USING INDUCTIVE AND DEDUCTIVE TEACHING TO IMPROVE GRAMMAR
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Abstract
This article discusses the effectiveness of using deductive and inductive approaches in teaching English grammar. The investigation aims to determine which method has a positive impact on the grammar achievement of secondary school students. The article addresses information such as the definition and characteristics of inductive and deductive approaches, their advantages and disadvantages, and the comparison of their effects on grammar achievement in secondary school settings.
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References
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