TEACHING PAST SIMPLE TENSE TO FIFTH GRADE STUDENTS: AN INDUCTIVE APPROACH

This research examines the effectiveness of using an inductive method to teach fifth-grade students at Secondary School 34 in the Mingbulak district of the Namangan region, Uzbekistan, about the past simple tense. While traditional grammar teaching typically starts with presenting rules and then giving examples, inductive teaching reverses this by presenting examples first, encouraging students to deduce the rules themselves. The study aims to determine if this approach improves students’ grasp and memory of the past simple tense compared to traditional deductive methods. Employing a combination of methods such as pre- and post-tests, classroom observations, and student feedback surveys, the research concludes that the inductive approach leads to a deeper comprehension of the past simple tense among fifth-grade students, ultimately enhancing their proficiency in its usage.