STUDENTS’ PERCEPTIONS TOWARD INDUCTIVE APPROACH IN

LEARNING GRAMMAR

THESIS
Submitted in Partial Fulfilment
of the Requirement of the Degree of
Sarjana Pendidikan

Lydia Nuari Dewi

112011028

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2015
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 Table of Contents

COVER PAGE .....................................................................................................................................i

APPROVAL LETTER ......................................................................................................................ii
PUBLICATION AGREEMENT DECLARATION ................................................................... iii
COPYRIGHT STATEMENT..........................................................................................................iv
TABLE OF CONTENTS..............................................................................................................v
LIST OF TABLES........................................................................................................................... vii
ABSTRACT ......................................................................................................................................... 1
1. INTRODUCTION....................................................................................................................... 1
2. LITERATURE REVIEW .......................................................................................................... 3
2.1 Perception .............................................................................................................................. 3
2.2 Inductive Approach ............................................................................................................... 4
2.2.1 What is inductive approach? ............................................................................................... 4
2.2.2 What are the characteristic of inductive approach? ........................................................... 5
2.2.3 How does it work? ............................................................................................................... 5
2.2.4 What are students and teachers role in inductive learning approach?.............................. 6
2.2.5 What kind of students’ level which can learn using inductive approach? ....................... 6
2.2.6 What are the advantages of inductive approach in grammar learning? ........................... 7
3. METHODOLOGY ..................................................................................................................... 8
3.1 Context of the study.................................................................................................................... 8
3.2 Participants .................................................................................................................................. 8
3.3 Instrument of data collection ..................................................................................................... 9
3.4 Data collection procedure ........................................................................................................10
3.5 Data analysis Procedure ...........................................................................................................10
4. FINDING AND DISCUSSION ...............................................................................................11
4.1 Students’ analytical thinking to discover the lesson by learning inductively. ......................11
4.2 Students’ active participation in inductive teaching and learning process. ..........................15
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5. CONCLUSION..........................................................................................................................18
AKNOWLEDGEMENT ..................................................................................................................20
REFERENCES..................................................................................................................................21
APPENDIX ........................................................................................................................................23

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 LIST OF TABLES

TABLE 1. Students’ analytical thinking to discover the lesson by learning inductively...………… 12

TABLE 2. Students’ class participation in learning using inductive approach…………………….. 16

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 STUDENTS’ PERCEPTIONS TOWARD INDUCTIVE APPROACH IN LEARNING
GRAMMAR
Lydia Nuari Dewi
112011028

Abstract
Inductive approach is an approach to learn something from analyzing and
observing the authentic materials and then come up into a conclusion about the
result of the learning through analyzing the materials. This study aimed to
examine students’ perception on the use of inductive approach in grammar
learning. The study was conducted in Satya Wacana Christian junior high school
in Salatiga, Central Java, with seventy students of eight-grader participants. This
qualitative study used 10 close-ended questions and 5 open-ended questions
questionnaires to collect the data. The data was analyzed into percentages of the
answers and discussion on the students’ answers on open-ended questions. This
study found that the students have positive perceptions toward inductive approach
in learning grammar such as; students can use their analytical thinking to discover
specific rules of grammar, and actively participate in class discussion. This study
suggests teacher is the person who sets the learning situation in classroom and
also in preparing materials and inputs to be observed and analyzed by students in
their inductive learning process.
Key words: Inductive approach, grammar learning, perception, junior high
school.

1. INTRODUCTION

“Grammar may be roughly defined as the way a language manipulates and combines words (or

bits of words) in order to form longer units of meaning.” (Ur, 1998, p. 4).

Sometimes learning English grammar as a foreign language makes people worry and

bored, especially for young learners (Larsen-Freeman 1997). However, grammar is an important

part in English language, moreover in language learning. Understanding grammar is a

requirement. Although there are several methods or approaches used by teacher to teach

grammar to students. The improvement of the learning style does not mean that the students can

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automatically acquire the language; even they put more attention on the grammar rather than on

the information that they want to deliver in speaking (Zhou 2008).

