THE EFFECTIVENESS OF USING INDUCTIVE METHOD IN TEACHING ENGLISH GRAMMAR ( An Experimental Study at the Eighth Grade of SMP Negeri 16 Surakarta in the Academic Year of 2017/2018 )

A THESIS

THE EFFECTIVENESS OF USING INDUCTIVE METHOD IN TEACHING ENGLISH GRAMMAR

( An Experimental Study at the Eighth Grade of SMP Negeri 16 Surakarta in the Academic Year of 2017/2018 )

Submitted to the Faculty of Teacher Training and Education of Sebelas Maret University to Fulfill One of the Requirements for Getting the

Undergraduate Degree of Education in English

ADE NOVEA RETTY K2213001

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY

SURAKARTA 2017

iii ABSTRACT

Ade Novea Retty. K2213001. THE EFFECTIVENESS OF USING

INDUCTIVE METHOD IN TEACHING ENGLISH GRAMMAR (AN EXPERIMENTAL STUDY AT THE EIGHTH GRADE OF SMP NEGERI 16 SURAKARTA IN THE ACADEMIC YEAR OF 2017/2018).Thesis, Surakarta: Teacher Training and Education Faculty of Sebelas Maret University. December 2017.

The aims of this research are to investigate: (1) whether there is a significant difference in grammar mastery achievement between the students taught using Inductive Method and those taught using Deductive Method of the eighth grade students of SMP Negeri 16 Surakara; (2) whether Inductive Method is more effective than Deductive Method to teach grammar.

The method used in this study is an experimental study (comparative study). This research was conducted inOctober until November 2017 in the eighth grade of SMP Negeri 16 Surakarta in the academic year of 2017/2018. The researcher took the sample by using cluster random sampling. The students are divided into two groups, which are VIII-A which belongs to the experimental group and VIII-B which belongs to the control group. The research instrument used to collect the data in this study is a test. The data were analyzed by using t-test formula.

The computation of the data shows that: (1) the t-observation (to) is

2.284,referred to the t-table (54. 0,05) = 2.004, the researcher finds that to is higher

than tt. It is concluded that there is a significant difference on grammar

achievement between experimental group and control group; (2) the mean score of the group of students who are taught using Inductive Method is 56.57, while the mean score of the group of students who are taught using Deductive Method is 47.64. It means that teaching English grammar using Inductive Method is more effective than using Deductive Method especially for the eighth grade students of SMP Negeri 16 Surakarta in the academic year of 2017/2018. Therefore, it is recommended that: (1) the teachers apply Inductive Method in teaching English grammar; (2) the future research may conduct the same kind of research with different stages.

Keywords: grammar mastery, simple past tense, inductive method, deductive method

iv ABSTRAK

Ade Noea Retty. K2213001. KEEFEKTIFITASAN PENGGUNAAN

METODE INDUKTIF DALAM PEMBELAJARAN ENGLISH GRAMMAR (PENELITIAN EKSPERIMEN PADA KELAS DELAPAN SMP NEGERI 16 SURAKARTA TAHUN AJARAN 2017/2018).Skripsi, Surakarta: Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret. Desember 2017.

Tujuan dari penelian ini adalah untuk meneliti: (1) apakah ada perbedaan yang siknifikan pada pencapaian penguasaan grammar antara siswa yang diajar menggunakan Metode Induktif dan siswa yang diajar menggunakan Metode Deduktif pada kelas delapan SMP Negeri 16 Surakarta; (2) apakah Metode Induktif lebih efektif dibandingkan dengan Metode Deduktif untuk mengajar grammar.

Metode yang digunakan di penelitian ini adalah penelitian eksperimen (penelitian komparatif). Penelitian ini dilaksanakan pada Oktober sampai November 2017 di kelas delapan SMP Negeri 16 Surakarta tahun ajaran 2017/2018. Peneliti mengambil sampel menggunakan cluster random sampling.

Siswa dibagi menjadi dua kelopok yaitu kelas VIII-A yang merupakan kelompok eksperimen dan kelas VIII-B yang merupakan kelompok kontrol. Instrumen penelitian yang digunakan untuk mengumpulkan data pada penelitian ini adalah tes. Data dianalisis menggunakan rumus t-test.

