events of a text need not be arranged in chronological order.

- Narration is the process of production, and involves an agent who produces the text.

There have also been attempts to define narrative in terms of communicative framework. To Chatman (1978:28), “narrative is a communication; hence, it presupposes two parties, a sender and a receiver”. Chatman (1978:31) is also of the view that “narratives are communications, thus easily envisaged as the movement of arrows from left to right, from author to audience”.

The term narration has also been defined in terms of communication. To Kenan (1983:2), “narration suggests a communication process in which the narrative as a message is transmitted by addressor to addressee”. It has been claimed (for example by Martin (1986: 27)), that the recent trend in narrative analysis represents a shift from the linguistic to the communication model.

In the communicative framework, a narrative is viewed in terms of a transaction which has an addresser, addressee and (possibly) a message. If one is referring to a written text, the addresser is the author or narrator and the addessee is the

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reader or narratee. If one is referring to a spoken text, the addresser is the speaker or narrator and the addessee is the listener or narratee. One can also take a semiotic perspective of the communicative framework, where the addressee is the encoder, who intends a meaning in relation to the sign system he or she has produced; the listener is the decoder who interprets the meaning according to the given sign system.

H. Constituents of Narrative 1. Beginnings and Ends

Beginnings and ends of narrative are often treated as concepts that are derived from Aristotle, but they may come from life itself. They are seen in birth and death. In this regard, Kermode (1967: 44-45), refers to the tick-tock of the clock. There is also a natural psychological tendency to look for beginnings and ends in everything, of which narrative is certainly not an exception. Edward (1975:5) said, for example, narrative refers to the “aboriginal human need to point to or locate a beginning”. The response to narrative seems to accentuate this tendency, as conceptions of beginnings and ends in narrative are more determinate than related ideas in life.

Attempts to define beginning and end in narrative, just like the attempts to define narrative itself, may be circular. Martin (1986: 85) notes that the contention that

beginning and end exist in narrative presupposes that one knows what these words mean and how they actually work in narrative. However, just like the attempts to define narrative (which have been seen to be of paramount importance in any study of narrative, in spite of their tendency to be circular) one cannot avoid trying to delimit the beginnings and ends of narrative, as they are also of extreme importance in any study of narrative.

Another constituent that is often associated with the beginning of a narrative is the exposition which is a plot constituent found at the beginning. The exposition consists of the following elements:

- The explanation of the background - The introduction to the characters - The establishment of the setting - The definition of the basic situation

As for the end of narrative, there is one major problem that one cannot really discuss it until other components of narrative are discussed, unless of course one is dealing with external factors which trigger the end. Said (1975) has noted that the end implies that there is a beginning before it. The same can be said about the other components of narrative prior to the end, which all lead to, and are clearly responsible for, the end of the narrative. These components, which occur prior to

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the end of narrative, are clearly responsible for the end of the narrative. External factors may tell how the discourse has ended, but not the story, although it can be said that the discourse may be all one has, and not the story.

2. Settings

The setting of a narrative has been define as the background material pertaining to the characters and events, the actual immediate surroundings of the objects or characters in a narrative or the spatial location which is able to extend over a sequence of actions, events and situations but independent of any of them. The setting has also been seen in terms of place, space, and state. However, although each of these terms has a contribution to make to the setting, none of them is the same as the setting itself. A setting is often associated with the objects found within it, but again, these objects together do not completely define the setting.

There are some differences between settings that are described using language and those that are not. Settings that are not described linguistically are likely to be visual, with some non-linguistic elements. As such, more elements of the setting are usually presented to the respondent, whereas a linguistically-encoded setting usually resorts to some kind of linguistic shorthand, such as the use of certain key words, for example, hospital, battlefield, etc, without going into great detail about

all the elements of the setting. In this regard, it can be noted that a detailed linguistic description of a setting in a narrative makes it more concrete.

