Exploring Teacher’s Use of Deductive and Inductive Methods and The Teaching of English Text Types
##plugins.themes.bootstrap3.article.main##
Abstract
Deductive and Inductive method are two common teaching method applied by teachers. Both of the methods provide advantages to teachers to their teaching process. However, each of them also present different principles of the implementation. In that case, this research was carried out to figure out the teacher’s teaching activities representing the principles of implementing deductive and inductive method as well as to figure out the teacher’s reasons of selection the teaching methods (deductive or inductive method) in context of teaching English text types. To obtain the data to answer the research questions, a case study approach was used. The instruments used were observation and interview while the participant of this study was the English teacher of one of vocational school in Jombang having 10 years experiences. The findings of the research showed that the teacher applied different method for different class as it appeared in teacher’s selection of the activities representing the principles of teaching methods. The teacher selected to apply deductive method in which the activities presented the general rule – example – practice. Meanwhile, in inductive teaching method, the activities covered example – practice – general rule. In addition, it was also revealed that the teacher considered students’ level of interaction, text type, vocabulary usage as the reasons of selection between deductive or inductive method. At last, deductive and inductive method were said to be effective and appropriate teaching method which provided students to learn deductively and inductively as long as the teacher choose the method appropriately based on some considerations; interaction level, text type, and vocabulary usage. These research results contribute significantly to the teachers who often find difficulties which way best to apply when teaching English text types since they present different genre of text and the language use. Thus, this research results present the practical ways as high consideration to those teachers who are willing to undergo the methods whether it is deductive or inductive teaching method.
Downloads
##plugins.themes.bootstrap3.article.details##
Copyright (c) 2024 Muhammad Saifuddin, Charisma Rahayu
![Creative Commons License](http://i.creativecommons.org/l/by-sa/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Abdukarimova, N. A., & Zubaydova, N. N. (2021). Deductive and Inductive Approaches to Teaching Grammar. Proceeding of International Scientific-Practical Conference on Cognitive Research in Education. p.372-376.
Afifah, N., Amalia, A. I. S., & Saifuddin, M. (2021). Teaching Guide in An English Online Learning; Practices Of Teacher's Talk. Proceeding of 2nd International Conference on Education, Languages, Literature, and Arts (ICELLA). p.157-166
Ali, Muhammad. (2007). Guru dalam Proses Belajar Mengajar. Bandung: Sinar Baru Algesindo.
Anjaniputra, A. G. (2013). Teacher’s strategies in teaching speaking to students at secondary level. Journal of English and Education, 1(2), 1-8.
Arifin, M. F. 2020. Kesulitan Belajar Siswa Dan Penanganannya Pada Pembelajaran Matematika SD/MI. Jurnal Inovasi Penelitian, 1(5), 989– 1000. DOI: https://doi.org/10.47492/jip.v1i5.181
Azungah, T. (2018). Qualitative research: deductive and inductive approaches to data analysis. Qualitative research journal, 18(4), 383-400. DOI: https://doi.org/10.1108/QRJ-D-18-00035
Brown, H. Douglas & Lee, Heekyeong. (2015). Teaching by Principle: An Interactive Approach to Language Pedagogy. New York: Pearson Education, Inc
Carnine, L., & Carnine, D. (2004). The interaction of reading skills and science content knowledge when teaching struggling secondary students. Reading & Writing Quarterly, 20(2), 203-218. DOI: https://doi.org/10.1080/10573560490264134
Creswell J. W. (2014). Research design: Qualitative, quantitative, and mixed method approaches (4th ed.). SAGE Publications.
Djamarah, Syaiful Bahri. (2010). Strategi Belajar Mengajar. Jakarta: Asdi Mahasatya.
Edisherashvili, N. (2014). Communicative language teaching in Georgia: from theory to practice. Netherlands Graduate School of Linguistics.
Erlam, R. (2003). The effects of deductive and inductive instruction on the acquisition of direct object pronouns in French as a second language. The Modern Language Journal, 87(2), 242-260. DOI: https://doi.org/10.1111/1540-4781.00188
Gorat, L., & Prijambodo, V. L. (2013). The Effecto of Using Deductive Approach and Inductive Approach in Teaching English to Students on Their Conditional Sentence Mastery (An Experimental Study). Magister scientiae, (33), 78-92.
König, J., Lammerding, S., Nold, G., Rohde, A., Strauß, S., & Tachtsoglou, S. (2016). Teachers’ professional knowledge for teaching English as a foreign language: Assessing the outcomes of teacher education. Journal of teacher education, 67(4), 320-337. DOI: https://doi.org/10.1177/0022487116644956
Munawaroh, N. (2017). The Influence of Teaching Methods and Learning Environment to the Student’s Learning Achievement of Craft and Entrepreneurship Subjects at Vocational High School. International Journal of Environmental & Science Education, 12, 665-678.
Moleong, Lexy. (2005). Metodologi Penelitian Kualitatif. Bandung: PT Remaja Rosdakarya
Obeidat, M. M., & Alomari, M. D. A. (2020). The Effect of Inductive and Deductive Teaching on EFL Undergraduates' Achievement in Grammar at the Hashemite University in Jordan. International journal of Higher education, 9(2), 280-288. DOI: https://doi.org/10.5430/ijhe.v9n2p280
Prince, J.M. and Felder, M.R. (2006) Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases. Journal of Engineering Education, 95, 123-138. DOI: https://doi.org/10.1002/j.2168-9830.2006.tb00884.x
Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 37 TAHUN 2018 tentang Kompetensi Inti dan Kompetensi Dasar dan Pendidikan Menengah
Rosyda, K., & Saifuddin, M. (2018). Students’ Social skill Development in Learning Process: Integrating Digital Media in EFL Teaching. In The 4th English Teaching Conference (p. 94).
Sanjaya, W. (2015). Perencanaan dan Desain Sistem Pembelajaran. Kencana.
Sieberer-Nagler, K. (2016). Effective classroom-management & positive teaching. English Language Teaching, 9(1), 163-172 DOI: https://doi.org/10.5539/elt.v9n1p163
Stephens, R. G., Dunn, J. C., Hayes, B. K., & Kalish, M. L. (2020). A test of two processes: The effect of training on deductive and inductive reasoning. Cognition, 199, 104223., DOI: https://doi.org/10.1016/j.cognition.2020.104223
Turmudi, D. (2022). Responses Toward Inductive and Deductive Method in Teaching Writing. Premise: Journal of English Education and Applied Linguistics, 1(1), 1-12.
Thornbury, S. (1999). How to teach grammar. Readings in Methodology, 129.
Valijärvi, R. L., & Tarsoly, E. (2015). Students’ perceptions of deductive and inductive methods in teaching reading skills. Language Learning in Higher Education, 5(1), 181-196. DOI: https://doi.org/10.1515/cercles-2015-0009
Vin-Mbah, F. I. (2012). Learning and teaching methodology. Journal of Educational and Social Research, 2(4), 111-118.