Commentary

Research has shown that student learning is correlated to teacher planning.

When a plan is ready, teachers can focus on its implementation. When teachers

do not have to think so much about what they need to do next, they are able to

focus on other parts of the lesson. Planning this grammar lessons requires many

decisions making. First, I choose the topic of Care for the Sea in Year 4 SK

primary school. One of the most important thing in planning a lesson is to know

the level of our students. After that only I can plan the activities to be carried out.

In the set induction, I downloaded a music video from the internet that shows the

use of present continuous tense. The music video is about a song, ‘Lemon Tree’.

The song uses present continuous tense throughout the lyrics. By showing the

video, I can arouse pupil’s interest. This stage is just an exposure of what they

are going to learn in that lesson. Teacher will not explain about the topic yet at

this stage.

At the presentation stage, I uses prescriptive approach. Prescriptive grammar

is a set of rules and examples dealing with the syntax and word structures of a

language, usually intended as an aid to the learning of that language. It refers to

the structure of a language as certain people think it should be used. Prescriptive

grammars prescribe the rules of a language. In the lesson plan, the way I explain

to the pupils on how to use correct present continuous tense in sentence is a

prescriptive approach.

At the practice stage, I use overt approach. In all the activities at this stage,

teacher actually provides the pupils grammatical rules and explanation and the

information is openly presented in the activity. With overt teaching, grammatical

rules are explicitly given to students.

I use reader’s theater to enhance students understanding at the production

stage. This type of activity is a grammar in context approach. This activity

involves teaching grammar in relations to the context of the situation the

utterances are usually used. This activity focus on forms, meaning and usage.

Then, specific instruction would be given to individual pupils. For example when

teacher ask each pupils to choose one paragraph to be read.

As an overall view of the lesson, I use both inductive and deductive approach in

the grammar lesson. The deductive approach derives from deductive reasoning

where the concept goes from general to specific. Rules, patterns, principles are

presented first, then moves to the examples. Deductive approach is also known

as rule-driven teaching. The most favourable method for this deductive teaching

is Grammar Translation Method where the grammar instruction is commonly

initiated by an explanation (basically in learners mother tongue) about the

grammar points. In this lesson, there are some part which teacher has to explain

about the grammar rules in mother tongue. On the other hand, inductive

approach starts with some examples from which a rule is inferred. In grammar

teaching, teachers present the examples at the beginning then generalizing rules

from the given samples.