DEDUCTIVE APPROACH- REFLECTION ON

TEACHING AND LEARNING

FIRDAUS EFFENDI BIN SARION

D20071029122

ABDUL AZIZ BIN ZAKARIA

D20071029122

ZURAIMI BIN MOHD ZUBER

D20071029124

MUHAMMAD AZMEER BIN BASIR

D20071029126

MOHD FARID BIN DAWAM

D20071029128
 DELEGATION OF WORKS
NAME ROLES
FIRDAUS EFFENDI BIN SARION - Camera man
- Preparing evaluation form
- Peer observation
- Personal reflection
- Findings (checklist)
- Preparing power point for presentation

ABDUL AZIZ BIN ZAKARIA - Personal reflection

- Findings (survey form)
- Peer observation
- Finding references
ZURAIMI BIN MOHD ZUBER - Teaching
- Preparing lesson plan and survey form
- Findings (journal)
- Personal reflection
- Editing
MUHAMMAD AZMEER BIN BASIR -Camera man
- Personal reflection
- Evaluation form
- Organization of portfolio
- Peer observation

MOHD FARID BIN DAWAM -Personal reflection

- General findings
- Peer observation
- Organization of portfolio
STEPS
STEPS
 ABOUT THE CLASS
• EC II, Group N
• 32 students
• Mr. Nor Azman (lecturer)
• Tuesday, 1100-1300
FOCUS ASPECT
 WHAT IS DEDUCTIVE APPROACH IN
TEACHING GRAMMAR?

• Deductive approach represents a more traditional

style of teaching in that the grammatical structures
or rules are dictated to the students first (Rivers and
Temperley 110).
• Thornbury (2010)- an introduction of a new structure
should be commenced with an explicit presentation
of the rule that governs the structure.
 Literature Review
Features of Deductive Approach
•teacher-centered
•General principal to example
“The instructor using a deductive approach typically presents a great
concept by first defining it and then providing examples or illustrations that
demonstrate the idea”
-From a journal produced by National Institute-Landmark College (2005)

•Not “messier” lesson

“From the example about resource partitioning previously described, one
can see that the inductive approach could potentially make for a “messier” lesson”

-From a journal produced by National Institute-Landmark College (2005)

 ADVANTAGES AND DISADVANTAGES
ADVANTAGES DISADVANTAGES

Straightforwardly to the point and can, Beginning the lesson with a grammar
therefore, be time-saving. presentation may be off-putting for
some learners, especially younger ones

A number of rule aspects (for example, Younger learners may not able to
form) can be more simply and understand the concepts or encounter
clearly explained than elicited from grammar terminology given
examples

A number of direct practice/application Grammar explanation encourages a

examples are immediately given. teacher-fronted

Respects the intelligence and maturity of The explanation is seldom as memorable

many adult learners as other forms of presentation
(for example, demonstration
LESSON PLAN
HOW ARE INSTRUMENTS ARE CARRIED
OUT IN THE LESSON?

• Teacher’s Reflection (journal)

• Recordings of a Lesson (video)
• Peer observation (checklist)
• Students’ feedback (survey)
 TEACHER’S JOURNAL
• Time allocated
• Students- come late
• More input
• Students asks using English language
 Recording Lesson

 Records the presence or absence of an event

 Assesses the frequency of a defined behavior
in an instructional setting
Sample of class recording session

Teacher
• Part 1
• Part 2
• Part 3

Students
• Part 1
• Part 2
• How to improve this kind of observation

• teacher need to have interest focus in specific

aspects that he/she would like to see when
teaching.

• Some example focus are:-

• a) teacher – student interaction
• b) quality of input
• c) feedback
 FINDINGS
• Teacher produces activities and conducts the
activity, while the students will participate in
the activity.
• findings about class management
• importance of selection of suitable activity
• setting of the classroom
• interaction with the students
 STRENGTHS
• Encourage teacher-students interaction
• Exciting activities
• Good respond from students- Q & A session
 WEAKNESSES
• Condition of the class
• Students’ attitude misused computer when
teaching session
• Hard to control the class and students
 LIMITATIONS
Class Condition
• Not suitable for teaching session

Students behavior
• Most of students at the back of the class don’t pay attention to the
teacher
• Hesitate to speak English

Equipment in the Class

• Not fully use by the teacher
• Students miss used the computer provided in the class

Teacher
• Time constraint
 CHANGES THAT WE COULD MAKE
Class Condition
• Should be done in more suitable class

Students behavior
• Teacher need to have a good class management skills
• Try to use simple words with the students

Equipment in the Class

• Teacher should control students computer access
• Try to use the equipment to prepared in the room

Teacher
• Need to follow the lesson plan in a proper way so that time management
problem will not happen