Teaching English Tenses To EFL Learners: Deductive Or .
International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Special Issue Volume 2 Issue 2, 2012Teaching English Tenses to EFL Learners: Deductive or Inductive?I Ketut Trika Adi Ana, Ni Made RatminingsihSTKIP AH Singaraja, Ganesha University of Education Singaraja, Bali-IndonesiaAbstractEnglish tenses are one of the major problems forIndonesian learners in learning English. Therefore,an appropriate teaching strategy to help the learnersin understanding those English tenses is urgentlyneeded. For that reason, this article aims atintroducing an innovative strategy for teachingEnglish tenses for adult learners. This innovativestrategy combines deductive and inductiveapproaches. It starts with deductive approach andthen will be followed by inductive approach. Thedeductive approach is applied in order to make thelearners remember the rules of English tenses, whilethe inductive approach is conducted to make thelearners understand and able to use themcommunicatively.1. IntroductionGrammar is an essential component that shouldbe learnt in order to master a language. If one usesincorrect grammatical pattern in constructing asentence, there is a tendency that the sentence willconstitute different meaning from what it is intended,or even meaningless. Therefore, grammar is called as“sentence-making machine” by Thornbury [12]. Itmeans that, even though one has sufficient number ofvocabulary, without having good grammar mastery,he will find problem in arranging those vocabulariesinto good sentences. As what is said by Ur [13], onecannot use words unless he/she knows how thosewords should be put. Considering the significantrole of grammar in mastering a language, grammar isimportant to be learnt by the learners of thelanguage. Thus, language teachers need to teachgrammar to their learners. In general, there are twoapproaches in teaching grammar, inductive anddeductive approaches [10]. According to Brown [3]and Thornbury [12], both inductive approach anddeductive approach have their strengths. Thestrengths of deductive approach are: (1) thisapproach is straight forward, so that it will not wastetoo much time for explanation. It gives moreopportunities for learners to apply the rules; (2) itrespects the intelligence and maturation, especiallyfor adult learners; (3) it confirms many learners’expectation, especially for those who want to have ananalytical learning style. On the other hand,inductive approach is good for some reasons: (1) itwill help the learners, especially young learners, whocannot understand the abstract concept of grammar,Copyright 2012, Infonomics Societyto learn grammar unconsciously; (2) it will make thelearners become autonomous learners; (3) it willmake grammar learning more meaningful; and (4) itwill make the learners become more active inteaching and learning process. Moreover, deductiveapproach will be more appropriate to be applied foradult learners, while inductive approach will bebetter for teaching young learners [3]. It is obvioussince young learners usually do not like a seriouscircumstance. They love to play and only have ashort span of concentration.Conversely, adult learners may take benefit fromdeductive approach, because they can make use ofabstract things to gain knowledge. They can getinvolved in a serious circumstance and canconcentrate longer than young learners [3], [4], [12].Ellis [5] believes that language teachers should teachforms that differ from the learners’ first language.Hence, this article aims at introducing an innovativestrategy to teach the 16 English tenses, which areconsidered different from Indonesian grammarsystem and difficult to be understood by the learners.Based on the strengths of deductive and inductiveapproaches, an innovative teaching strategy whichcombines both deductive and inductive approach isproposed. Combining deductive and inductiveapproach has been done by Nunan [10]. He arguesthat combining deductive and inductive approach forteaching grammar will be good especially infocusing a certain purpose of grammar teaching. Inaddition, by combining both deductive and inductiveapproaches because it is expected that the learnersare not only able to remember or understand theEnglish tenses, but also able to use itcommunicatively.2. Innovation in EducationInnovation is an idea, goods, event, or methodthat is felt or observed to be a new thing for someoneor some people (society), both as a result ofinvention or discovery. Invention is a human creationthat is purely new, or does not exist before, whilediscovery is a creation of something which hasalready existed, but its existence has never beenrealized [11]. The strategy that is introduced in thisarticle is considered as an innovative strategy since itcombines deductive and inductive approach. Inaddition, during the deductive approach process thereis a new formula that was invented by the writersthat can be used to find out all of the English tensespatterns based on five basic patterns.998
