Deductive Approach
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The document discusses the deductive approach to language instruction. It begins by defining the deductive approach as a more teacher-centered style where the teacher first presents grammatical rules and structures to students before having them apply it in examples. It then lists some advantages, such as being more effective for higher-level students and time-saving, and disadvantages, such as lack of student involvement and difficulty for younger learners. Finally, it provides an example of how a deductive approach could be used to teach procedures, asking for directions, and listening skills.
Deductive Approach
- 1. Deductive Approach Group 5 Members: 1. Rindang Luberia (1001050046) 2. Ofi Wahyudiono (1001050060) 3. Eli Susianti (1001050064) 4. Desi Wijayanti M (1001050067)
- 2. Introduction Deductive approach to instruction is a more teacher-centered approach. (Goner, Phillips, and Walters 135) The 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). Thus, the students learn the rule and apply it only after they have been introduced to the rule. A deductive approach starts with presentation of a rule and is followed by example in which the rule is applied (Thornburry, 2011:29)
- 3. Advantages of Deductive Approach 1. It can be more effective with students of a higher level 2. It can be time-saving. 3. A number of direct practice/application examples are immediately given. 4. A number of rule aspects (for example, form) can be more simply and clearly explained than elicited from examples
- 4. Disadvantages of Deductive Approach 1. Lack of students’ involvement and struggle for understanding 2. Younger learners may not able to understand the concepts. 4. The explanation is seldom as memorable as other forms of presentation (for example, demonstration).
- 5. Example of Deductive Approach 1. Writing : for teaching procedure text. Teacher explains the generic structure and language feature first, then gives the example, and then gives exercise/students’ activity, finally, students write procedure text. 2. Speaking : for teaching expression of asking direction. Teacher explains the expression, then gives the example, and then gives exercise/students’ activity, finally students speak using the expression. 3. Listening : for teaching expression of asking direction. Teacher explains the expression, then gives the example through listening and then gives exercise/students’ activity.
- 6. Implementation Reading skill •Understanding text type •Understanding generic structure
- 7. The legend of Beowulf Orientation Once upon a time there was a horrible monster called Grendel. He was half man and half monster. He lived in Denmark. Complication One day he went to the king’s castle. The king and his men tried to kill the monster but their swords were useless. A knight called Beowulf heard about the problem and went to Denmark to help the king. That night, Beowulf and his men took off their armour and put away their sword and went to sleep. The monster came into the castle and killed a knight. Beowulf woke up and fought the monster – he pulled off an arm! Grendel went back to his home in a lake and died. Resolution Grendel’s mother was a very angry and the next night, she went to the castle and killed a knight. Complication In the morning, Beowulf went to the lake. He killed the Grenderl’s mother with a special sword. When he came back, the king was very happy and gave him the present and money. Beowulf went back to his country and become king. He was king for fifty years. But one day a dragon came to his country, and it attacked people. It lived in a cave with treasure. The dragon was very big and breathed fire. The knights were afraid and they did not fight the dragon. King Beowulf was an old man but he put on his armour and went to dragon’s cave with his men and fought the dragon. Resolution In the end, King Beowulf fought against the dragon and it finally died.
- 8. Rearrange these jumble paragraph! Snow White Orientation A. Mean while, she seven dwarfs were coming home from work They went inside. There they found Snow White sleeping. Then Snow White woke up she saw the dwarfs said, “What is your name?”. Snow White said, “My name is Snow White” And, one of the dwarfs, said, “If you wish, you my live here with us.” Snow White said, “Oh could I? Thank you.” Then Snow White told the dwarfs the hole story and snow white and the 7 dwarfs lived happily ever after. Complication B. Then she saw this little cottage. She knocked but no one answered so she went inside and fell asleep. Resolution C. Once upon the time , there lives a little girl named Snow White. Complication D. Snow White did not want her uncle and aunt to do this so she decided it would be best if she ran away. The next morning she ran away into the woods Resolution E. One day, she heard her uncle and aunt talking about leaving Snow White in the castle because they both wanted to go to American and they didn’t have enough money to take Snow White. C-E-D-B-A
- 9. Comprehension check 1. Why did Snow White live with her Aunt and Uncle? She lived with her aunt and uncle because her parents were dead . 2. Why did her uncle and aunt not want to take her to America? Because they did not enough money to take her to America . 3. When did she run into the woods? She run into the woods when her Aunt and Uncle were having breakfast . 4. What was Snow White doing when the seven dwarfs came home? She was sleeping when the seven dwarfs came home .
- 10. Conclusion Deductive Approach (Rule-driven, top-down): General Rule → Specific Examples → Practice
- 11. Thanks for your attention.
- 12. Some guidelines for when the rule is presented. (Thornbury, 1999) 1. The rules should be true; 2. the rules should show clearly what limits are on the use of a given form ; 3. the rules need to be clear; 4. the rules ought to be simple; 5. the rules needs to make use of concepts already familiar to the learners; and 6. the rules ought to be relevant. • Most importantly, when the rules are presented in the deductive approach, the presentation should be illustrated with examples, be short, involve students’ comprehension and allow learners to have a chance to personalize the rule.