Inductive Grammar Teaching for EFL Young Learners

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.