There are also several studies conducted to examine the methods used to teach grammar

to young learners, even though the results are not clear enough whether the method can be used

in all aspects of English language learning or just in several aspect of it. The research conducted

for students in Jordanian University (Mohammed 2008). The participants were ninety-three

freshmen and junior university students, which were randomly chosen from three classes in two

universities in Jordan. The method used was experiment. The researchers conducted a pre-test in

two lessons for each group in the three classes and a post-test. This research was conducted to

examine if learning grammar descriptively or inductively can enhance students’ grade in learning

the active and passive voice of English. It is in line with Henry (2010) who reported that students

in Hong Kong thought that inductive approach was effective to be used in language learning; the

research was conducted within six secondary students using experiment and interview. Yet, the

research about the use of inductive approach in learning grammar is very little, there are some

researches like were stated above about the part of pattern in English language.

Although the previous findings have generally confirmed that inductive approach have a

consistent effect for the students’ learning, what is lacking is the students’ perception itself

toward the inductive approach in grammar learning. Because the subject of learning is the

students, so the teachers need to understand the students’ perceptions in order to make a good

atmosphere of learning. It means that when the students like the method used by the teacher to

teach the materials they will be more enthusiastic and active involved in learning process. This

research also can help the teacher to conduct an effective teaching by knowing students’

perception toward a certain approach, in this case is inductive approach. According to Chomsky

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(2000) inductive approach can make the students consciously internalize the grammatical matters

that they learned unconsciously. It means that the students make an intellectual movement to a

greater degree of cognitive penetration (Thornbury 2000).

The present study was designed to contribute to previous findings by investigating eight-

grader junior high school students’ perception toward learning grammar inductively. This study

was conducted in Satya Wacana junior high school. There are around 75 students of eight-

graders in it. The previous curriculum applied in Indonesia education filed, curriculum 2013,

made the students experienced the inductive learning style. This curriculum used scientific

approach instruction in learning process, which means the students need to analyze the materials

of the learning before the find the point of the learning. In order to make students’ improvement

in English language learning, the teacher can use methods which help the students to understand

the material easily, even can make them interested and motivated in learning English. So the

learning process will be more effective.

2. LITERATURE REVIEW

2.1 Perception

The term of perception can be defined into various definitions. Randolph Blake (2006)

stated that “perception puts us in contact with the world we live in it shapes our knowledge of

that world, and knowledge is power” (p.1). From the book of perception, the definition of

perception itself is a natural process of our body, “to be perceived, any information about events

in the world must be registered by the sensory nervous system” (p.2). Perception is a

development of human in sensing to make an impression toward the experience from the

environment (Lindsay & Norman 1977). It means that everyone is influenced by the stimulus

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around us which is in line with a statement that stated “... the person interprets the stimuli into

something meaningful to him or her based on prior experiences” (Pickens, 2005, p. 52). Thus,

from those definitions of perception the researcher takes one line which is helpful to examine

this study which is about students’ thought about their experience in learning grammar using

inductive approach.

2.2 Inductive Approach

Inductive approach is common in teaching learning strategies, but there are only few

experts mention or define the term inductive approach. Thus, the inductive approach will be

defined and explored to give deeper understanding, in order to address the research questions

about the inductive approach itself. Here are some questions that can lead to the further

explanation about inductive approach.

2.2.1 What is inductive approach?

Inductive approach is an approach of teaching where students are involved in the process

of finding the core or the idea of a lesson. Students can discover the idea of a lesson by analyzing

the exposure of the examples given by the teacher themselves (Thornbury 2000). In language

learning, students learn “… simply through exposure to a massive amount of input.” (Thornbury,

2000, P.49). In other word this approach is called “rule-discovery” (Thornbury, 1999, p. 49). It

means that the learning situation will be driven to discover the rules through the examples or

inputs given by teacher for students to analyze and learn.