The difference between linguistic and non-linguistic presentations of setting, as regards the level of detail of its elements, is especially evident when one contrasts the settings of a short written tale with that of a film. However, some narratives that are dependent on artificial sets, such as ballet and drama, may resort to what can be described as minimalist settings, because of economic, artistic, conventional or practical reasons. These settings are described as minimalist because they are dependent on some kind of visual shorthand: for example, the sketchy drawing of a window instead of a real window, or sometimes, no representation of a window at all. At any rate, even the settings of ballet or drama are usually more detailed than those described linguistically.

3. Characters

By definition, the word character designates a human or human-like individual, and as such, the concept is less amenable to a formulaic or mechanical approach. The difficulty in arriving at a complete and coherent theory of character or characterization is thus connected to the equivocation of the term “character” with regard to its relationship to human beings and the question of whether it exists only within the text or has a relationship with entities outside the text.

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4. Events

Events are the constituents of a story and are thus crucial to it. Without events, there will be no story. The bottom line is that events are the changes from one state to another. Event is defined by Kenan (1983: 15), as a change from one state of affairs to another. An event is essentially a process, an alteration, which deals with the occurrence of change. As such, it need not always be observably or distinctly dynamic. All it needs is a succession of two states and an indication that a change has taken place, even if the change is virtually imperceptible. The idea of “change”is thus of crucial importance in the definition of “event”.

5. Plot

The term narrative structure is often taken to be equivalent to “plot”. More specifically, if narratologists use the word narrative structure, it is likely that they are referring to what people call plot. To them, plot is the literary (or traditional) term for what they prefer to call narrative structure. They avoid the term plot because they believe that “it has become too vague in ordinary critical usage” (Kenan, 1982: 135).

Plot has been defined as the sequence of incidents or events of which a story is composed. It has also been defined as an array of events, some of which can be described as being key moments in the narrative (Chatman, 1978). Clearly, plot is

not a merely a stringing of events, but these events must be of some significance. Also, the events must have a connection to each other, and as a whole, should be relatively coherent.

I. Language Features of Narrative

The language features used in narrative are as follows:

- Adjectives, adverbs, and similes are used to describe characters and places. For examples; heavy, light, dark, cheerfully, slowly, as bright as the sun, etc.

- Time words are used to indicate when a certain event or story happens. For examples; Once upon a time, once, last week, many years ago, etc.

- Verbs are used to inform what action is taken. For examples; ate, drank, sat, etc.

J. Kinds of Narrative 1. Legend

A legend is a narrative of human actions that are perceived both by a teller and listeners that takes place within human history. Typically, a legend is a short, traditional and historicized narrative performed in a conversational mode. Some define legend as folktale. The examples of legend in narrative texts are Sangkuriang, Malin Kundang and The Legend of Tangkuban Perahu.

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2. Fable

A fable is a short allegorical narrative which contains moral points, by means of animal characters that speak and act like human beings. The examples of fable in narrative texts are Mousedeer and Crocodile, The Ants and the Grasshopper, The Smartest Parrot, Monkey and Crocodile.

3. Fairy

A fairy tale is a type of short narrative story. A fairy tale typically features such folkloric characters as fairies, goblins, elves, trolls, dwarves, giants or gnomes, and usually with magic or enchantments. The examples of a fairy tale in narrative texts are Cinderella, Snow White, Pinocchio.

4. Science Fiction

Science fiction is fiction based upon some imagined development of science, or upon the extrapolation of a tendency in society. Science fiction is that class of prose narrative treating of a situation that could not arise in the world people know. Some examples of science fiction are Starship Troopers, Inception, Minority Report and The Time Tunnel.

Out of the four kinds of a narrative text above, the writer used the fable and fairy kinds in this research. It is because those two kinds suit the interest of junior high school students‟.

