APPROACH IN LANGUAGE TEACHING

INDUCTIVE APPROACH

COMPILED BY :

1. DIAZ FINZI ALI 1701050047

2. AMELIA MARFUNGAH 1701050049
3. USVELDA TERRA XIRSHINSI 1701050057

ENGLISH EDUCATION DEPARTMENT

TEACHER AND TRAINING EDUCATION FACULTY

UNIVERSITAS MUHAMMADIYAH PURWOKERTO

2019
 A. CONCEPT OF THE INDUCTIVE APPROACH

The inductive approach represent a more modern style of teaching where

the new grammatical structures or rules are presented to the students in a real
language context. This approach begin the lesson by providing many examples to
create understanding of the use of structure. After repeating the teacher, the students
practice the structures mesningfully in group or pairs.
An inductive approach to teaching languages starts with examples and asks
learners to find rules. In the classroom, inductive approaches is to presenting new
language are commonly found in course book and form part of a general strategy
to engage learners in what they learn. Some learners may need introduction to
inductive approaches since they may be more familiar and feel comfortable with
deductive approaches.
Inductive approach, also known in inductive reasoning, starts with the
observations and theories are proposed towards the end of the research process as a
result of observations. Inductive research “involves the search for pattern from
observation and the development of explanations – theories – for those patterns
through series of hypotheses”. No theories or hypotheses would apply in inductive
studies at the beginning of the research and the researcher is free in terms of altering
the direction for the study after the research process had commenced.It is important
to stress that inductive approach does not imply disregarding theories when
formulating research questions and objectives.
This approach aims to generate meanings from the data set collected in order
to identify patterns and relationships to build a theory; however, inductive approach
does not prevent the researcher from using existing theory to formulate the research
question to be explored.[3] Inductive reasoning is based on learning from
experience. Patterns, resemblances and regularities in experience (premises) are
observed in order to reach conclusions (or to generate theory).
In inductive approach would obtain deeperknowledge of grammar as it is
based on discovery technique. It is possible to enhance students both grammatical
and communicative competence by means of activities which students actively
participate. The students are provided with opportunities to observe, experiences,
raise questions and formulate generalizations from the learning experience that they
are exposed. While students are in the exploration process, the teacher must guide
them so that ambiguities may be avoided.
 B. CHARACTERISTICS OF THE INDUCTIVE APPROACH

There are two main ways that we tend to teach grammar: deductively and
inductively. The inductive method works in way: it starts from the most specific to
the generalizations and broader theories. In inductive reasoning, we begin with
specific observations and measures to arrive at some general conclusions. Inductive
reasoning is more of a bottom-up approach, moving from the more specific to the
more general, in which we make specific observations, detect patterns, formulate
hypotheses and draw conclusions.

An inductive approach involves the learners detecting, or noticing, patterns

and working out a ‘rule’ for themselves before they practise the language. Students
are engaged withdrilss until they learn by heart them. Stuents need to memorize
grammar items in order to speak accurately. They learn to analyse and process the
information. Higher order thinking, skills are utelize and autenthic learning is
achieved.

This inductive approach commonly called as students centered based

learning. Student-centered classrooms include students in planning,
implementation, and assessments. Involving the learners in these decisions will
place more work on them, which can be a good thing. Teachers must become
comfortable with changing their leadership style from directive to consultative --
from "Do as I say" to "Based on your needs, let's co-develop and implement a plan
of action."
 C. CLASSROOM ACTIVITIES

Inductive teaching and learning is an umbrella term that encompasses a range

of instructional approach, including inquiry learning, problem based learning,
project based learning, case based teaching, discovery learning and just-in-time
teaching. Brainstorming, Buzz sessions, and experiments are just some examples
of inductive teaching methodsmay be applied. There are some stages that a students
goes through in inductive teaching :

1. Presentation of the area that is to be studied. In this approach classroom, the

teacher is facilitator of learning rather than a presenter of information(Kember
1997). Student may not only choose whatto study, but also how and why that
topic may be an interesting one to study(Bunard).
2. Gathering and evaluating the data gathered. Students can all be characterized as
constructivist methods, building on the widely accepted principle that student
construct their own version reality. Inductive teaching allows opportunities for
student to interact with each other and eventually practice meaningfully in
groups or pairs. They discussed the material and soon they present the material
in front of the class.
3. Creating ideas based on the learning experiences. In this stages the students
produce question or share their opinions about the topic.
4. Producing hypotheses. The question are refined and presented as hypotheses that
are not to be tested
5. Verifying the concepts gathered. This is done by testing the hypotheses created.
By simply applying past schema, the students will be able to appropriateness of
the hypotheses that they made.
6. Utilization of the concepts learned. After acquisition of new knowledge, students
are given concrete opportunities to apply it.
 D. CONCLUSION

First and foremost, it is perhaps the nature of the language being taught that
determines if an inductive approach is possible. Inductive learning is an option for
language with salient features and consistency and simplicity of use and form. The
basic forms of comparative adjectives, as shown above, is an example of this.
Conversely, teaching the finer points of the use of articles (a/an, the) inductively,
for example, would most probably be problematic. The metalinguistic tools that the
learners will need to accomplish the task is also a factor.
However, the learner-centred nature of inductive teaching is often seen as
advantageous as the learner is more active in the learning process rather than being
a passive recipient. This increased engagement may help the learner to develop
deeper understanding and help fix the language being learned. This could also
promote the strategy of ‘noticing’ in the student and enhance learner autonomy and
motivation.
On the other hand, inductive learning can be more time- and energy-
consuming and more demanding of the teacher and the learner. It is also possible
that during the process, the learner may arrive at an incorrect inference or produce
an incorrect or incomplete rule. Also, an inductive approach may frustrate learners
whose personal learning style and/or past learning experience is more in line with
being taught via a more teacher-centred and deductive approach.
 E. REFERENCES
https://www.lifepersona.com/inductive-and-deductive-method-
characteristics-and-differences
https://oupeltglobalblog.com/2015/04/24/inductive-and-deductive-grammar-
teaching/
https://www.edutopia.org/blog/student-centered-learning-starts-with-
teacher-john-mccarthy
http://www.authorstream.com/Presentation/joetrichy-1603382-student-
centered-learning/