Perhitungan komputer dari data menunjukkan bahwa: (1) t-observation (to) adalah 2,284, merujuk ke t-table(54. 0,05) = 2,004, peneliti menemukan bahwa to

lebih tinggi dibandingkan dengan tt. Dapat disimpulkan bahwa terdapat perbedaan

yang siknifikan pada nilai grammar antara kelompok eksperimen dan kelompok kontrol; (2) nilai rata – rata dari kelompok siswa yang diajar menggunakan Metode Induktif adalah 56,57, sedangkan nilai rata – rata dari kelompok siswa yang diajar menggunakan Metode Deduktif adalah 47,64. Dapat diartikan bahwa pembelajaran English grammar menggunakan Metode Induktif lebih efektif dibandingkan dengan Metode Deduktif khususnya untuk siswa kelas delapan SMP Negeri 16 Surakarta tahun ajaran 2017/2018. Oleh karena itu, disarankan bahwa: (1) guru mengaplikasikan Metode Induktif pada pembelajaran English grammar; (2) penelitian kedepan bisa melakukan penelitian yang sama dengan langkah yang berbeda.

Kata kunci: penguasaan grammar, simple past tense, metode induktif, metode deduktif

vii MOTTO

“Boleh jadi kamu membenci sesuatu, padahal ia amat baik bagimu, dan boleh jadi (pula) kamu menyukai sesuatu, padahal ia amat buruk bagimu; Allah

mengetahui, sedang kamu tidak mengetahui.” (QS. Al Baqarah 2:216)

“Forget about the fast lane. If you really want to fly, just harness your power to your passion.”

viii DEDICATION

This thesis is whole-heartedly dedicated to

My beloved parents My beloved older brother My beloved and supporting aunt My belovedroommate My best yet crazy friends All the people who have helped and supported me, “Arigato gozaimasu!”

ix

ACKNOWLEDGEMENT

Praise be to Allah SWT who has given His blessing to the researcher so that she can complete writing this thesis entitled “The Effectiveness of Using Inductive Method in Teaching English Grammar ( An Experimental Study at the Eighth Grade of SMP Negeri 16 Surakarta in the Academic Year of 2017/2018)”.

This thesis was arranged to fulfill one of the requirements for getting the Undergraduate Degree of Education in English Department, Teacher Training and EducationFaculty of Sebelas Maret University. The researcher is aware that this thesis could not be completed without helps, guidance, and supports from many others. Therefore, the researcher would like to express hergratitude and appreciations to:

1. Prof. Dr. Joko Nurkamto, M.Pd., the Dean of Teacher Training and Education Faculty.

2. Teguh Sarosa, S.S., M.Hum.,the Head of English Education Department of Teacher Training and Education Faculty and the second consultant.

3. Drs. Martono M.A., the first consultant.

4. Mulyono, S.Pd, the Headmaster of SMP Negeri 16 Surakarta, for the permission to conduct the research.

5. Bambang W Kesdu, S.Pd, the English teacher of SMP Negeri 16 Surakarta, for being supporter during the research.

6. The eighth grade students of SMP Negeri 16 Surakarta for the participation. 7. My family, my roommate, my friends in English Education Department for

the supports, caring, prays and helps.

The researcher is aware that this thesis is not perfect and it is because of the researcher’s limits. However, the researcher hopes that this thesis will be useful for the readers and the knowledge developments.