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 2.2.2 What are the characteristic of inductive approach?

According to Prince & Fleder (2006) there are some characteristics of inductive approach,

those are:

a. Constructivism

According to Price & Fleder (2006) the first foundation of inductive method is

constructivism. The teacher takes role as the knowledge transferer to the learners and the

learners take role as the receiver of the knowledge. So, the learners develop and change

the concept of the knowledge in their mind, because the constructivism holds that there is

an objective reality.

b. Learning cycle-based instruction

Learning cycle-based instruction provides students with a set step of activities that

involves students’ critical thinking and use problem-solving approach (Prince & Fleder,

2006).

2.2.3 How does it work?

According to Prince and Fleder (2006) there are five steps in learning using inductive

approach. The steps are: 1) Students are given with cases, problems, or scenario and etc. 2)

Students make a prediction from their background knowledge and relate it with the context of the

problem. After that they have to formulate the solution to solve the problem. 3) The teacher can

provide students with pictures, videos, or any other AVA in order to help the students in finding

clues to solve the problem. 4) Then, asks the students to do activities such as discussion to help

them to review what they have learned and what they need to learn more. 5) Finally, the teacher

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can show one model of solution or the students are asked to present their finding or their possible

solution to solve the problem given. In simpler way, this approach works from the exposure of

inputs. Then, the students analyze the inputs to have the point of the learning. At last, the teacher

gives reinforcement and explanation toward students’ analysis, so that students have correct

understanding about the point of learning.

2.2.4 What are students and teachers role in inductive learning approach?

According to Nunan (2005) the role of students in this kind of learning are to be active

participants in teaching and learning process, because students should make a prediction toward

the learning point, solve the problem or analyze the cases of examples and discover the point of

learning themselves. The role of the teacher, on the other hand, “… presents samples of

language…” (Nunan, 2005, p. 15), but not only to provide examples, the teacher also should lead

and engage students in class discussion (Nunan, 2005). At last, the teacher also redirects the

students’ incorrect analysis and give reinforcement more on it at the end of lesson. So, students

will internalize the learning point better after they have their own finding.

2.2.5 What kind of students’ level which can learn using inductive approach?

According to Wang (2012) using this approach in learning students need background

knowledge to learn, because they need to use their critical thinking and to analyze the inputs. In

other words, students in beginner level might encounter many difficulties in the learning process.

Thus, this learning approach is suitable for intermediate level of students. However, the beginner

students also can learn using inductive approach. It is supported by Wang (2002), who stated that

the beginner students also improved significantly especially in easy pattern.

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 2.2.6 What are the advantages of inductive approach in grammar learning?

According to Thornbury (2000), inductive approach has some advantages for the students in

using this approach to learn grammar, those are:

a. The students can discover the rule of the language by themselves. This means, that they

also use the critical thinking to discover the rules from the input. In this process of critical

thinking they also involve their mental process to make the material of learning become

meaningful and memorable for them.

b. The involvement of mental process in order to internalize the learning materials and what

they have discovered, will make them remember the rules of the language better rather

than if they receive the pattern only just from the teacher.

c. Involve students to be more active in teaching and learning process. By giving problems

or cases for the learners the students become more motivated in learning the language and

to solve the problem given. So by doing so the learners will be more attentive in the

learning process. It is also supported by Wang (2012) in his research about teaching and

learning verbs tenses. He stated that inductive approach improve students’ motivation in

learning L2.

d. The problem given, challenged students and set them in problem-solving situation.

Nunan also agreed this statement by conforming that by attract the students to engage in

discussion and decision-making the students will enhance students in practicing a range

of structure. Thornbury (2000) also added that by the problem given students will have an

impression, and ability to use the rules.