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III. RESEARCH METHOD

A. Research Design

In conducting the research, the writer found out the difference of students‟ grammar past tense ability through inductive method and deductive method. The writer applied true experimental pre-test and post-test control group design (Hatch and Farhady, 1982:22). The writer selected two classes, one was as a control class and the other was as the experimental class. The research design can be presented as follows:

G1 (random) = T1 X T2 G2 (random) = T1 O T2 where:

G1 : experimental class G2 : control class T1 : pretest T2 : posttest

X : treatment (applying an inductive method) O : taught regularly (applying a deductive method)

In the research, the pre-test was conducted to know the students‟ basic skill in past tense by using material provided by the writer. The post-test was given after all treatments had been undergone to know whether the students‟ skill in past tense has improved. The treatments themselves were conducted three times.

The writer used the following t-test formula to find out whether or not there was a significant difference in the students‟ Past Tense mastery between those in control class group and experimental class group:

Where:

t = the t-value

= the mean / average of the experimental class = the mean / average of the control class = the variance of the experimental class = the variance of the control class

= the number of the students in the experimental class = the number of the students in the control class

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B. Population and Sample

The population of the research was the first grade students of SMPN 3 Bandar Lampung in the first term of the academic year of 2011/2012. The research took one class as the sample of the research, one class as the control class, and one class as the try-out class. In choosing the experimental class the writer used simple random probability sampling since the students‟ ability was homogenous. The classes were chosen randomly using lottery drawing.

C. Data Collecting Technique

The writer used materials with narrative texts in the tests as the instruments to collect data. The tests consisted of a pretest and a posttest in essay forms.

1. Pretest

The pretest was given before the students got the treatments in order to measure the students‟ Past Tense mastery. The test consisted of 20 items of an essay form provided with narrative texts. The test took 30 minutes.

2. Posttest

The writer administered the posttest after the treatments. The purpose of conducting the posttest was to find out whether the method of teaching Past Tense through inductive method really makes some differences in the

students‟ mastery or not. The test consisted of 20 essay items. The posttest took 30 minutes.

D. Research Procedures

The procedures of the research are as follows: 1. Determining the samples of the research

The first step in the research is selecting the class as the sample. The sample was chosen using simple probability sampling. The writer took three classes; a tryout class, a control class and an experimental class.

2. Determining the research instrument

The materials which were used for the tests (pretest and posttest) were authentic materials.

3. Administering the try out test

The writer conducted a tryout test in order to find out whether or not the test items that were used in the research were good enough in validity, reliability, level of difficulty, and discrimination power.

In this test, the writer provided 50 essay items. As for the scoring system is each correct answer has got 2 points. Therefore, the perfect score is 100 (if all questions are answered correctly). The test took 90 minutes.

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4. Administering the pretest

This test is designed to find out students‟ basic ability in Past Tense. The writer conducted a pretest before treatments by using material with essay items which consisted of 20 items. The scoring system is each correct answer has 5 points. If all items are answered correctly, then the score is 100. The test took 30 minutes.

5. Conducting Treatment

After giving the pretest to the students, the writer taught the students Past Tense through inductive method by means of narrative texts for the experimental class and deductive method for the control class. The writer conducted the treatments three times for three meetings which took 90 minutes in each meeting.

6. Administering the posttest

The writer administered a posttest after giving treatments. This test consists of 20 essay items. The scoring system is each correct answer has 5 points which will result 100 points if all questions are answered correctly. This posttest took 30 minutes.

7. Analyzing the data (pretest and posttest)

This step was conducted to find out the students‟ achievement in understanding Past Tense. Independent group t-test formula is used to compare the means of the pretest and posttest of both groups. The data was

computed through the Statistical Package for Social Sciences (SPSS) version 12.0.

8. Testing Hypothesis

The hypothesis is based on the comparison of the posttest results of both groups. If the posttest result of the experimental class is higher than that of the control class, it can be said that the hypothesis is acceptable and it means that teaching Past Tense through inductive method makes some difference in the students‟ Past Tense mastery.

