HAFID FILIAL AKBAR

1371498 I 2013D
RESEARCH METHOD I FINAL

A. Background

What are the contributions of your study?

The study plan to distinct the significance balance of inductive and deductive
teaching method and how they will advantage students characteristics in
supporting their achievement.

Who will take benefits of the contribution?

The objectives of the study designed to be applicable mainly for instructors and
students, and in general for the educational institutions.

What do previous studies say about your tentative findings?

In order to achieve better result of teaching, teacher might prepare to apply
deductive at first, while shifting through the inductive after to balance the
teaching method. Moreover, the notion of such a best way of teaching method
might objectively untrue, instructor still need secondary plan for some
unexpected teaching situation (Ana & Ratminingsih, 2012).

B. Research Questions, Objectives, and Hypothesis

Reflects requirements of good research questions/ objectives/hypothesis

-

Research problem stated clearly, not ambiguously and without difficult

technical terms (Ary, Jacobs & Razavieh, 1979)

Explaining the pattern of relationship between the variables (Hopkins, 1980)

It stated clear variable involved (Latief, 2015)

It stated clear research design applied (Ary, Jacobs & Razavieh, 1979)

It correlated with the hypothesis (Borg, 1983)

C. Scope and Limitation & Definition of Key Terms

Scope: define the variables

-

Deductive approach
The deductive approach of teaching English grammar refers to the style of
teaching students by introducing the grammatical rules first, and then applying
them by the students (Hanna Abu et al, 2008)

Inductive approach
The inductive approach refers to the style of introducing language context
containing the target rules where students can induce such rules through the
context and practical examples. (Hanna Abu et al, 2008)

giving operational definition

Identity of Journal

Research

Article

Questions

Method

A. Is there a
significant
difference
between the
results of the
students taught
the active and
the passive voice
by the deductive
approach and
those taught by
the inductive
approach?

1. Quant
itative

1. The effects of
deductive and
inductive
approaches of
teaching on
Jordanian
university
students' use of
the active and
passive voice in
English

B. Is there a
significant
difference
between the
results of the
classes taught
the active and
the passive voice
by the deductive
approach ?
C. Is there a
significant

Findings

My study

1. The
1. Similarities
deductive
:
group
The use of
gets
deductive
higher
and
score
inductive
than the
teaching
inductive
method
group
2. The
difference
between
the
deductive
and
inductive
goup was
not
significan
t

difference
between the
results of the
classes taught
the active and
the passive voice
by the inductive
approach ?
2. Mohammed, Azmi
Adel, Jaber, Hanna
Abu

2. Sourc
e of
the
Data

3. 2008

3. Data
collec
tion
proce
dures

Identity of Journal
Article
1. Teaching English
Tenses to EFL
Learners:
Deductive or
Inductive?

2. I Ketut Trika Adi

Ana, Ni Made
Ratminingsih

Research
Questions

1. What

Metho
d

is the
way to

best
teach
grammar,
deductive
inductive?

Pre test

2. Differences
: teaching
Post test
speaking
skill
instead of
grammar
The result 3. What
of
test
contributio
obtained
n
from
introducing
sample
of
more
the
advantage
participants
of
deductive
method

Findings

My study

1.quali
tativ
e

By
3.
Similar
combining
ities: The
deductive
use of
and
deductive
inductive
and
approaches,
inductive
it is expected
teaching
that
the
method
learners will
master
English tense
rules
comprehensi
vely
and
become
an
independent
learners

2.Sourc
e of
the
Data

Innovative
4.
Differe
Strategy to
nces:
Teach
teaching
English
speaking
Tenses for
skill instead
of grammar

or

Adult
EFL
Learners
3. 2012

3.Data
collect
ion
proce
dures

A description 4.
What
of
each
contributio
strategy
of
n I can give
innovative
more than
mthod using
the
descriptive
previous
study
studies :
introducing
more
advantage
of
deductive
method

D. Research Method

Straightly point out the design used.

The design of the research use the true experimental research design

State why the design is appropriate to answer your RQs

The design will answer the result of the experiment method conducted and its
significant with the non experiment method (controlled group)

Use relevant theories

In a true experimental research, the researcher has access to random selection of
the samples and random assignments of the samples into experimental and
control group to ensure the equivalence of groups and to control for many
interfering variables that might otherwise contaminate the results of
investigation (Charles, C.M., 1995)

E. Subjects/population/samples

Mention your subjects

The subjects are random sample of 50 students of 2 nd year Senior High school
from a whole academy

State the reasons of the selected samples/subjects

The sample will represent the result of accessible population and can be
generalized as the knowledge gained (Latief, 2015)

F. Instrumentations

Mention and describe your instruments

Pre test: the beginning test before the experiment variable conducted
Post test: the after-test that demonstrate the result of experiment method
conducted

Explain how each instrument can answer your research questions

Pre test: providing the first overview of participants knowledge and become the
comparison element with the experiment
Post test: describing the effect of experiment conducted and revealed the
significance with the un experimented method.

G. Data Analysis

Explain how the data are analyzed to answer each of your research question.
The data analyzed by measuring the result of before and after conducting the
method in experimental group and controlled group, what are the specific detail
of them and what its significance with the before result of experiment
conducted, using SPSS software.

REFERENCES
Abu Hanna, et al. (2008). The Effects of Deductive and Iinductive Approaches of
Teaching onJjordanian University Students' Use of The Active and Passive Voice in
English. College Student Journal, 42(2).
Ary, D., Jacobs, L., C.,Razavieh, A..(1979). Introduction to Research In Education,
(2ne Ed.) : Holt, Rinehart and Winston.

Borg, Walter, R., Gall, Meredith, D.(1983). Educational Research : An Introduction. (4th
Ed.). WhitePlains, NY:Longman Inc.
Charles, C.M. (1995). Introduction to Educational Research. (2nd Ed.). WhitePlains:
Longman, Ltd.
Hopkins, C., R.(1980) Understanding Educational Research. Columbus: E. Meril
Publishing Company, Bell & Howell Company.
Latief, Mohammad Adnan. (2015). Research Method on Language Learning An
Introduction. 2nd Ed. Malang: Universitas Negeri Malang
Ratminingsih, Made Ni & Ana, Adi T.K.I. (2012). Teaching English Tenses to EFL
Learners: Deductive or Inductive? International Journal for Cross-Disciplinary
Subjects in Education (IJCDSE), 2(2). STKIP AH Singaraja, Ganesha University of
Education Singaraja, Bali-Indonesia.