Previous Studies REVIEW OF RELATED LITERATURE

11 process is more likely to increase their attentiveness and motivation Thornbury, 1999. Deductive approach is still being used as the approach in teaching grammar, especially for young learners. The researcher also found it in Aisyiyah Full Day Elementary School. The materials on the studen ts’ book are still presented deductively. However, Ellis 1997, Nunan 2005 and Thornbury 1999 say that inductive approach is better to teach grammar, especially for young learners. 1. Deductive Approach Deductive approach is also called rule-driven learning. There are many course books and grammar books that still use deductive approach Fortune, 1992. In the deductive approach, a teacher teaches grammar by presenting grammatical rules. After that, the teacher gives some examples. If the learners have understood the rule, the teacher asks the learners to apply the rule and make some sentences. Aisyiyah Full Day Elementary School still uses deductive approach to teach grammar. Implementing deductive approach to teach grammar is considered simpler an easier. The students can learn grammar directly by learning what the teacher teaches to them or what the books presents. However, there are disadvantages of deductive approach. One of the disadvantages is that deductive approach makes the students cannot be active in teaching-learning activity. 12 There are more advantages and disadvantages of deductive approach. Widodo 2006 explaines about the advantages and disadvantages of deductive approach in Table 1. Table 1. The Advantages and Disadvantages of Deductive Approach Advantages 1. The deductive approach goes straightforwardly to the point and can be time-saving. 2. A number of rule aspects for example, form can be more simply and clearly explained than elicited from examples 3. A number of direct practiceapplication examples are immediately given. 4. The deductive approach respects the intelligence and maturity of many adult learners in particular and acknowledges the role of cognitive processes in language acquisition. 5. It confirms many learners’ expectations about classroom learning particularly for those who have an analytical style. Disadvantages 1. Beginning the lesson with a grammar presentation may be off-putting for some learners, especially younger learners. 2. Younger learners may not be able to understand the concepts or encounter grammar terminology given. 3. Grammar explanation encourages a teacher-fronted or transmission-style classroom. So, it will hinder learner involvement and interaction immediately. 4. The explanation is seldom as memorable as other forms of presentation for example, demonstration. 5. The deductive approach encourages the belief that learning a language is simply a case of knowing the rule. Thornbury 1999 states that one of the advantages of the deductive approach is that it saves time. It gets straight to the point. However, Thornbury declares that teaching grammar rule by starting the lesson with a grammar 13 presentation is not suitable for the younger learners. On the other hand, Bourke 1996, believes that the deductive approach tends to focus on form over meaning, and encourages passiveness rather than activeness in terms of le arners’ involvement in the learning process. There is a method that uses deductive approach. It is grammar translation method GTM. The teacher teaches English grammar by presenting the detailed analysis of the grammar rules. Then, the students apply the rules to the task of translating sentences and texts. Grammar is taught by presenting the grammar rules and practicing the rules through translation Khan, 2007. Therefore, the researcher used grammar translation method to teach simple present tense in deductive approach group. There are some activities in practicing grammar deductively. There are drillings, doing dialogues, and doing role plays. However, drilling is the activity that most teachers do in teaching deductively Matthews, Spratt, and Dangerfield, 1991. Drills can be useful as teaching-learning material. This helps to build confidence and automatic use of structures and expressions that have been drilled Spratt, 1991. Drills can give the students a chance to articulate the new language fluently. Spratt 1991 states that drilling is a suitable learning style for those who learn well through memorization and repetition. Dialogues are popular activity in learning grammar Wood, 2002. It is because of 4 reasons. First reason is that dialogues demonstrate grammar in context. The teacher can use dialogues to introduce and practice a function, structure, or vocabulary. The second reason is that dialogues facilitate 14 conversation. The teacher can give specific language practice to the students. The third reason is that dialogues provide recreation such a skit. Dialogues provide spontaneous use of learners’ knowledge Wood, 2002. Role play is for practicing structures Doff, 1990. Role play is less controlled practice. Therefore, students may not use the target structures as much as the teacher would like. However, role play is considered as the opportunity for students to practice a range of speaking and listening skill Doff, 1990. So, there are so many activities that can be used in practicing grammar deductively. Some activities are good for improving certain skills. The teacher may choose the suitable activities based on the materials and the type of students Doff, 1990. 2. Inductive Approach Learning English by using inductive approach is a learning process that starts from particular aspects to the general Felder Henriques, 1995. One type of inductive grammar teaching involves consciousness-raising, sometimes known as CR. Rutherford 1987 says that consciousness-raising is task-oriented. The learner is actively engaged in solving problems cited in Butler-Tanaka, 1998. It focuses on aspects of grammar without necessarily using explicit rules. Instead of presenting the rules and principles directly, it helps the learners to discover the rules by themselves Butler-Tanaka, 1998. Nunan 2005 suggests some vital principles for teaching grammar to beginning learners. The first suggestion is that the learning activities and materials should be manageable in a way that simplifies the grammar for beginning