E. Scoring System 1. Try out

The writer scored the try out test which consisted of 50 questions by using the following formula:

S = T X 2 Where: S = score

T = The number of the correct answers that the students make

2. Pretest and posttest

The writer scored the pretest and posttest that consisted of 20 questions each by using the following formula:

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Where: S = score

T = The number of the correct answers that the students make

F. Try Out

A test is said to have a good quality if it has a good validity, reliability, level of difficulty and discrimination power.

1. Validity

A test is said to be valid if it measures accurately what is intended to measure (Hugher, 1991: 22). There are four kinds of validity, namely face validity, content validity, construct validity, and empirical or criterion-related validity. To measure whether the test has a good validity, the writer used content and construct validity.

1.1. Content Validity

Content validity is the extent to which the test measures a representative sample of the subject matter content. The focus of the content validity is adequacy of the sample and not simply on the appearance of the test (Hatch and Farhady, 1982: 251).

1.2. Construct Validity

The purpose of construct validity is to examine whether the test is a good representation of the material that needs to be tested (Shohamy, 1985: 75). It

means that the test is a good reflection of what has been taught and of the knowledge which the writer wants the students to know.

A test, a part of a test, or a testing technique is said to have construct validity if it can be demonstrated that it measures just the ability which is supposed to be measured. The word „construct‟ refers to any underlying ability (or trait) which is hypothesized in a theory of language ability (Hughes, 1991: 26).

2. Reliability

Reliability refers to the extent to which the test is consistent in its score, and it gives an indicator of how accurate the test scores are (Shohamy, 1985: 70).

To estimate the reliability of the test, the writer used the split-half method. To measure the coefficient of the reliability between the first and the second half group, the writer used the following formula:

Г1 = ∑ x y

[ ∑ x² ] [ ∑ y² ] Where:

Г1 = coefficient of reliability between the first half and the second half groups X = total number of the first half group

Y = total number of the second half group x² = square of x

y² = square of y

Then the writer used “Spearmen Brown‟s Prophecy Formula” (Hatch and farhady, 1982: 286) to know the coefficient correlation of whole items.

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The formula is as follows: rk = 2rl

1 + rl

Where:

rk = the reliability of the test rl = the reliability of half test

The criteria of reliability are: 0.90 – 1.00 : high

0.50 – 0.89 : moderate 0.00 – 0.49 : low

3. Level of Difficulty

To see the level of difficulty, the writer used the following formula: LD = U + L

N Where:

LD : level of difficulty

U : the number of upper students who have given correct answers L : the number of lower students who have given correct answers N : the total number of the students who have taken part in the test

The criteria are;

< 0.30 : difficult 0.30 – 0.70 : average > 0.70 : easy

(Shohamy, 1985: 79)

4. Discrimination Power

To see the discrimination power, the writer used the following formula: DP = U – L

½ N

Where:

DP : discrimination power

U : the proportion of the upper group students L : the proportion of the lower group students N : total number of the students

The criteria are:

1. If the result is positive, it means the number of high students who have given correct answers is more than the number of low students who have given correct answers. But if the result is zero, it means there is no discrimination.

2. If the result is negative, it means there are more low students who have given correct answers than high students.

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3. In general, the higher the discrimination index, the better. In classroom situation most items should be higher than 0.20 indexes.

(Shohamy, 1985; 81)

G. Data Analysis

To know whether there is a difference in the students‟ Past Tense mastery or not, the data of the study was examined using Independent Group t-test. Independent t-test was used since in this research two means of two different groups (experimental and control groups) would be compared. The data is statistically computed through the Statistical Package for Social Sciences (SPSS) version 12.0.