International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Special Issue Volume 2 Issue 2, 20123. Young vs. Adult learnersGenerally, learners can be divided into threecategories based on their age, namely young learners,adolescence, and adult learners. Young learners arethose whose ages are between 2 and 14 year old,adolescents are those whose are around 12 to 17 yearold, while adult are commonly 16 year old and above[7]. From teaching English as foreign language pointof view, young learners are those who learn Englishas a foreign language for the first six or seven year ofthe formal school system that is usually in theelementary school level [9]. Seeing from their age,they are about 5 until 12 year old. Age is one of themajor factors that should be taken into account indeciding how to teach the learners. It is becauselearners with different age will have differentcharacteristics. Young learners do not only focus onwhat is being taught, but they also learn somethingelse at the same time, such as acquiring informationfrom their surroundings.Moreover, young learners may consider seeing,hearing, and touching are as important as the teacher’explanation. They usually respond the activitiesfocusing their life and experience well. They can begood speakers of new a language if they havesufficient facilities and enough exposure of the targetlanguage [7]. They may learn foreign language betterthrough a game. Young learners love to play andlearn best when they enjoy themselves. Adultlearners have mature personality, many years ofeducational training, a developed intelligence, adetermination to get what they want, fairly clearaims, and above all strong motivation to make asrapid progress as possible. An adult is no longerconstrained by the educational system or parentalpressure to learn English, so the problems of dealingwith conscripts do not exist. In addition, adultlearners can decide about what they want to learn,but young learners cannot and adult learners maylearn best by enabling their abstract thinking. Takinginto consideration, the different characteristicsbetween young and adult learners, teachers shouldselect strategies of teaching which suit different ages.Young learners should be taught by applyingteaching strategies which are suitable for younglearners and vice versa. It is important to be done inorder to make the learners achieve an optimum resultof their study, since a proper teaching strategy willbring positive effect toward the outcome of theteaching and learning process.4. Deductive vs. Inductive ApproachTeaching English Tenses can be done throughdeductive and inductive approach. Both of theapproaches have their own strengths and weaknesses.Deductive approach starts with the presentation andCopyright 2012, Infonomics Societyexplanation of the rules, and then it is followed bythe examples of the sentences using the rules. On theother hand, an inductive approach starts withexamples from which a rule is inferred. In otherwords, in deductive approach the teachers directlyexplain the rules of the English tense. Theexplanation is completed with discrete sentences, andit is followed with samples of sentences by thelearners to confirm their understanding. If theteachers apply inductive approach, they do not givethe rule directly to the learners, they just give list ofsentences and from the sentences they ask thelearners to discover the rule by analyzing theprovided sentences in a discourse level. It is just likeacquiring the first language, in which parents do notintroduce the rules of the first language but becauseit is practiced everyday and continuously with manyexposure then the grammatical rules of the firstlanguage are acquired naturally and effortlessly. Thebenefits of deductive approach for teaching Englishgrammar are: (1) it is straight forward, therefore, it istime-saving; (2) it respects the learners’ intelligenceand maturity, especially for adult learners; (3) itconfirms many learners’ expectation about classroomlearning, especially for those who have analyticallearning style; (4) it allows the teacher to deal withlanguage points as they come up rather than havingto anticipate them and prepare them in advance.While the benefits of inductive approach are: (1)inductive approach will make the rules moremeaningful and memorable; (2) the mental effort thatis done by the students will ensure their cognitivedepth; (3) students are more actively involved duringthe teaching and learning process compared toapplying deductive approach; (4) this approach maysatisfy the desire of the students who has good abilityin pattern recognizing and problem solving; (5) thisapproach prepares the learners to be an active or selfassisted learners [8].Besides, those benefits above, both deductive andinductive approaches also have weaknesses. Theweaknesses of deductive approach for teachingEnglish grammar are: (1) this approach may bedifficult for some learners, especially for younglearners since they do not have enough metalanguageor they cannot understand the abstract concept; (2)teacher’s explanation that dominates the teachingand learning process may decrease the learners’interaction, therefore the learners may becomepassive learners; (3) teacher’ explanation is seldomremembered by the learners, compared to other formof demonstrations. While, the weaknesses ofinductive approach are: (1) it may take a longer timeuntil the learners could discover the rule compared toteaching using deductive approach; (2) the time andenergy spent in working out the rules may misleadthe learners that their main objective of studying thelanguage is mastering the rules not the meaning; (3)learners my hypothesize the wrong rule, or their999
