A Comparison between Deductive and Inductive Approaches for Teaching EFL Grammar to High School Students

Benitez-Correa, Carmen; Gonzalez-Torres, Paul; Ochoa-Cueva, Cesar; Vargas-Saritama, Alba

doi:10.29333/iji.2019.12115a

Cited by 24 publications

(32 citation statements)

References 12 publications

(10 reference statements)

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“…The reason lies in the fact that this approach allowed for easier retention of the rules than if the students were given an explanation that was disconnected from examples of the rule (Macfadyen, 2015;Donalo, Boyerlein & Fiero, 2017;& International Teacher Training Organization, 2019). However, this result agrees with the one found by (Gorat & Prijambodo, 2013;Eriksson, 2014;Alzu'bi, 2015;Kaur & Niwas, 2016;& Benitez-Correa, Gonzalez-Torres;Ochoa-Gueva & Vargas-Saritama, 2019) indicating that the inductive teaching approach was more effective in teaching grammar than the deductive teaching approach. On the other hand, the result does not agree with the findings of many other researchers.…”

Section: Discussionsupporting

confidence: 91%

The Effect of Inductive and Deductive Teaching on EFL Undergraduates’Achievement in Grammar at the Hashemite University in Jordan

Obeidat¹,

Al-Omari²

2020

IJHE

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This current study aims at investigating the impact of using inductive and deductive teaching upon EFL undergraduate students’ achievement at the Hashemite University. More specifically, the study attempts to explore the effect of using inductive and deductive approach on students’ achievement in some grammatical issues included a book adopted for teaching Grammar 2 in the Department of English Language and Literature. The research instrument used is a pre-post-test developed by the researchers. Two groups of students are chosen for the purpose of the study. Whereas the experimental group was taught through inductive approach, the controlled group was taught through the deductive approach. Results show significant differences between the means of students’ scores in the two groups on the post-test, in favor of the experimental group. Results also reveal no significant differences according to study-year, the type of school they graduated from, and gender. In light of these results, the researchers suggest some recommendations for TEFL researchers and EFL instructors.

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Section: Discussionsupporting

confidence: 91%

The Effect of Inductive and Deductive Teaching on EFL Undergraduates’Achievement in Grammar at the Hashemite University in Jordan

Obeidat¹,

Al-Omari²

2020

IJHE

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“…That teaching in a particular form occurs as a result of a student needs analysis. The contribution of the findings of this study is to verify existing theories of focus on forms and focus on form (Long, 1991) regarding teaching English grammar at the junior high school level, to complement more detailed information on how Indonesian teacher teaches English grammar to Junior High School students previous research concern on the teaching English grammar in general (Widodo, 2006;Derewianka and Jones, 2010;Tandiana, Abdullah & Komara, 2017;Milawati, 2019;Benitez-Correa, Gonzalez-Torres & Vargas-Saritama, 2019), and contribute technically to the teacher by providing information on teaching English grammar techniques at the junior high school level.…”

Section: Figure 2 the Main Characteristics Focus On Form By Ellis (2001)mentioning

confidence: 76%

“…The next technique used by the teacher in teaching English grammar to junior high school students is contextual teaching. After the teacher taught English grammar with a basic approach, i.e., deductive English teaching grammar, modeling English grammatical patterns, score-oriented English language learning activities, in this part the teacher combines the basic approach as stated before in Benitez-Correa, Gonzalez-Torres, and Vargas-Saritama (2019) involving the presentation of grammatical structure, controlled exercises, and the opportunity to produce it freely with contextual language teaching. According to the teacher, teaching English grammar not only requires teaching about grammar rules, but the rules also need to apply to the context in everyday life, as shown in the transcript below:…”

Section: Contextual Teachingmentioning

confidence: 99%

Teaching English Grammar in an Indonesian Junior High School

Andriani

Yuniar

Abdullah

2021

AIJP

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English grammar has a pivotal position in language learning. It is also considered the basis of a series of language skills (listening, speaking, reading, and writing). However, although previous studies focused on teaching English grammar either from a traditional or functional view, where English as L1 and L2 across various educational levels, scarce studies have emphasized teaching English Grammar in the Indonesian EFL context, particularly in Junior High School. Hence, this study aimed at filling such a void, namely teaching English grammar in an Indonesian junior high school. In an attempt for collecting the data, this study interviewed a participant in one of the junior high schools in Tasikmalaya, West Java, Indonesia. The data were analyzed using thematic analysis (Braun Clarke, 2006). The findings of this study revealed that the teacher use focus on forms and focus on form in teaching English grammar. Those focus on forms involve (1) Deductive English Teaching Grammar, (2) Score-Oriented English Language Learning Activities, and (3) Accuracy-Oriented English Language Learning Activities. Another approach is focus on form include (1) Task-Based Sentence Making and (2) Contextual Teaching of English Grammar. By knowing these teaching techniques, the teachers are expected to be able to implement those teaching techniques of teaching English grammar to junior high school students more effectively.

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“…Furthermore, learners will be guided to try to formulate, model, and or infer the basic concepts of the displaying (Effendy, 2005;Mahjoob, 2015). Some previous researches prove that this approach is considered more effective than the deductive approach in teaching (Benitez-Correa, Gonzalez-Torres, Ochoa-Cueva, & Vargas-Saritama, 2019;Mallia, 2014).…”

Section: Figure 3: the Teaching Materials Presented Inductivelymentioning

confidence: 96%

Characteristic of Teaching Materials for Arabic Reading Skill with Inductive Approach

Istiqomah

Al-Badrani

2020

JIz

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Himmati is deliberately created as a textbook modification to recognize the Qur'an prepared for beginners. This research aimed to describe the characteristics of teaching material contained in Himmati. This research was a qualitative approach and content analysis of the perspective of Thu’aimah. It also belonged to library research with the main data source is a book, named Himmati: Modifikasi Pembelajaran Dasar Mengenali al-Qur’an from volume 1 to volume 5. The results showed that: 1) Generally, the teaching materials in Himmati were divided into 5 volumes which were presented inductively, namely the introduction of letters, words, tajweed, gharib, and verses in the Qur’an. Specifically, the teaching materials in Himmati were divided into 7 volumes which were presented with examples from the Qur'an and colored in the order of the frequency of visible light, from red to violet. The 1st volume focused on pronunciation, the 2ndA volume was on short vowels, long vowels, nunation (tanwin), and original sukuun, the 2ndB volume was on non-original sukuun and shadda, the 3rdA volume was on the law of nuun sukuun, nunation, germination nuun and miim, the 3rdB volume was on the law of miim sukuun, definite article al, and madd, the 4th volume was on the rule of exception, and the 5th volume was on the stop sign. The teaching materials in Himmati presented for beginners level

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A Comparison between Deductive and Inductive Approaches for Teaching EFL Grammar to High School Students

Cited by 24 publications

References 12 publications

The Effect of Inductive and Deductive Teaching on EFL Undergraduates’Achievement in Grammar at the Hashemite University in Jordan

The Effect of Inductive and Deductive Teaching on EFL Undergraduates’Achievement in Grammar at the Hashemite University in Jordan

Teaching English Grammar in an Indonesian Junior High School

Characteristic of Teaching Materials for Arabic Reading Skill with Inductive Approach

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