Abstract:
The purpose of this study was to investigate students’ practice of learning English grammar
with different approaches of teaching grammar the case of grade eleven students
grammaticality Kombolcha Preparatory School. Quasi-experimental study was employed to
achieve the research objectives and to address the research problem. Sample of 60 students
and 4 English languages teachers were selected. The first groups of participants were grade
11 students made up of two intact classes, which were randomly assigned to the two classes:
an experimental group and a control group. Experimental group was taught with Inductive
approach while control group was taught with deductive approach along with lecture.
Questionnaire, structured interview, and test were used to collect data. The results of the test
were statistically analyzed using T-test. The t- test result showed similarity of values on
students’ grammatical performance of pre-test and proved no significant difference at p>0.05.
This implies the students’ grammatical performance was found to be equal before the
treatment. However, the results of post-test revealed that students taught Inductive approach
performed better than students taught by deductive approach. The finding implies the
inductive approach had significant effect at 0.00*<0.05 in favor of the experimental on
students’ grammatical performance of active and passive voice. This result suggested that the
inductive approach was more effective than deductive one in teaching passive voices. Based
on the findings, the study recommended that Inductive approach should be adopted in
teachingofvoices
