1.

Background of Study English is international language and is used as the medium information in

development of science, technology, and culture. In Indonesia, English is taught from elementary school up to university. In learning English, the student not only learn four basic language skills namely listening skill, speaking skill, reading skill, and writing skill but also the elements of language such as pronunciation, vocabulary, grammar, spelling, and etc to support the language skills. One of the language elements that is very important and gives a lot of contribution in learning English is the grammar. As De Vito (1970: 23) says Grammar is the science of language which deals with words words relationship. Grammar also has important function, according to Izzan (2006: 1) Let us know the function of grammar that is science teaches to speak, to read, and to write correctly. Brown (1994: 347) also mentions that grammar is a system of rule governing the conventional arrangement and relationship of words in sentences. From the three definitions above we can say there is a correlation on the system of rules to combine words into sentences. In other hands, grammar teaches people how to construct the sentences. Most of students fell grammar is not a fun lesson, because the teaching learning grammar the teacher just explains the form and the function of the grammar separate from the language skills. The students should remember a lot of rules without understand the usage of the each rule of grammar in the real situation. Than the students have to do a large number of grammar exercises in form of multiple choices or fill in the blank. From this condition, the students will soon forget what they have learned. The teaching of grammar should be integrated. That means the grammatical points are given through the process of teaching language skills such as listening, speaking, reading, and writing. However, the teacher sometimes put the grammar points in the first priority in the objective of the lesson. From that approach, the teaching grammar is meaningful. And the students will easily understand grammar.

The writer tries to teach the grammar points into the reading text inductively. Because in the reading text provides opportunity the students to study grammar. One of the grammatical points which integrated with reading activities is the kinds of sentence. One of type sentences which found in reading text is complex sentence. There are many types of the complex sentence but the most difficult is the reported speech. Related to explanation above the writer tries to take the research whether the inductive approach is effective teaching reported speech.

1.2

Statement of The Problem

The problem is formulated from this implication:

1. Can the effect of the inductive approach help the students understand of

reported speech to 11th grade students of SMA Negeri 5 Kota Cirebon?

2. What are the advantages of the inductive approach in teaching reported

speech to 11th grade students of SMA Negeri 5 Kota Cirebon?

1.3

Objective of The Research

The objective of this research is to find out whether of teaching reported speech through inductive approach is effective or not to improve the 11th grade students of SMA Negeri 5 Kota Cirebon grammar ability. And in this research the writer tries to find out the advantages of inductive approach in teaching reported speech to 11th grade students of SMA Negeri 5 Kota Cirebon.

1.4

Limitation of The Problem

In this research the writer would like to limit the problem faced by the students only in statement form, include affirmative, negative, and interrogative, of reported speech. There are many approaches in teaching grammar that can be used. One of the approaches is the inductive approach. Inductive approach concerts in the students center and the teacher as facilitator. It means the students more active to get information about a lesson or subject material, and the teacher becomes provider to help the student in getting information or knowledge. And the writer limits the inductive approach just in reading textual.

1.5

Hypothesis

Hypothesis is the tentative answer from research problem until the research problem can be answered by the data has been collected. This statement base on Arikunto (2002: 64), hipotesis dapat diartican sebagai jawaban yng bersifat sementara terhadappermasalahan penelitian, sampai terbukti melalui data yang terkumpul. State from the assumption above, the writer has two hypotheses as follow: Ho: using inductive approach is not effective for teaching reported speech. Ha: using inductive approach is effective for teaching reported speech.