International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Special Issue Volume 2 Issue 2, 2012understanding may be to broad or narrow from whatit is expected; (4) it may make the learners whoaccustom with deductive approach becomefrustrated, since they may expect to be given therules directly [12]. In regard to the strengths andweaknesses of both approaches, the writers proposeto integrate the implementation of the two rather thanto select each of them. The writers design a teachingstrategy that maximizes the strengths of the twoapproaches to be applied for teaching English tenserules to adult learners, which it starts with deductiveapproach and then followed by inductive approach.The writers combine the two approach because in thefirst phase of learning comprehension is the mostimportant thing, especially for adult learners as theycan utilize their abstract thinking to construct theirknowledge of the target language. After they have astrong ground about the concept of the English tenserules, the inductive approach can be carried out tointensify their understanding through a maximumapplication of the rule in a discourse level. 5.Innovative Strategy to Teach English Tenses forAdult EFL Learners This strategy will start withdeductive approach and then will be continued withinductive approach.It consists of four steps, namely: (1)understanding the 5 basic rules of English tenses; (2)discovering other English tense rules based on the 5basic rules; and (3) understanding the discoveredtense rules; and (4) creating communicative activityto apply the 16 rules. The first step is done in orderto make the learners understand and memorize the 5basic rules of English tenses. The first step will be ateachercentered activity. The second step aims atgenerating the knowledge that the learners alreadyhad to help them memorize the 16 English tenses. Itwill be a learners-centered process since they willtrace other tense rules themselves or cooperativelywith other learners. On the third step of the teachingactivity, teacher will give guidance for the learners inunderstanding all of those 16 tenses. The teacher willnot directly explain how to use those tense rules, buthe will ask the learners to discuss it in a group. Hewill be a facilitator so that the discussion runseffectively. The fourth step is creating acommunicative activity that will guide the learners tointernalize the tense rules, so that they can use themcommunicatively. However, it should be kept inmind that there is no such strategy that can beapplied for any learners in any circumstance orsituation [8].Figure 2). However, it should be kept in mind thatthose four steps cannot be done in one class session.Those steps should be done in several class sessions.The followings are brief explanations about thosefour steps.6.1. Understanding the 5 Basic Rules (BR) ofEnglish Tenses (deductive and teachercentered)The first activity that should be done in applyingthis strategy is making the learners remember andunderstand the 5 BR of English tenses (see Table 1).Those 5 BR are simple present tense, simple pasttense, simple future tense, continuous tense, andperfect tense. Besides those rules, it is also importantto teach the learners about the transformation ofauxiliary verb (be, has/have, shall/will) into their pastand past participle form (see Table 2). Since this firstactivity is done in order to build or refresh the priorknowledge of the learners, so that they can use it todo the next activity, this first activity is a teachercentered activity. According to Westwood [10],teacher-centered activity (direct approach) will beessential for delivering key concept(s) that enablesthe learners to explore more profound knowledgethemselves. In this strategy, it is done by presentingthose tense rules to the learners and then asking themto create some sentences using those rules.Table 1. Basic Rules (BR)*note: It should be explained further during the“Understanding the Discovered Tense Rules” step.Table 2. Transformation of be, has/have,shall/will*note: It should be explained further during the“Understanding the Discovered Tense Rules” step.6. The Steps in applying Innovative Strategy toTeach English Tenses for Adult EFL Learners3.2. Discovering other English Tense Rulesbased on the 5 BR (deductive, cooperative,and learners centered)As what has been mentioned above, the proposedstrategy consists of four steps. The two first stepswill be done deductively, while the next two stepswill be conducted inductively (see Figure 1 andThe second step is done by asking the learners touse their prior knowledge, the 5 BR, to generate theother 11 English tense rules. To do this, the teacherCopyright 2012, Infonomics Society1000
