The Form of Simple Present Tense

d. Adverb of Frequency Adverbs of frequency modify verbs or adjectives. Adverbs of frequency tell us how often the activities happen. The adverbs of frequency are always, usually, often, sometimes, rarely, and never. Those adverbs are used in simple present tense to indicate frequency. Here are the examples and the percentage of time of adverbs of frequency: 6 1 I always walk in the morning. 100 2 Julia usually walks in the morning. 3 We often walk in the morning. 4 You sometimes walk in the morning. 5 Mel and Sue rarely walk in the morning. 6 Satoshi never walks in the morning. Commonly, adverbs of frequency are put after to be or before all other verbs. For example: 1 Ted is always late. 2 Susan always comes late. e. The Rules of Spelling There are additional of –s and –es for singular pronouns’ verbs. Here are the rules of the final –s and –es: 1 For verbs end in voiceless f, k, p, t, add –s to the simple form. Its pronunciation becomes s. For example: - He likes coffee. - He works. - It sleeps. 2 For verbs end in voiced b, d, g, l, m, n, r, v or vowels, add –s to the simple form. Its pronunciation becomes z. 6 Milada Broukal, Grammar Form and Function 1A, New York: McGraw-Hill, 2007, p. 65. For example: - He swims. - She reads. - He runs. 3 For the verbs end in ch, sh, s, x, z, add –es to the simple form. Its pronunciation becomes iz. Verbs that end in dge, as in judge, add only –s but are pronounced with iz at the end. For example: - She watches TV. - He dresses. - It finishes at 10:00. 4 For the verbs end in consonant + y, drop y, and add –ies to the simple form. Its pronunciation becomes z. For example: - He worries a lot. - The baby cries at night. - She hurries to work. 5 For the verbs end in vowel + y, add –s to the simple form. Its pronunciation becomes z. 7 For example: - He plays football. - She stays at home. - He buys food.

3. The Usage of Simple Present Tense

Some experts argued the usages of simple present tense. Cowan stated that simple present tense can express states, habitual action, general statements of fact or scientific truths and future action. 8 7 Ibid. p. 68. 8 Cowan, op. cit., p. 357. For examples: 1 The cloud looks like cloudy. states 2 Randu goes for a walk every Sunday. habitual action 3 The sun rises in the east. general statement of fact 4 Roni leaves at 07.00 p.m. future action Cowan also stated that simple present occurs when commentators in running commentary of what he or she is watching. Bechkamhas the ball and ....helets it fly.... As C owan’s statement, Broukal also stated that simple present is used to describe repeated actions or habits, talk about things that are always or generally true,describe a permanent situation or a condition with no definite start or finish but that is true now. And she added, simple present tense is also used to say how often we do something, when it is used with adverb of frequency or using to be in adverb of frequency. 9 Those are the usages of simple present tense.

B. Inductive Instruction

1. The Concept of Inductive Instruction

There are some arguments about the meaning of inductive instruction. According to Thornbury, inductive instruction is generalizing the rule discovered by students. 10 The one who is generalizing the formula or the rule is student, without teacher’s help. His argument shows that students are expected to increase their autonomy. But, Moutone stated that by using inductive instruction teachers give the examples of the patterns and guide students to identify the concept rule of the patterns. 11 Also, Allen and Valetteadded, after giving the examples at the first presentation the students practice the form in sentences and they are guided to generalize the grammatical point in structure that teacher had 9 Milada Broukal, Grammar Form and Function 3A, New York: McGraw-Hill, 2005, p. 4. 10 Scott Thornbury, How to Teach Grammar, London: Pearson Education Limited, 1999, p. 47. 11 Mohammed, et.al., The Effects of Deductive and Inductive Approaches of Teaching on Jordanian University Students’ Use of the Active and Passive Voice in English, College Student Journal, Vol. 42, 2008, p. 3. given. 12 Those arguments can be concluded that in using inductive instruction in teaching grammar either teachers state the rule to the students or students identify the rule by themselves.

2. Procedure of Inductive Instruction in Teaching Simple

Present Tense According to Allen and Valette, there are three steps of implementation in teaching grammar inductively: a. The examples’ presentation When teachers use inductive instruction in teaching grammar, they should give the examples at the first time before giving the formula or rule. They give some examples that make sense or contextual in order to make students can understand that matter easily. b. Oral or written practice After teachers give the examples of the pattern that they teach at that time, students practice to make other examples of the pattern that they learn. c. Identifying the rule of pattern It can be teachers that state the rule and guide their students in identifying the rule, or students can formulate the rule by themselves. 13 Here is the example of teaching simple present tense by using inductive instruction: Ieatbread. Subject + Verb1 + Object Youeatbread. Subject + Verb1 + Object Weeatbread. Subject + Verb1 + Object 12 Edward David Allen and Rebecca M. Valette, Classroom Techniques: Foreign Languages and English as a Second Language, New York: Harcourt Brace Jovanovich, 1977, p. 90. 13 Ibid. Theyeatbread. Subject + Verb1 + Object Heeatsbread. Subject + Verb1s + Object Sheeatsbread. Subject + Verb1s + Object Iteatsbread. Subject + Verb1s + Object

3. The Advantages and Disadvantages of Teaching Simple

Present Tense Inductively Thornbury stated that there are some of advantages and disadvantages in teaching grammar inductively: a. Advantages: 1 Using inductive instruction makes rules become more meaningful, memorable, and serviceable. 2 Using inductive instruction can ensure students’ cognitive depth, i.e. in memorizing. 3 Students become more active in teaching and learning process. 4 Inductive instruction is suggested for students who like challenging activity as pattern recognition and problem solving. 5 Inductive instruction makes extra language practices if can be done collaboratively and in target language. 6 Inductive instruction prepares students’ autonomy. b. Disadvantages: 1 Using inductive instruction can spend more time in teaching and learning process. 2 The time spent can make less practice for the students to make other examples of the pattern. 3 Students can be wrong if identifying the rule without guidance by their teachers.