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 However, this approach can burden both students and teachers in discovering the lesson

and also in preparing the lesson, because from the examples students should analyze and use

their own thoughts or background knowledge to analyze examples. Teacher also should prepare

the materials and guide students in finding the point of learning. Moreover, this approach also

need a lot of time and energy spent in identifying the pattern and the rules “...may mislead

students into believing that rules are the objective of language learning, rather than a means”

(Thornbury, 1999, p.54) and also this approach needs some times which are used to analyze the

problems or examples, so the time for practice is shorter. On the other hand, this approach also

can help students to understand the point of learning better, because they can discover the lesson

by themselves, and reinforced by the teacher to have a correct point of learning.

3. METHODOLOGY

3.1 Context of the study

This study was conducted at Satya Wacana Christian Junior-High School, to the eighth

graders, because this school is near the campus and easy to be accessed, and moreover they have

applied curriculum 2013 in their teaching and learning. Curriculum 2013 used scientific

approach in teaching and learning, scientific approach using inductive as the instruction. In

inductive approach there are several phases in learning process. Those phases are observing,

questioning, experimenting, associating, and communicating. It means that the school has been

using inductive approach in teaching and learning English.

3.2 Participants

The participants were eight-graders of Satya Wacana Junior High School, because many

of them understand better about inductive approach and better in English than seven graders.

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There are three classes and each of those has around twenty-five students. In total this grade has

around seventy-five students. All the students of eight-graders in this school were experiencing

inductive approach in learning grammar. So, they can be better to share their experience for my

research. However, there are only seventy participants who are submitting the questionnaire.

3.3 Instrument of data collection

The questionnaire contains ten close-ended questions and five open-ended questions. The

questions are based on the advantages (Thornbury 2000) and the characteristics of inductive

approach (Prince & Fleder 2006). In the close ended questionnaire there are four main focuses in

the ten items of questionnaire. Those statements indicate that inductive approach are triggering

students’ critical thinking to discover the lesson, involving students’ mental process in

internalizing the learning point, activating students’ participation in teaching and learning, and

challenging students to grammar using inductive approach.

There were 70 participants that responding the questionnaires which were made into Bahasa

Indonesia so that they could understand better and fill out the questions properly. For the open-

ended questions the researcher decided to make the answers of the students to strengthening the

finding in close-ended part. It makes the statement clear and understandable. After the data

collection, responses to several questions had to be omitted because the questions were biased,

with this problem tackled, however the validity of the data for this present study had been

ensured. So, finally there are only six close-ended questions used, those are questions number 1,

3, 4, 5, 8, and 10. For the open-ended questions there are two questions used, which are

questions number 3 and 4.

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3.4 Data collection procedure

a. Observing

The observation was conducted for all the eighth graders class of junior high

school students. They are students of class 8A, 8B, and 8C. By conducting this

observation, the researcher could understand the students’ real responses or their

reactions towards the teacher’s approach which is used in the language teaching and

learning activity especially when they learn grammar.

b. Disseminating questionnaires to the participants

The first thing was conducting the piloting of the questionnaires, so, the

researcher shared the questionnaires to twelve (12) participants, four (4) participants

from each class, randomly. The participants tried to answer the questions; they also

asked questions about the questionnaire so that the researcher could see their

difficulties and their understanding about the questionnaire. The researcher also

revised the questionnaire based on the participants’ inputs or comment to improve or

make the questions more understandable. Before disseminating the questionnaire,

researcher asked permission to conduct the research in Satya Wacana Junior-High

School.