International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Special Issue Volume 2 Issue 2, 2012should tell the learners about the steps to find theother English tense rules based on the 5 BR. Thosesteps are:1) The basic rules are written based on the name ofthe tense that is going to be found. For example, ifthe English tense that is going to be found is “PresentContinuous Tense”, then the needed BRs are“Present Tense” and “Continuous Tense”.2) The name of the tense that is going to be foundshould be organized respectively. For instance, therule that is going to be found is “Present ContinuousTense”, so the “Present Continuous” rule should beplaced on the top and then followed by the“Continuous Tense” rule.3) The later rule is written below the verb of thepreceding rule. This criterion is very important. Tofind the other rules from the BR, the later rule shouldbe placed under the verb of the previous rule. If thereare three BRs are used, for example in finding outthe rule of “Present Perfect Continuous Tense”. The“Present Tense” rule is paced on the top, The“Perfect Tense” rule is placed under the verb of“Present Tense” rule, while the “Continuous Tense”rule is placed under the verb of “Perfect Tense” rule.4) The subject (S) in the later rule should be omitted.In an English tense rule, there is only one subjectneeded. Therefore, the subject of the later rule shouldbe omitted to avoid confusion.5) Do substitution from the organized basic rulesvertically. When the BRs are organizedsystematically based on the type of English tense thatis going to be found, then do substitution to form thenew rule.The application of the 5 BR to find other Englishtense rules can be seen on example 1, example 2, andexample 3.Example 1The steps in finding the rule of “Present ContinuousTense”Example 2The steps in finding the rule of “Present PerfectTense”Example 3The steps in finding the rule of “Present PerfectContinuous Tense”*note: In finding out the “Perfect Continuous TenseRules” there will be three BR are involved. Itshould be kept in mind that the later rule should beplaced under the verb of the former rule.Therefore, the third rule should be placed underthe verb of the second rule.During this step, the learners are asked to find thepositive sentence rules only. This is done in order tokeep the learners feel that studying English tense iseasy. The negative and interrogative form will bediscussed in the next step with inductive approach.This is done in order to build a new paradigm in thelearners’ mind that English tense is easy. If they feelthat English tenses are easy, it will reduce theiraffective filter and their anxiety so that they can learnit in more comfortable situation. This activity iscontinued by giving a chance for the learners tocreate some sentences based on the rules that theyhave found themselves.This second step can be done individually by thelearners, but it is suggested that they do it in pairs orsmall groups (groups of 3-4 learners) orcooperatively. It is very important because it willhelp slow learners to learn from their partner orgroup members (peer teaching). This activity willhelp the learners to form their own knowledge. Ifthey can form their own knowledge, it will lastlonger than if they gain the knowledge from theteacher’s explanation [14]. Since this activity ismostly done by the learners independently, it meansthat this activity is a learners-centered activity.Learners-centered activity is good when the aim ofthe instruction is activating the learners in acquiringknowledge, skills, and strategies [14]. To make itmore fun, the teacher may make it into acompetition, in which the fastest group, or the groupthat can formulate the other 11 English tense rulesfrom the 5 BR sooner that the other group will be thechampion.3.3 Understanding the Discovered TenseRules (inductive, cooperative, and learnerscentered)The third step is done grouping the learners intosmall groups that consist of 3-4 learners. Each groupCopyright 2012, Infonomics Society1001
International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Special Issue Volume 2 Issue 2, 2012receives a text in which in that text there are severalsentences which are written by following a particularEnglish tense rule. For example, if the teachers aregoing to build the learners’ understanding about“Simple Past Tense” he/she should provide thelearners with some sentences which are written in“Simple Past Tense” rule. To help the learners inunderstanding about when the rule should be used,the sentences can be arranged in the form of recounttext.Sample of the answers1) “Yes, she did” or “Yes, she went to BaliIsland last month.2) “Yes, they did” or “Yes, they went to manytourism objects”3) “No, she did not” or “No, she did not go toBali Island alone”4) “No, she did not” or “No, She did not go toBali Island for attending conference”5) “Yes, she did” or “Yes she enjoyed her timein Bali”Sample of the text:During the discussion and the reporting activities,the teacher should place himself/herself as afacilitator. During the discussion, the teacher maymove to one group to another group to assist thelearners, especially the one who still has problem.The teacher also should