The Effects of Inductive-Deductive Grammar Instruction on Students’ Grammatical Accuracy


  • Anita Noveria Hasanuddin University



Inductive-deductive grammar instruction, EFL students, Test


The research investigated the effect of inductive-deductive teaching instruction developed from the five-step procedure by Widodo (2006). To be more specific, this research attempted to explore the significant difference between the combined inductive-deductive approach and conventional approach (deductive approach only) on the EFL students’ grammar achievement. A quasi-experimental design specifically non-equivalent group design was applied in this research in which the two experimental and control groups were compared. The subject of this research was the first-year university students of UIN Alauddin Makassar who were registered in the intensification program of English language. The instruments used were the initial and final tests of students. The results showed that after treatment, the experimental group increased by 0.36 or 36% and the control group was only 0.22 or 22%. In conclusion, there were significant achievement differences between the two groups after undergoing treatment: the combined inductive-deductive approach (experimental group) and deductive approach (control group).


Download data is not yet available.


Alzu’bi, A. M. (2015). Effectiveness of Inductive and Deductive Methods in Teaching Grammar. Advances in Language and Literary Studies. Vol. 6 No. 2.

Amirghassemi, A. (2016). The Effect of Deductive vs. Inductive Grammar Instruction on Iranian EFL Learners’ Spoken Accuracy and Fluency. Applied Linguistics and English Literature. Vol. 5 No.1.

Jean, Gladys. and Simard, Daphnee. (2013). Deductive versus inductive grammar instruction: Investigating possible relationships between gains, preferences and learning styles . ELSEVIER

Mallia, J. G. (2014). Inductive and Deductive Approaches to Teaching English Grammar. Arab World English Journal: Vol. 5 No. 2 pp. 221-235.

Mammadova, T. (2016). Two Approaches to the Teaching of Grammar and Their Implications. International Journal of Language Studies. 10(1): 49-70.

Montazeran, P. (2014). The Effect of Inductive and Deductive Methods of Teaching on Iranian EFL Learners’ Grammar Knowledge. Enjoy Teaching Journal. Vol 2 Issue 3, p60-69. 10p.

Pourmoradi, V and Vahdat, S. (2016). The Interactive Relationship between Inductive-Deductive Grammar Teaching, Gender, and the Cognitive Style of Iranian EFL Learners. Theory and Practice in Language Studies. Vol. 6 No. 11.

Richard, J., Platt., J., & Weber, H. (1985). Longman Dictionary of Applied Linguistics. Longman.

Sik, K. (2015). Tradition or Modernism in Grammar Teaching: Deductive vs.Inductive Approaches. Procedia – Social and Behavioral Sciences. Vol. 197. P. 2141-2144.

Tammenga, Arends, and Cantinus. (2014). The Effectiveness of deductive, inductive, implicit, and incidental grammatical instruction in second language classrooms. ELSEVIER. 198-210.

Widodo, Handoyo. Puji. (2006). Approaches and procedures for teaching grammar. English Teaching: Practice and Critique. V. 5 No.1 pp 122-1415




How to Cite

Noveria, A. (2021). The Effects of Inductive-Deductive Grammar Instruction on Students’ Grammatical Accuracy. ELS Journal on Interdisciplinary Studies in Humanities, 4(3), 316-321.