Surakarta, December 2017

x

TABLE OF CONTENTS

APPROVAL OF THE CONSULTANTS ... v

APPROVAL OF THE BOARD OF EXAMINERS ... vi

MOTTO ... vii

DEDICATION ... viii

ACKNOWLEDGEMENT ... ix

TABLE OF CONTENTS ... x

LIST OF FIGURES ... xiii

LIST OF TABLES ... xiv

LIST OF APPENDICES ... xv

CHAPTER I INTRODUCTION ... 1

A. Background of the Study ... 1

B. Problems Identification ... 4

C. Problems Limitation ... 4

D. Problems Formulation ... 5

E. Objectives of the Study ... 5

F. The Benefits of the Study ... 5

CHAPTER II THEORETICAL REVIEW ... 6

A. Literature Review ... 6

1. Grammar ... 6

a. The Definition of Grammar ... 6

b. The Definition of Grammar Mastery ... 7

c. The Scope of Grammar ... 8

d. Inductive Method ... 19

a. The Definition of Inductive Method ... 19

b. The Stages of Inductive Method ... 20

c. The Advantages of Inductive Method ... 21

d. The Disadvantages of Inductive Method ... 22

e. Deductive Method ... 23

a. The Definition of Deductive Method ... 23

xi

c. The Advantages of Deductive Method ... 24

d. The Disadvantages of Deductive Method ... 25

B. Review of Related Research ... 26

C. Basic Assumptions ... 28

D. Hypothesis ... 29

CHAPTER III RESEARCH METHODOLOGY ... 30

A. The Method of the Research ... 30

B. The Setting of the Research ... 31

C. The Subject of the Research ... 31

1. Population ... 31

2. Sample ... 32

3. Sampling ... 32

D. The Techniques of Collecting Data ... 33

1. The Instrument of Collecting Data ... 33

2. Validity and Reliability ... 34

3. Scoring Test ... 35

E. Prerequisite Test ... 35

1. Normality Test ... 35

2. Homogeneity Test ... 36

F. The Technique of Analyzing Data ... 37

G. Statistical Hypothesis ... 37

CHAPTER IV THE RESULT OF THE RESEARCH ... 38

A. The Description of the Data ... 38

1. Pre-test Scores ... 38

a. The Experimental Group ... 38

b. The Control Group ... 40

2. Post-test Scores ... 43

a. The Experimental Group ... 43

b. The Control Group ... 45

B. Prerequisite Testing ... 47

1. Pre-test Scores ... 47

xii

b. Result of the Homogeneity Test ... 48

c. Similarity of the Two Classes ... 48

2. Post-test Scores ... 49

a. Result of the Normality Test ... 49

b. Result of the Homogeneity Test ... 50

C. Hypothesis Testing ... 50

1. First Hypothesis ... 50

2. Second Hypothesis ... 51

D. Discussion ... 51

CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION ... 53

A. Conclusion ... 53

B. Implication ... 53

C. Suggestion ... 54

BIBLIOGRAPHY ... 55

xiii

LIST OF FIGURES

Figure Page

4.1 ... The Histogram of the Distribution of Pre-test Scores of the Experimental Group ... 40 4.2 .. The Polygon of the Distribution of Pre-test Scores of the Experimental Group ... 40 4.3 ... The Histogram of the Distribution of Pre-test Scores of the Control Group ... 42 4.4 ... The Polygon of the Distribution of Pre-test Scores of the Control Group ... 42 4.5 ... The Histogram of the Distribution of Post-test Scores of the Experimental Group ... 44 4.6 The Polygon of the Distribution of Post-test Scores of the Experimental Group ... 45 4.7 ... The Histogram of the Distribution of Post-test Scores of the Control Group ... 47 4.8 ... The Polygon of the Distribution of Post-test Scores of the Control Group ... 47

xiv

LIST OF TABLES

Page

2.1 ... Singular Nouns, Plural Nouns, and Noun Phrases

... 9 2.2 ... Regular Verbs ... 9 2.3 ... Irregular Verbs ... 10 2.4 ... Adjectives’ Order ... 11

2.5 ... Comparative and Superlative Degree ... 12

2.6 Past Time Expressions ... 18

2.7 Past Time Expressions ... 20

3.1 Pretest-Posttest Design ... 32

4.1 The Frequency of Distribution of Pre-test of the Experimental Group ... 40

4.2 The Frequency of Distribution of Pre-test of the Control Group ... 42

4.3 ... The Frequency of Distribution of Post-test of the Experimental Group ... 44

4.4 ... The Frequency of Distribution of Post-test of the Control Group ... 46

4.5 ... The Result of the Normality Test of Pre-test Scores ... 48

4.6 ... The Result of the Normality Test of Post-test Scores ... 49

xv

LIST OF APPENDICES

Appendix Page

Appendix 1 Standard Competence and Basic Competence of Reading for VIII

Grade Junior High School ... 61

Appendix 2 Lesson Plan ... 62

Appendix 3 The Try Out Instrument ... 90

Appendix 4 The Validity of The Instrument ... 95

Appendix 5 The Reliability of The Instrument ... 100

Appendix 6 The Instrument ... 103

Appendix 7 Pre-test Scores ... 106

Appendix 8 Descriptive Statistics of Pre-test Scores of the Experimental Group ... 107

Appendix 9 Descriptive Statistics of Pre-test Scores of the Control Group ... 108

Appendix 10 Normality Test of Pre-test Scores of the Experimental Group ... 109

Appendix 11 Normality Test of Pre-test Scores of the Control Group ... 110

Appendix 12 Homogeneity Test of Pre-test Scores ... 111

Appendix 13 Computation Test of pre-test scores ... 112

Appendix 14 Post-test Scores ... 113

Appendix 15Descriptive Statistics of Post-test Scores of the Experimental Group ... 114

Appendix 16 Descriptive Statistics of Post-test Scores of the Control Group ... 115

Appendix 17 Normality Test of Post-test Scores of the Experimental Group ... 116

Appendix 18 Normality Test of Post-test Scores of the Control Group ... 117

Appendix 19 Homogeneity Test of Post-test Scores... 118

Appendix 20 Computation Test of Post-test Scores ... 119

Appendix 21 Students’ Worksheet... 120

Appendix 22 Standard Normal Distribution Table ... 132

Appendix 23 Lilliefors Table ... 133

Appendix 24 Chi-square Table ... 134

Appendix 25 T-test Distribution ... 135

Appendix 26 Legalization ... 136

Appendix 27Photographs ... 137