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are general categories of meaning, namely notions which are related to space location, distance, motion, size and time indication of time, duration, sequence.
The third dimension is use pragmatics. It will not focus on the meaning conveyed by the language, but it focuses on why ones use the language as means
for communication. There are two units of this dimension, namely social functions such as promising, inviting, agreeing, disagreeing, and apologizing
and discourse patterns such as those that contribute to the cohesion texts.
Figure 2.1: Larsen and Freeman’s Prototypical Units of the Three Dimensions 2003: 35
b. The Way of Teaching Grammar
Working from the way of the grammar learning, here are three main ideas of the teaching of grammar Larsen and Freeman, 2003: 21-22, as follows.
1 Learners will eventually bring their performance into alignment with the target language; error correction is unnecessary, but feedback is necessary.
The learners can understand which forms are applicable and which forms are not if they have been given a feedback by the teachers. As Larsen and
Freeman 2003 say that the job of language teachers is to maximize learning
Form Meaning
Semantics
Use Pragmatics
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by creating optimal conditions p. 21. Therefore, giving feedback in helpful ways can create optimal conditions for grammatical structure acquisition.
2 Grammar teaching andor learning is not boring. Larsen and Freeman 2003 clarifies that grammar is never boring p. 21-22.
The teacher’s job is to involve the learners to learn in focus, relax, and attentive condition. The learners are not given a particular time to master
grammar, but the teachers should find the solution to make valuable grammar learning. Moreover, it is necessary for the teacher to equip the learners with
interesting practice focused on grammar learning. 3 All students need to be taught grammar.
Larsen and Freeman 2003 state that there is no reason why the children should be denied grammar instruction any more than any other segment of the
language student population p. 22. The ways to acquire second language are always found out in order to enrich their grammatical skill.
Swan n.d, as cited by Richards and Renandya 2002, says that there are seven bad reasons and two good reason of teaching grammar p. 148-152. The
following is the seven bad reasons, as follows. 1 Because it’s there.
It is stated that sometimes grammar is taught strictly as it is provided in the textbooks. Therefore, it is important for teachers to select the grammar which
is useful for the learners rather than go straightly through the prepared syllabus.
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2 It’s tidy. Swan states that grammar looks tidy and is relatively teachable. Learners can
learn grammar in a limited series, apply in exercises, and tick off one by one. 3 It’s testable.
The teacher can easily test the grammar comprehended by the learners. 4 Grammar as a security blanket.
In the theory, grammar can be reassuring and comforting. It is because when the learners have comprehended the grammar exactly, they feel that they
master the language. 5 It made me who I am.
The learners need hard working in learning grammar, such as tenses. Therefore, many foreign language teachers agree that it is good to learn
grammar deeply, and it works continuously in the next generation. 6 You have to teach the whole system.
Swan says that grammar is an accumulation of different elements, some more systematic than other, some linked together tightly, or loosely, some
completely independent and detachable. Therefore, when the teachers try to teach the whole system, they will ignore what is the importance of learning
grammar and how long the learners need to spend the time to learn grammar. 7 Power.
Grammar has constant rules that can be mastered by the learners. They will have the power when they master the grammar.
There are also 2 good reasons to teach grammar, on the next page.
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1 Comprehensibility. Comprehensibility means that the learners know how to build and use certain
structures. This ability will enable them to make understandable sentences. 2 Acceptability.
In some social context, people may be regarded because of their ability to have high level of grammatical correctness. For those who are bad in speaking
may be ignored and considered as uneducated people.
2. English Tenses
