Research Objectives Research Benefits

8 emphasis of skill, from reading and writing to speaking. This method focuses on the notions and functions rather than the grammar structure. It is communicative language teaching method. The goal of this method is to create a realistic context for language acquisition in the classroom. Communicative language teaching method focuses on the communication skills which are taught by doing group and pair activities, language games, role-plays, etc. However, it is the responsibility of the teacher to organize the classroom as a setting for communicative activities. One of the examples is the teacher monitoring, encouraging and suppressing the inclination to supply gaps in lexis, grammar, and strategy during the group activity. In conclusion of group activities, the teacher leads assisting groups in self-correction discussion Richards and Rodgers, 1986. In this research, the researcher used this method to teach grammar in inductive approach group. There are some researches that also discussed about deductive approach and inductive approach. Shaffer 1989 observed the implementation of both deductive approach and inductive approach toward students from Princeton. The research was aimed to find whether those approaches affected the students’ performances in understanding grammar. The students were given some tests. The tests consisted of some questions about grammatical rule, including the types of tenses and the vocabularies. These tests were used to observe students’ comprehension toward English grammar. Based on the result, Shaffer concluded that inductive approach should not be used to teach difficult concept. However, when inductive approach was used to teach simple grammar material, it would influence students’ understanding about grammar effectively. 9 Another research is from Herron Tomasello 1992 that also compared the effectiveness of deductive approach and inductive approach toward students from French. In the deduction condition, the teacher began the lesson by pointing to a sentence on the board that exemplified the grammar rule. Then, the teacher started reading the sentence aloud and gave brief explanation. After that, the teacher drilled the students and used flash card too. Meanwhile, in inductive condition, the teacher started the lesson by introducing the topic of the lesson. The t eacher also drilled the students orally. Then, the teacher directed students’ attention to the sentence in the board and asked them to fill in the blanks orally in a group. The result from the research was that the inductive approach was superior to the deductive approach for the teaching of certain grammatical structures. The effect was particularly strong in the immediate written test where the target structures were learned better in the inductive approach condition. Khan 2007 observed the implementation of deductive approach and inductive approach in Bangladesh. The samples were the elementary school’s students. In Khan’s research, Khan concluded that in many teachers of ESL classes in Bangladesh taught grammar deductively. The teacher gave some grammar rules and the students memorized those rules. This method might ensure good grades in examination. However, when the students are asked to apply grammar items in real life context, they face great problems. If the teachers avoid the traditional rule-giving of teaching and teach grammar inductively, it makes the grammar teaching effective. Khan suggested avoiding rule-giving teaching or deductive approach in teaching grammar.