Procedure of Deductive Instruction in Teaching Simple
taught by deductive instruction, and the other is taught by deductive instruction. They learned adverbial clauses: adverbial clause of time, place,
reason and result, purpose, condition, concession, manner and comparison respectively. He also gave pre-test and post test to the students. The result of
the study indicated that inductive instruction is more effective and has more positive benefits in learning that deserve students and teachers’ preference.
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The third previous study is Deductive and inductive method in teaching passive English construction A Study at STKIP YPUP Makassar. The
analysis data – which were obtained through questionnaires, observation,
interview and test – showed there is significant difference on grammar
improvement in test score after using deductive method. On the other hand, deductive method is more effective to improve students of STKIP YPUP
Makassar in their English grammar especially English passive construction.
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The last is annals from Haight, Herron and Cole which the title is The Effects of Deductive and Guided Inductive Instructional Approaches on the
Learning of Grammar in the Elementary Foreign Language College Classroom. They used quasi-experimental on their research. They took 47 of
2
nd
semester French students. They taught French grammar about adverbial pronoun en [some, any], adverbial pronoun y [there], indirect object
pronouns, imperative + pronouns, verb with a + indirect object plaire[to pleasebe pleasing to], relative pronoun, demonstrative pronouns and partitive
articles. They taught the class in two conditions: deductive section and inductive section for each French grammar. The result of the study showed
that inductive instruction is more effective in teaching grammar in the beginning level foreign language classroom.
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Haoge Wang, Deductive vs Inductive Teaching Approaches to EFL Grammar Instruction: A Case Study of Chinese High School, the Dissertation, 2012.
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Risma Asriany A.G, Burhanuddin Arafah, Abd. Hakim Yassi, Deductive and Inductive Method in Teaching Passive English Construction, the Dissertation in Faculty of Culture,University of
Hasanuddin Makasar, 2012.
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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. Pp. 288-310.
The fourth is A Comparison between the Effectiveness of Inductive and Deductive Instruction in the L2 English Classroom in a L1 Dutch
Environment written by Berense. He implied the study based on experimental research mixed comparative research. He took 54 participants which were
divided into two groups; a deductively taught group and an inductively taught group with respectively 28 and 26 pupils. He taught simple past and simple
present. He gave pre-test and post test. He also gave questionnaires to get the additional data. The result of this study showed that deductive instruction is
more effective when teaching simple past tense and simple present.
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It was almost same as Berense’s research that used simple present tense in applying
inductive and deductive instruction. But it was used experimental research mixed comparative research. In the end, he described the data in comparing
students’ motivation, gender, and age. Different from his research, this research was used only the data of s
tudents’ scores of pre-test and post-test.