An inductive approach comes from inductive reasoning stating that a reasoning progression proceeds from particulars (that is, observations, measurements, or data) to generalities (for example, rules, laws, concepts or theories) (Felder & Henriques, 1995). In short, when we use induction, we observe a number of specific instances and from them infer a general principle or concept. In the case of pedagogical grammar, most experts argue that the inductive approach can also be called rule-discovery learning. It suggests that a teacher teach grammar starting with presenting some examples of sentences. In this sense, learners understand grammatical rules from the examples. The presentation of grammatical rules can be spoken or written.
SAMPLES OF ASSESSMENT TASKS
The instructor shows an example of the cause and effect of cutting trees.
The instructor pronounces the sound "e" and "i" and ask them what they have observed.
The instructor draws a graph on the board and instruct the students to write their ideas about the given example.
The teacher shows the consequence of being careless.
Using two similar words with a different meaning.
INSIGHTS OF REFLECTION
Inductive approach is opposite form deductive approach. In this case, the examples will give to the students first before explaining the content or the general information. In this approach, students will think creatively and find the meaning from the given example. The students will collect, organize, and examine data.