3.5 Data analysis Procedure

After the data of the questionnaires had been collected, the researcher divided then into

two parts, which were the open ended and close ended questionnaire the researcher coded the

questionnaire and counted them into percentage and discussed the data in the form of descriptive

statistic, non-parametric. Besides that, researcher also counted the percentage from the number

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of the students by using Microsoft Excel program. To find percentage of the answer of the data,

first, the researcher make number of the answer as Strongly Disagree=1, Disagree=2, Agree=3,

and Strongly Agree=4 because the data were ordinal. Then, timed the number who selected

strongly disagree with 1, disagree with 2, agree with 3 and strongly agree with 4. After the

researcher timed the number of the students’ answer. The researcher counted percentage using

formulas in MS. Excel program. After the close-ended part were counted researcher categorized

the question into two parts of the main discussions, counted the answer and also noted down the

answers.

4. FINDING AND DISCUSSION

In this section there will be two discussions of the finding to answer the research question

“what are students’ perceptions toward inductive approach in learning grammar?”, the

discussions are based on the theory of advantages of inductive approach from Thornbury (1999).

The two discussions are; 1) by learning inductively, students can use their analytical thinking to

discover the rules from the examples given by teacher, and 2) involve students to be more active

in teaching and learning process.

4.1 Students’ analytical thinking to discover the lesson by learning inductively.

The first discussion is taken from the students’ statements based on close-ended questions

number 1, 3, and 4 (See Appendix). There are 99% students who agreed that they like to have

many examples to learn a lesson.

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 Table 1. Students’ statement on discovering lesson based on examples

Statement Statement Strongly Agree Disagree Strongly

no. Agree Disagree
1 I like to have many examples to 99% 1%
learn a lesson.
For example, teacher gives you
this kind of sentences:
 Benny takes a bath
everyday
 I usually eat lunch at the
cafeteria
 The sky is blue
You will know that the formula
is S+V1(-s/-es)
3 I am satisfied when I could find 94% 6%
the pattern of a sentence by
myself by looking at the
examples.
4 I find difficulties in finding the 29% 71%
structure of the sentence by
looking at the examples.

According to the question number one students could understand the grammatical pattern

or the pattern of a sentence by looking at the examples given above. It is also related with the

steps of inductive approach which is used by the school. There are examples given by teacher,

and then students should analyze the answer to find out the core point of the lesson. The

approach which was used by teacher in the school has several steps; the steps are observing,

questioning, experimenting, associating and communicating. In the observing phase students

would be given several examples to be observed, they needed to take a look at the differences

and the similarity. The next phase, they needed to question the things which were unclear or hard

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to be understood. For example, they needed to ask what the subjects were, and etc. After that,

they needed to do an experiment in categorizing the things in the examples, then, they needed to

conclude or formulate the sentence pattern in order to do the next instruction which was making

their own sentences based on their finding. Students agreed that they could find the formula

based on the example because they could use their analytical thinking to analyze the examples or

cases and find out something related to the lesson. Moreover there are 94% students who agreed

for the statement in number three, that they are satisfied when they could find the pattern of a

sentence by looking at the examples themselves. It means that the students enjoyed the inductive

instruction in learning.

Based on this finding, students agreed that having examples before learning English can

also trigger students to be actively analyzing the examples given. It would make them practice

their analytical thinking. Moreover, it is in line with Thornbury’s statement (1999) that the cases

or examples given by teacher can trigger students’ analytical thinking in order to determine the

rules and lessons. In addition, the relation between students’ interest and students’ analytical

thinking is in the importance of grammar itself. Grammar understanding is important in language

learning. However, there is a common notion which stated that learning grammar is boring.

Based on that notion that grammar is boring according to Larsen-Freeman (1997), it leads to an

innovation on learning grammar. The inductive approach or learning through examples or the

cases at the beginning of the lesson given by teacher are breaking students’ boredom. Some

students also agreed that they are enthusiast in learning grammar through guessing and it triggers

students’ curiosity and interest by the example given by teacher. So when students are interested

with the lesson, it leads to their curiosity and trigger their analytical thinking.

