Inductive Technique THEORETICAL FRAMEWORK

B. Inductive Technique

1. Definitions of Inductive Technique Experts believe in some teaching techniques used in teaching and learning English such as dictation, guided repetition, drilling, problem solving, and so forth. Each method has its own technique and strategy which depends on method used by the teachers. One of some known techniques is induction which is known as inductive technique. This technique is mostly used in direct method. 10 Induction is a process of reasoning moving from specific observations to broader generalizations and theories. 11 In other words, inductive technique is logical reasoning process that obtains or discovers general laws from particular facts or examples. It is a process of explaining something which is started by presenting the examples and ended by theories or grammar rules. It is also called bottom-up approach. 12 Inductive technique is one of many techniques that can be applied in classroom. It can ease the teacher in explaining the material and its examples. In an inductive technique, the teacher first gives the students examples of the grammatical structure to be learned. After the examples have been practiced, the students are guided in forming a generalization about grammatical principle they have been working with. There are some arguments about the meaning of inductive technique. According to Thornbury, inductive technique is generalizing the rule discovered by students. 13 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 10 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language Teaching, Cambridge: Cambridge University Press, 1992, p. 10. 11 S.M. Aqil Burney, Inductive and Deductive Research Approach, Pakistan: Karachi University, 2008. p. 5. 12 George J. Posner, Analyzing the Curriculum, United States: McGraw – Hill, 2004., p. 170. 13 Scott Thornbury, How to Teach Grammar, London: Pearson Education Limited, 1999, p. 47. by using inductive technique, teachers give the example of the patterns and guide students to identify the concept rule of the patterns. Also, Allen and Valette added, 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 the teacher had given. 14 In inductive technique, the teacher gives students the material and lets students draw their own conclusions from the material. The students notice how the concept is used and figure out and then verbalize the rule. The inductive technique to teaching is not glorification of learning specific answer as opposed to learning general principles. 15 It means that the inductive technique starts the learning process with the interest and challenges of people and moves toward an understanding of general principles that may provide a basis for solving other problems in similar circumstances. When taught inductively, the students observe a number of specific instances and they infer a general principle or concept. In the case of pedagogical grammar, inductive technique suggests that a teacher teaches grammar starting with presenting some examples of sentences. In this sense, learners understand grammatical rules from the examples. The presentation of grammatical rules can be spoken or written. Inductive technique makes use of student “noticing”. Instead of explaining a given concept and following this explanation with examples, the teacher presents with many examples showing how the concept is used. The intent is for students to “notice”, by way of the examples, how the concept works. 16 The more interesting an activity of inductive technique is, the easier to get students’ focusing and involving in the lesson. The inductive 14 Edward David Allen and Rebecca M. Valetta, Classroom Techniques; Foreign Languages and English as a Second Language, New York: Harcourt Brace Jovanovich, Inc., 1977. p. 90. 15 Ernest W. Anderson, An Approach to Effective Teaching, Journal of Extension, pp. 9. 16 http:www.educ.ualberta.castaffolenka.bilashbest20of20bilashinductivedeductiv e.html. technique is also effective for developing perceptual and observational skills. Students not only learn content but they also learn how to analyze the grammar rules. It can be concluded that using inductive technique in teaching grammar either teacher states the rule to the students or students identify the rule by themselves. 2. Procedures of Inductive Technique Inductive presentation of grammar follows some general patterns. They are presentation of examples, oral or written practice, and generalization or rule that grows out of the previous activity. 17

a. Presentation of Examples

In this step, teacher presents many examples of each type of degrees of comparison also some examples obtained with the help of students. Teacher give examples: ÿ Her wallet is as beautiful as my bag. ÿ My picture book is as thick as her comic book. ÿ James is fatter than Paul. ÿ Ani is more beautiful than Sinta. ÿ Paul is the thinnest man. ÿ Andi Arsyil Rahman is the most handsome actor in Indonesia . Teacher ask students to make other examples and must remind them if they make mistakes. Probably, they will say: ÿ I am beautiful you. false‡ I am as beautiful as you. true 17 Edward David Allen and Rebecca M. Valetta, Classroom Techniques; Foreign Languages and English as a Second Language, New York: Harcourt Brace Jovanovich, Inc., 1977. p. 90. ÿ My sister is thin me. false ‡ My sister is as thin as me. true ÿ Mr. Halim is thin Miss. Ainul. false ‡ Mr. Halim is thinner Miss. Ainul. still false ‡ Mr. Halim is thinner than Miss. Ainul. true ÿ Rizky is handsome Acong. false ‡ Rizky is more handsome than Acong. true ÿ Miss. Ria is kind teacher. false ‡ Miss. Ria is kindest teacher. still false ‡ Miss Ria is the kindest teacher. true ÿ I am beautiful student. false ‡ I am the most beautiful student . true In this step, teacher and students work together to make examples. If students are mistaken in making some examples, the teacher must remind them to see the examples once more time. The teacher is not allowed to tell the pattern of degrees of comparison. She or he must force them to think critically.

b. Oral or written practice

In this step, teacher ask students to read the examples aloud and also they are asked to make other examples in oral practice. For instance: T : Teacher point one student Make an example of positive degree S : He is as handsome as my father. T : Teacher point another student Ahmad, make an example of comparative adjective S : I am smarter than you. T : Excellent for you Ahmad and Baihaqie Thank you for your answers. After asking some students to make some similar examples, teacher ask the students to do the written practice to deepen their understanding of degrees of comparison. They are asked to do the written practice as well as they can. This step is aimed to know how far they understand degrees of comparison. If they still make mistake in written practice, it can be solved in the next step through generalization.

c. Generalization

After the examples presented and practices done, the teacher and the students decide some common formula or principle by mutual discussion. Before the teacher elaborate the formula, she or he may ask the students’ opinion first although every student has his or her own opinion. The questions will be like: ÿ T : How is the formula of positive degree? Anyone knows? ÿ S1 : Adding as and as before and after adjective, Sir. ÿ T : Anyone else? ÿ S2 : Subject + as + adjective + as + complement, Sir ÿ T : Anyone else? ÿ S3 : Subject + be + as + adjective + as + complement, Sir Such these questions can be asked to the students for the remaining types of degrees of comparison. In this step, students are forced to construct their own opinion about how to elaborate the formula of degrees of comparison. Not only the teacher will elaborate the formula or the principle by himself or herself but also the students will participate in elaborating the formula. 3. Advantages and Disadvantages of Inductive Technique Advantages Disadvantages Learners are trained to be familiar The technique is time and energy- with the rule discovery; this could enhance learning autonomy and self-reliance consuming as it leads learners to have the appropriate concept of the rule. Learners’ greater degree of cognitive depth is “exploited”. The concepts given implicitly may lead the learners to have the wrong concepts of the rule taught. The learners are more active in the learning process, rather than being simply passive recipients. In this activity, they will be motivated. The technique can place emphasis on teachers in planning a lesson. The technique involves learners’ pattern-recognition and problem solving abilities in which particular learners are interested in this challenge. It encourages the teacher to design the material taught carefully and systematically. If the problem-solving activity is done collaboratively, learners get an opportunity for extra language practice. The technique may frustrate the learners with their personal learning style or their past learning experience or both would prefer simply to be told the rule.

C. Previous Studies