The Effectiveness of Inductive Teaching Technique in Improving Students’ English Grammatical Ability

Ruly Morganna

Abstract

This study focused on examining the effectiveness of inductive teaching technique in improving students’ English grammatical ability. A quasi-experiment on pretest-posttest-control-group design was employed to answer the research hypotheses. Its population encompassed whole second class students studying in a vocational school in Curup-Bengkulu with the samples, XI TKJ REG as the experimental group and XI AP I as the control group, selected based on homogenous sampling technique. The finding showed that students’ grammatical ability before teaching with inductive and habitual technique was still homogenously low as shown by pre-test result. Subsequently, the ability from both groups rose as indicated by the post-test result. However, the experimental group gained a higher post-test mean score. Continuously, the effectiveness was proven by calculating “t” which resulted in (2,9) > (2,410). The calculation inferred that inductive technique was effective in improving students’ English grammatical ability. Practically, this study could contribute to give EFL teachers insights regarding the use and the significance of inductive technique in teaching English grammar. However, this study width was quite narrow by virtue of engaging only one school. Further studies were needed since the essence of inductive technique could improve not only students’ grammatical ability but also their grammatical-related-reasoning skills.
Keywords: Inductive technique, grammatical ability, Teaching Grammar

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References

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