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 Moreover, the explanation above about the steps of the inductive approach, in associating

phase was designed for students to summarize and then to apply the lesson in form of new

sentence. In the way to experience the learning material and to summarize it by themselves it

will make them easier to remember the pattern, in other words, students will be able to

internalize the lesson better when they could analyze the cases or the examples given by the

teacher. It is in line with Thornbury’s statement “...The mental effort involved ensures a greater

degree of cognitive depth which, again, ensures greater memorability.” (1999, p.54)

However there are also 29% students who agreed that they find difficulties in learning

inductively. These difficulties may have been caused by various factors, such as students’

learning style, and students’ level of understanding. Regarding to the characteristic of inductive

approach in learning grammar, it needs intermediate students’ level to understand this kind of

learning sequences in order to get the learning point. On the condition that inductive approach

needs students’ self-analysis and also analytical thinking using their background knowledge,

Wang (2012) think that only intermediate students who are able to do that. Yet, this study was

conducted in junior high school and most of the participants are beginner learners, because

according to a research done by Wang (2000), the beginner students also improved significantly

especially in easy pattern. Fortunately, the students honestly answered the questions about their

opinion about English lesson. In the answers there are 18 out of 70 students who answered that

English is just ordinary subject for them, it means that they could follow the learning instruction

but it depends on the lesson or the material. There are also various answers from the students

such as, 9 out of 70 students answered that English is easy when we can learn it harder, and

interestingly there are 5 students said it depends on the lesson. Here are two examples of five

students’ opinion about the level of difficulty of English lesson:

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 S35… : Tergantung, jika materinya lumayan susah, maka saya harus belajar
lebih agar dapat memahaminya.
(It depends, if the lesson is a bit difficult, means that I need to learn more
to master it)
He has the same opinion with,
S65… : Kadang-kadang, tergantung materinya.
(Sometimes, it depends on the lesson)

Depending on the lesson means that students sometimes are still confuse with what they

learn if they are given the examples at the beginning of the lesson. Moreover, Wang supported

that inductive approach also useful for lower students (2000).

4.2 Students’ active participation in inductive teaching and learning process.

This finding is related with the first finding about students’ analytical thinking, because

students’ active participation seems to be related to students’ analytical thinking. When students

can engage with the learning, they can process the lesson in their mind using their analytical

thinking. Moreover, the examples given make them curious with the point of the lesson. Thus, it

will make them actively ask, try to speak their opinion up and conclude the lesson point based on

the discussion stage in inductive approach. The next discussion will be based on the close-ended

questionnaire number 5, 8 and 10 (See Appendix).

For example S34 answered that he wants to be involved in class participation because he is

curious with the new lesson and with the method on deliver the lesson.

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 Table 2. Students’ class participation in learning using inductive approach.

Statement Statement Strongly Agree Disagree Strongly

no. Agree Disagree
5 I enthusiast if the teacher gives 87% 13%
sentences in order to ask the
students to guess what are we
going to learn.
8 I interested if the teacher helps 97% 3%
me to find out the new point of
the new lesson.
10 I can understand better if the 93% 7%
teacher gives examples to find
out the structure of a sentence in
order to create new sentence in
English.

Looking at this table, students will participate actively in teaching and learning process

using inductive approach. There are 97% students agreed that they are interested if their

teacher helps them to find out the new point of the new lesson. It means that students are

enthusiast in English lesson, they also agrees with the students’ statement in question

number 5, which there are 87% students enthusiast in guessing what they are going to learn

through the examples or exposures given by the teacher. Moreover, there are also 93%

students agreed that when they were not participate actively in learning process they would

make mistakes in doing the exercises. Some of the students answered that they needed to be

active in class because they needed to understand and even master the lesson. Here is the

answer which indicates students want to know better by participating actively in learning

process:

S52… : Iya, karena saya merasa ingin segera menguasai materi baru.
(Yes, because I want to master the new lesson quickly.)

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 These findings supported Thornbury’s statement that students’ curiosity will lead them to

be actively involved in teaching and learning situation.