clarify and explain if there isa mistake or error that is made by the learner in theresult of their discussion.This third step aims at helping the learners tounderstand the tense rules that they have found,especially about when they have to use it. Inaddition, this activity also will indirectly guide themto understand how to create negative and positiveform. Since knowing the right time for using theEnglish tense rules and the negative and positiveform of those rules, this step will make the rules thatthey have found become meaningful. Therefore, thisstep will be a very crucial step.Holiday in Bali Island Last month, Anna went to BaliIsland to enjoy her holiday. She went there with her family.They took a plane to get there. Anna was very happybecause she visited one of the most beautiful islands in theworld. She visited many tourism objects there, such asKuta Beach, Ubud, and Kimtamani. Since Bali Island isalso famous of its traditional arts, she also enjoyed sometraditional dances there. She had an opportunity to watchtwo of the most famous Balinese dances, those were Kecakand Barong dances. In addition, they also bought somehandicrafts as souvenirs. They stayed there for two weeksbefore they finally went back to America.Then, each group is asked to discuss thosesentences in order to find out the meaning of thesentences and the rule that is used to create thosesentences. They have to guess it by tracing the rulesbased on the sentences which are provided. By doingthis the learners indirectly will construct theirunderstanding about when they have to use the tenserule.After they have discovered the rule andunderstand the meaning of each sentence and knowwhen they have to use that tense rule, teacher maystart to give questions which are related to thecontent of the text. However, the questions should bemade based on the same English tense rule as in thetext.Sample of the questions:1) Did Anna go to Bali Island last month?2) Did they go to many tourism objects?3) Did she go to Bali Island alone?4) Did she go to Bali for attending a conference?5) Did she enjoy her time in Bali?After the learners receive the questions, teacherguides the students to answer the questions. Thiskind of activity will lead the learners to understandthe interrogative and negative pattern of the Englishtense rule that is being learnt. If necessary, teachermay also ask the learners to do a discussion in orderto analyze and discover the pattern of theinterrogative and negative forms of the tense rule.Copyright 2012, Infonomics Society3.4 Creating Communicative Activity ative activity here is defined as anactivity in which the learners have an opportunity touse the target language for an authenticcommunication. Since the strategy that is introducedin this paper is for teaching English tense rules, thetarget language here refers to English. The aim ofthis activity is to make the learners able to applytheir knowledge about the 16 English tense rulescommunicatively. Therefore, this forth activity isdone by doing a role play. To make the role playruns effectively, before starting the role play, teachershould decide the situation and the learners’ role. Forinstance, if the teacher wants to emphasize on the useof past tense, he can ask the learners to act like areporter who is reporting news. By doing this, theteacher will be able to see whether or not the learnershave mastered the past tense rule. In other word, itwill make the learners aware of the kinds of tensethat they are focusing on. Since this step isconducted inductively, if the learners make an error,teacher should guide the learners to revise itinductively and implicitly. Teacher can do it bygiving implicit examples. During this step, he shouldavoid direct explanation1002
International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Special Issue Volume 2 Issue 2, 2012toward the errors made by the learners. It is done inorder to avoid the learners from feeling guilty. If thelearners feel guilty, it will decrease their confidencewhich results on the possibility of being passivestudents.4. The Benefits and Problems inImplementing this Innovative StrategyEach teaching strategy has its own strengths andbenefits. Based on the writers’ experience inimplementing this strategy for teaching English tensethere are some benefits and problems inimplementing it. In order to be able to implementthis strategy well, teachers who are going to applythis strategy should know the benefits and theproblems that they may find during theimplementation of this strategy. By knowing thebenefits and the problems, teachers will be able toadjust this strategy based on the situation that isfaced by the teacher. The benefits of implementingthis strategy are:a. It will help the learners to memorize the 16English tense rules just by understanding 5 basicrules of English tenses. It means that the learners donot need to force themselves to memorize the 16English tense rules separately. They just need tounderstand the 5 basic rules and then discovery theother rules from the 5 basic rules.b. It is really suitable for the adult EFL learners.Since the cognitive ability of the adult learners hasbeen