7
CHAPTER II REVIEW OF RELATED LITERATURE
This chapter focuses on the discussion of the theories that are used as the foundation in this research. There are three types of discussion. They are
theoretical description, theoretical framework and hypothesis. Theoretical description discusses the important concepts that are related to
the research in Aisiyah Full Day elementary school. The theoretical frameworks discuss about the frameworks based on the review of literature review that
supports this research. The hypothesis section discusses about the hypothesis in the research.
A. Previous Studies
Earlier research pointed out that young learners have a limited ability to make grammatically judgements Ellis, 1991. In addition, young learners also
make fewer syntactic repairs than adults, but make more semantic repairs than adults do. Ellis 2002 states that grammar teaching should not be directed at
beginners. It is shown that inductive approach is better to teach grammar for young learners.
The most important thing about inductive grammar teaching is the explanations of the rules are not given until the students have practiced a
grammar item in a variety of context and have acquired a perception of the analogies involved Khan, 2007. Therefore, a major shift occurred in the
7
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.
Kategori