The effect of inductive and deductive methods on the ninth-grade students’ grammar achievement a thesis in partial fulfillment of the requirement for the sarjana pendidikan degree in english language teaching

Grammar being one of the language components plays an important role in the four language skills besides vocabulary, to communicate effectively. As a matter of fact, the issue faced by most of the teachers nowadays is how to teach grammar effectively within a communicative context. In the teaching and learning grammar, there are two methods which can be applied; they are deductive method and inductive method. Deductive method which presents the concept from general to more specific information has been the way how foreign language teachers traditionally teach a new grammatical item. In contrast, inductive method works the opposite way moving from specific observations to broader generalizations and theories. Therefore, in this study, the writer aims at comparing the effects of inductive method and deductive method on the ninthgrade students‟ grammar achievement and finding out how the achievement of the students who are taught using inductive method differs from those who are taught using deductive method. A quasi experimental was employed in this study. The writer used two classes as the experimental and control groups. Each class consisted of thirtyeight students. The writer also developed a research instrument which contained sixty items in the form of essay questions. After the meetings of the treatment, the writer administered a post-test to both classes. Having collected the data, the writer then analyzed the gained scores of the pre-test and post-test using independent sample t-test. From the statistical data, this study reveals that there is a significant difference between the students who are taught using inductive method and those who are taught using deductive method. Furthermore, by analyzing each part of the post-test, the result proves that the students who are taught using inductive method shows better performance in dealing with contextual problems compared to those who are taught using deductive method. Moreover, the writer gave some pedagogical implications to help the students understand better in contextualized text