Though, not all of students thought the same way, some students’ answered that they are

familiar with English language. Below are the answers indicating that students are

accustomed to English:

S11… : Tidak, karena saya sudah kenal dengan bahasa Inggris dari kecil.
(No, because I already know English since from a little.)

S45… : Biasa saja, karena sudah terbiasa berbahasa Inggris.

(It just a common thing, because I am accustomed to speak English.)

Thus, this finding is actually against the theory of Wang (2012) which stated that the

inductive approach improve students’ motivation in learning L2, in this case the students

who already knew English, just feel common about the class participation. Even though

there were some students in Satya Wacana junior high school who already knew English

better, but most of students were learning English as a foreign language. All of those

students agreed that learning inductively is attractive to make them engage in the learning

process.

According to the theory of Nunan, teacher should prepare the inputs for students and help

them to discuss it in order to find out the point of the lesson (2005). So, this kind of learning will

challenged the students to be more productive and make the learning situation alive. Below are

the answers of two out of ten students which indicate that they are interested and challenged to

learn English inductively:

S33… : Ya, saya merasa materi yang baru adalah tantangan yang harus saya kuasai.
(Yes, I think that new lesson is a challenge which I should master.)

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 S58… : Ya, karena saat saya diberi materi baru, pasti agak sedikit sulit dari materi
sebelumnya dan dari situ saya merasa tertantang.
(Yes, because when I get a new lesson, it will be a little bit more difficult from the
previous lesson, and it challenged me.)

Actually, students’ answers about this question were various, such as the learning

approach is interesting, make them feel the new sensation of learning, gain knowledge, deepen

the understanding about English rules and etc. Nevertheless, this point is emphasize more on

teachers’ role, because this kind of learning situation can be build when the teacher takes role as

a facilitator in helping them discuss and find the point of the learning. As this learning

challenged students to master the learning materials.

5. CONCLUSION

Looking back to the research question of this study which aim to examine students

perceptions toward inductive approach in learning grammar, this study found that students

actually have a positive perception toward inductive learning in grammar. It can be indicated

from the high percentage of their positive answers about their interest and their intention to learn

English inductively. There are also two main reasons of why the students might have a positive

perception about inductive approach which are in line with Thornbury’s theory about the

advantages of inductive approach. The reasons are making students practice to use their

analytical thinking to discover the lesson, and making students actively participate in teaching

and learning process in term of asking and analyzing the examples given by the teacher at the

beginning of the lesson. Although, this kind of learning has several advantages for the students

cognitive development, learning grammar using inductive approach needs teachers’ big attention,

because the one who can set this kind of learning situation in classroom is teacher. Besides,

18
teacher also has to prepare the learning materials and several inputs to be observed and analyzed

by students in their learning process. It is a kind of challenge not only for the students but also

for teachers who want to conduct this kind of learning approach. However this study cannot be

generalized because it is only focused on learning grammar, using questionnaire and observation

as the instruments to collect the data. Thus, for the further research, it can be conducted in

several aspects of English language learning or in some other schools in Salatiga and dug deeper

information using other instruments or more number of questions to find out the students’

perception about a certain approach.

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 AKNOWLEDGEMENT

Finally this thesis is accomplished, I praise my Lord God Jesus Christ, I also grateful for

my parents Bp. Triman Prasetyo and also Ibu Hanna Sumirah for the supports and prayers,

COMPASSION-Indonesia, Jannet Halle (my sponsor) for giving me chance to continue my

study in this undergraduate program, Ibu Rindang Widiningrum, M.Hum (Supervisor) and Ibu

Elisabet Titik Murtisari, M.TransStud, P.hD (Examiner) for the guidance, Hana Rhemawati,

Julius Widyo Riwanto, Gengs Eleveners, Clarrisa Marscalofa, Nova Wieka, Tri Lestari,

Anggreni Tri Kristyas, and last but not least for my community LDP Salatiga, and Leadership

Development Program Indonesia.