developed and they can understand abstractknowledge, this strategy is appropriate for adultlearners.c. The combination of the deductive andinductive approach makes the instruction processmoves from a teacher-centered activity to thelearnerscentered activity. In other words, it can besaid that this strategy trains the learners to be anindependent learner. However, before they are readyto be independent learners, this strategy makes surethat the learners have sufficient knowledge as thebasis for developing their knowledge individually. Itis really important to make the learners becomeindependent learners, because a good learner is theone who does not stop learning.Figure 1. The role of Teacher-centered Activityand Learners-centered Activity in the proposedStrategyCopyright 2012, Infonomics Societyd. This strategy makes the learners not only ableto memorize the rules of the English tenses, but theywill also able to understand and apply the rules.Figure 2 shows that there are four major steps in thisstrategy. The first and second steps are aimed atmemorizing the 16 English tense rules. It starts byunderstanding the 5 BR, and followed by finding outthe other English tense rules from the 5 BR. Thethird step is conducted for understanding when those16 English tense rules should be used. While thefourth or the last step is done for applying the 16English tense rules that have been found andunderstood.Therefore, after having an English course whichis conducted through this teaching strategy the EFLlearners will not only able to memorize the Englishtense patterns, but they will also be able tounderstand and apply them. In other words, byapplying this strategy during teaching English tensesto the adult EFL learners, thethree cognitive dimensions they are: (1) toremember, (2) to understand, and (3) to apply will beachieved automatically at the end of the course [1].The steps and the aim of each step in this innovativeteaching strategy can be seen on Figure 2.Figure 2. The Design of Innovative Strategy toTeach English Tenses for Adult EFL LearnersWhile the problems that may be faced by the Englishteacher in implementing this strategy are:a. English tense rules are not the only material thatshould be mastered. English tenses rules are veryimportant for mastering English. However, teachingEnglish covers more than just English tense rules.Usually, English tense rules are not considered as themajor material since the teaching and learningprocess are conducted through skills-based process,1003
International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Special Issue Volume 2 Issue 2, 2012in which English tenses are indirectly inserted inthose skills.b. The learners should have prior knowledge aboutEnglish tense rule. To make this teaching strategyruns smoothly, the learners should have learntEnglish before. It is because, to do the first and thesecond steps of this strategy, the learners shouldknow about English tense in general.c. It is time consuming. To conduct the four steps ofthis strategy requires many meetings. It is becausethis strategy is a combination of deductive andinductive approach. The first and the second stepscan be conducted in few meetings, since these stepsare conducted deductively and only focusing onmemorizing the English tense rules. However, thethird and the forth meeting may need more meetings.It is because the third and the fourth steps areconducted inductively. The third step is conductedfor understanding the 16 English tense rules byanalyzing examples and the fourth step is conductedto make sure that the learners can apply theirunderstanding about the English tense rulescorrectly.d. The high achiever learners may get bored. Sincethis strategy consists of four steps and the four stepsare only concerning on English tense, the highachiever learners who have mastered the Englishtense rules may get bored during the teaching andlearning process. It is because they will find it tooeasy.6. References5.[9] McK
English tenses are one of the major problems for Indonesian learners in learning English. Therefore, an appropriate teaching strategy to help the learners . in understanding those English tenses is urgently needed. For that reason, this articl
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This textbook is for English learners at Intermediate and Advanced levels, and above. It provides a deep understanding of the English tenses, considering grammar and practical use. It is a guide to all the time-based tenses, including their non-time-based uses, which will help you to use the Engl
EASY ENGLISH GRAMMAR Easy Way To Learn English Tenses Tenses Present simple Structure of present simple I work in a bank. I don't (do not) work in a bank. Do you work in a bank? He works in a bank. He doesn't (does not) work in a bank. Does he work in a bank? Present simp
Write.Wise x KPG 12 Tenses Basic Grammar: 12 Tenses Essential for everyone. Tense Summary Time Action Past Present Future Simple Continuous Perfect Perfect Continuous S V.2 S V.1 (-s,-es) S will V. infi S was,were V.ing S is,am,are V.ing . I am teaching English now.
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