The effectiveness of inductive and deductive approach in teaching adverbs of frequency among low achievers

• Main Author: Sulaiman, Suryani
• Format: Thesis
• Language: English
• Published: 2012
• Subjects: LB1603 Secondary Education. High schools
• Online Access: http://eprints.utm.my/id/eprint/37085/5/SuryaniSulaimanMFP2012.pdf; http://eprints.utm.my/id/eprint/37085/; http://dms.library.utm.my:8080/vital/access/manager/Repository/vital:69303?site_name=Restricted Repository

Nowadays, many students experience problems to understand English grammar as a second language, especially in secondary schools. In teaching and learning grammar, there are several methods of choice for teachers to realize the objectives to be achieved. Accordingly, there is much debate among teachers about methods which is appropriate to the level of students, especially for low achievers. Until now, teachers have not reached agreement on an effective method to teach low achievers and enhance their understanding of grammar. With many of the methods of teaching grammar, the debate among teachers still occur. The methods that become a matter of debate are Inductive and Deductive methods of teaching. A case study was conducted involving sixty students of secondary four who failed English subject in their PMR trial examination. The purpose of this study was to identify the most effective method to be applied to students who are weak in mastering Adverbs of Frequency. In addition, the study is to identify students' perceptions of two methods of teaching grammar which are inductive and deductive. Sixty students with low marks in PMR trial exam were chosen. Students are then divided into two classes for the treatment of two different methods of teaching grammar. The instruments used to obtain the data are pre-test, post-test and questionnaires. In determining the performance of students receiving inductive and deductive teaching, student performance is measured based on their performance in the pre-test and post-test. Mean scores for both test obtained by each group and the margin of improvement are analyzed and compared. The findings showed that both groups of students who receive the inductive and deductive teaching had shown improvement in performance, but the inductive group showed a higher margin of improvement compared to deductive.