Inductive
Approach in
Grammar Teaching for EFL Young Learners
Abstract
This paper shows about inductive approach is more
effective than deductive approach for
the learners to teach grammar. The reason to familiarize inductive approach to
the learners is learning grammar in inductive teaching approach is
better than deductive approach because everyone has already had a lot of
subconscious knowledge (Chomsky). Furthermore, learning grammar should not to
be judged in the exclusiveness. However, the teacher should teach grammatical
patterns to the learners by integrating the learners’ skills. To facilitate the
learners in learning grammar, the teacher can provide various games which
related to the subject. By learning grammar with games, it will
increase the positive thinking and self confidence, so they will not be anxious
or worried of teachers’ criticism while learners makes mistakes (Crookal, 1990).
Introduction
In
the era of globalization, English plays a central role as the universal and
international language. Acquiring English subject is become a must and important in the school to develop the
students’ skills in English. When
people want to continue the study and apply the job, TOEFL score and curriculum
vitae written with English are the important element as the requirement. In
addition, English becomes more important because the mass media such as the
news broadcaster, internet, and printed media also contribute to expand English
to people as the medium of communication.
Particularly
disappointing, English that is learnt by students is kept separate from four
basic fundamentals which are reading, speaking, listening, and writing. This
separation becomes preferable in teaching method because commonly the teacher
prefers to avoid grammatical errors. By separating language skills, as the
result, students cannot learn and integrate their language acquisition well.
In the acquisition of the
grammar, there are two ways to teach the grammar to the learners, deductive
and inductive teaching. The deductive teaching means the teacher teaches the general to the specific
principles. The knowledge is taken from general references/ sources and this
method is typically traditional way of teaching and learning.
In contrast, the inductive teaching teaches the students from the specific to
the general principles.
This method focused on the students rather than on the teacher and started by
experiments or activities. In this essay, I want to
share my views about
the inductive teaching process is better way to teach for EFL young learners
than the deductive teaching process. At the first part, I share about inductive approach to grammar teaching,
the second about grammar not to be judged as in the exclusiveness, and the last
one is learning grammar with games.
Inductive Approach to Grammar Teaching
Nowadays, the major problem of teaching grammar to the learners is keeping the learners’ subconscious
knowledge and transmit it to the consciousness. This problem becomes serious
for the teacher because it relates with the good choice of teaching methodology
which will determine to the succes of grammar teaching based on the language
property and language acquisition.
Krashen
argues that grammatical competence can only be acquired if learners are exposed
to comprehensible, meaningful and relevant L2 input materials. In the first
acquisition, some teachers who use deductive approach can provide the
comprehensible and L2 input materials well but unfortunately, both of them don’t tied each other because the
teacher tend to emphasize that grammatical competence as a predominant aspect
in the language acquisition.
Furthermore, Chomsky stated that
learning grammar in inductive teaching approach is better than deductive
approach because everyone has already had a lot of subconscious knowledge. It
can be called as the intuition grammatical knowledge of the sentences that
determine the ability in understanding and organizing of the new grammar and
sentence patterns.
Grammar Not to be Judged in the Exclusiveness
From the deductive approach, the learners have to studying separately from
another language skills and they have to apply the grammar and the pattern to
be used in another subjects. By studying grammar deductively, this method can
be ineffective to the learners because there is the exclusiveness of the structural
pattern itself and it can impede the remoteness of the
learners’ ideas that are commonly associated with their situation which is need
to tied in language skills.
When the learners also need to focus on language skills, using inductive
way should be approached integratedly by the teacher. Inspite of teaching four
skills separately, teachers could teach those four skills as one skill by using
integrated approach as the wholes
(Brown, 2001). For example teaching grammar through writing, while explaining about
grammatical patterns, the students can learn how to construct simple sentences
into complex sentences with correct and appropriated grammatical patterns. This
way can associates grammatical patterns with the other skill so as to the
learners will represent the grammar based on their skill experiences.
Learning Grammar with Games
The next reason to avoid deductive approach in teaching and learning grammar because in
the implementation of deductive approach just stresses grammar
rules or patterns.
Some learners are confused with the implementation and the importance of grammatical patterns without the support of motivation
and interesting atmosphere. This situation will create
a boring
mood and it can hamper the
learners to learn grammar
well.
We can create an interesting
and enjoyable atmosphere in
learning grammar with the practice of inductive teaching. The role of the game
is not for fun or wasting time activity. The game is
designed by the teacher and can be inserted to the teaching syllabus as the
effort which is comprehensible in grammar teaching. The
game also plays the
important role in the learning, especially for the
primary students. In this period, a game is close to their characteristics and emotions.
We can say that game can facilitate
the students as the interactive medium while grammar teaching process is being conducted by
the teacher. Students can be more active to use the
language and unconsciously learn to use the grammar rules. Avedon (1971) also said that games can increase
learners’ motivation, so they will understand the materials easier and faster
in the game rather in another activity. Then, learners will not be anxious
while learning in the class. Crookal (1990) stated that games will increase the
positive thinking and self confidence, so they will not be anxious or worried
of teachers’ criticism while learners makes mistakes. Games also take the real
life as the supporting materials in the class, so learners can practice the
language use in the real life (Celce Murcia, 1979). According to those statements, Games can be the
alternative way in teaching grammar because it will enhance the learner’s
interest and will support their illustration that leads them into practical
life.
Conclusion
This
essay has shown that learning grammar inductively can give more effective process
result. By inductive
approach, the learners can learn grammar by integrating their language skills. Teaching and
learning grammar also should not be exclusive. It is better if we
can use
various activities such as
games to
create an interesting condition and decrease the learners’ saturation.
In
my opinion, I suggest that the inductive approach in
teaching grammar must be applied in the schools and language courses
because it will give more benefits for students through the learning process.
Through inductive learning, students can implement their grammar skills in reading, writing, speaking, or daily language. They
can also learn by using educative games to enhance the learning motivation and facilitate them
to play a role in the games to use the grammar rules in the
actual language.
Sources
Zhou ke. (2008). An
Inductive Approach to English Grammar Teaching. East Bay:California State University.
Billows, F.L. (1961). The Technique of Language Teaching.
London, UK: Longman Group Limited.
Anggita, M. (2006). Teaching
Grammar Inductively For Junior High School Students. Jakarta: Atmajaya Chatolic University.
Yolageldili, G, Arikan, A. (2011). Effectiveness of Using Games in Teaching Grammar to young Learners. Elementary
Education Online.