H. Data Treatment

The writer conducted the treatment three times in this research and applied descriptive grammar with inductive and deductive methods. According to Setiyadi (2006: 168-169), using t-test for hypothesis testing has three basic assumptions, namely:

The data is interval or ratio

The data is taken from random sample in population The data is distributed normally

1. Normality Test

The writer used normality test to know whether or not the data in the experimental and control class was normally distributed. The hypothesis for the normality test is as follows:

Ho : the data is distributed normally H1 : the data is not distributed normally

In this proposal, the criteria for the hypothesis will be: Ho is accepted if the sign > α.

2. Hypothesis Testing

The hypotheses of this research are:

Ho : There is no significant difference in the students‟ grammar past tense ability between the students taught through inductive method and those taught through deductive method.

H1 : There is a significant difference in the students‟ grammar past tense ability between the students taught through inductive method and those taught through deductive method.

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V. CONCLUSION AND SUGGESTION A. Conclusion

Referring to the data analysis and the data computation result, it is found that the average score difference in Past Tense mastery between the students taught through inductive and deductive methods is significant. The findings show that the class taught through the inductive method has higher average score than that taught through the deductive method. In the experimental class, the average score in pre-test is 53.04 and the average score in post-test is 90.71. So, the increase is 41.52 %. While in the control class, the average score in pre-test is 61.54 and the average score in post-test is 78.27. So, the increase is 21.37%. Based on the calculation above, the percentage difference in the increase is 41.52% - 21.37% = 20.15%

B. Suggestion

Based on the research result and the conclusion stated just now, the writer would like to give some suggestions.

1. As applying the inductive method in teaching Past Tense has been proven more effective than apply the deductive method, English teachers should apply this method more than the deductive method.

2. In case the deductive method has to be used for the sake of teaching variety, English teachers ought to give the students every opportunity to participate in the learning process and encourage their students not to be afraid of making mistakes rather than take the whole part of the learning process which will cause the students to feel bored.

3. In general, the higher the discrimination index, the better. In classroom situation most items should be higher than 0.20 indexes.

(Shohamy, 1985; 81)

G. Data Analysis

To know whether there is a difference in the students‟ Past Tense mastery or not, the data of the study was examined using Independent Group test. Independent t-test was used since in this research two means of two different groups (experimental and control groups) would be compared. The data is statistically computed through the Statistical Package for Social Sciences (SPSS) version 12.0.

H. Data Treatment

The writer conducted the treatment three times in this research and applied descriptive grammar with inductive and deductive methods. According to Setiyadi (2006: 168-169), using t-test for hypothesis testing has three basic assumptions, namely:

The data is interval or ratio

The data is taken from random sample in population The data is distributed normally

and control class was normally distributed. The hypothesis for the normality test is as follows:

Ho : the data is distributed normally H1 : the data is not distributed normally

In this proposal, the criteria for the hypothesis will be: Ho is accepted if the sign > α.

2. Hypothesis Testing

The hypotheses of this research are:

Ho : There is no significant difference in the students‟ grammar past tense ability between the students taught through inductive method and those taught through deductive method.

H1 : There is a significant difference in the students‟ grammar past tense ability between the students taught through inductive method and those taught through deductive method.

V. CONCLUSION AND SUGGESTION

A. Conclusion

Referring to the data analysis and the data computation result, it is found that the average score difference in Past Tense mastery between the students taught through inductive and deductive methods is significant. The findings show that the class taught through the inductive method has higher average score than that taught through the deductive method. In the experimental class, the average score in pre-test is 53.04 and the average score in post-test is 90.71. So, the increase is 41.52 %. While in the control class, the average score in pre-test is 61.54 and the average score in post-test is 78.27. So, the increase is 21.37%. Based on the calculation above, the percentage difference in the increase is 41.52% - 21.37% = 20.15%

B. Suggestion

Based on the research result and the conclusion stated just now, the writer would like to give some suggestions.

1. As applying the inductive method in teaching Past Tense has been proven more effective than apply the deductive method, English teachers should apply this method more than the deductive method.

the learning process and encourage their students not to be afraid of making mistakes rather than take the whole part of the learning process which will cause the students to feel bored.

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