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Dobbs, J. (2001). Using the Board in the Language Classroom. New York: Cambrigde
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APPENDIX
KUESIONER
Teman-teman yang terhormat,
Saya adalah mahasiswi jurusan Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra yang melakukan penelitian
sebagai persyaratan kelulusan saya. Kuesioner ini dibuat untuk mengetahui
sejauh mana siswa SMP Kristen Satya Wacana memahami tentang pendekatan induktif atau pemberian contoh-
contoh dalam pembelajaran grammar. Saya mohon partisipasi Anda untuk meluangkan waktu mengisi kuesioner
ini dengan memberikan pendapat Anda dalam tabel di bawah ini sejujur-jujurnya. Identitas Anda akan kami
rahasiakan dan hasil dari kuesioner ini hanya untuk kepentingan penelitian semata.
A. Cara Mengisi Kuesioner

Berikan tanda centang ( √ ) di kolom yang sesuai dengan pendapat Anda. Anda hanya dapat memberikan satu tanda
centang untuk setiap pernyataan. Kemudian jawablah pertanyaan dibawah ini dengan jelas dan jujur.

SANGAT
TIDAK SANGAT
No PERNYATAAN TIDAK SETUJU
SETUJU SETUJU
SETUJU
Saya senang jika ditunjukkan banyak contoh untuk belajar
suatu materi.
Misalnya Anda ditunjukan kalimat seperti ini :
1.  Benny takes a bath everyday
 I usually eat lunch at the cafetaria
 The sky is blue
Anda akan mengetahui bahwa ini adalah S + V1(-s/-es)
Melihat contoh-contoh kalimat membuat saya mengerti
2.
urutan susunan kalimat (Subject + Verb + Object)
Saya senang apabila dapat memahami susunan (SPOK)
3. suatu kalimat oleh diri saya sendiri, dengan melihat
contoh.
Saya sulit untuk menemukan urutan susunan kalimat
4.
dengan melihat contoh
Saya bersemangat ketika guru memberikan kalimat-
5. kalimat agar saya bisa menebak jenis kalimat apa yang
akan saya pelajari.
Saya mau terlibat aktif dalam kegiatan belajar mengajar
6.
bahasa Inggris
Contoh-contoh yang diberikan membantu saya untuk
7.
memahami apa yang sedang saya pelajari
Saya merasa tertarik apa bila saya di tolong oleh guru
8.
menemukan hal baru tentang yang saya pelajari.
Saya sering salah dalam menjawab atau mengerjakan soal
9. dalam bahasa Inggris apabila saya kurang aktif di dalam
kelas
Saya akan mengerti lebih baik apabila guru memberikan
10. contoh-contoh untuk menemukan urutan susunan kata
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untuk membentuk kalimat dalam bahasa inggris.
1. Apakah Anda tertarik belajar bahasa Inggris dengan diberikan contoh? Mengapa?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
2. Apakah contoh-contoh yang diberikan kepada Anda berguna dalam memahami struktur kalimat (SPOK) ?
Ya, mengapa? Tidak, mengapa?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
3. Menurut Anda, apakah bahasa Inggris adalah mata pelajaran yang sulit? Jelaskan!
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
4. Apakah Anda merasa tertantang saat belajar materi baru dalam pelajaran bahasa Inggris? Ya, mengapa?
Tidak, mengapa?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
_____________________________________________________________________________________
5. Apakah Anda senang diajar dengan cara diberikan penjelasan secara perlahan untuk menemukan sesuatu
yang baru? Mengapa?
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
B. Informasi Data Diri
Kami mohon kesediaan Anda untuk memberikan data diri Anda di bawah ini.
Umur : ____________________
Jenis Kelamin (lingkari yang sesuai) : Laki-laki / Perempuan
Kelas : 8A/8B/8C *lingkari salah satu*

TERIMAKASIH 

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