F. Significance of the Study
The result of this study is expected to give some practical and theoretical significance for the following parties.
1. Practical Significance
a. For English teachers of 8
th
grade students of Junior High School, the teacher can improve students‟ grammar skills using the tasks.
b. For the 8
th
grade students of Junior High School, the tasks can help students gain grammar skills easily. So that, they can master grammar
skills for comprehending and creating texts. c.
For other researchers who conduct research studies on the relevant topic, it can be a source.
2. Theoretical Significance
Theoretically, this study provides beneficial and referential contribution in conducting communicative grammar tasks in order to improve students‟ grammar
skills.
9
CHAPTER II LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK
A. Literature Review
1. The Nature of Grammar
Linguistically grammar is the mental system that allows human beings to form and interpret the words and sentences of their language OGrady, et. al.
1997: 10-11. Meanwhile, Byrd 1998: 3 reveals that grammar is a word of multiple meanings. He suggests that grammar can refer to the structure of a
language, to particular approaches to the study of linguistics and languages to usage, and to books or materials on a particular language. Thus, the nature of
grammar depends to a great extent upon the purpose of the scholar and the teacher and upon the academic tradition to which she belongs. Moreover, Conlin 1961
mentions: “to some people grammar means the study of correct English. To other it
means the definition and identification of parts of speech. To still others it means sentence analysis, often with diagrams.” Conlin, 1961, p. 1-3
In contrast, Purpura 2004: 22 states that as L2 educators, teachers are required to have the necessary background knowledge to customize grammatical
instruction to the needs of students and be able to draw on more than experience or reflection. Teachers must consult pedagogical grammars for information that
might otherwise have ignored. He explains that a pedagogical grammar represents
an eclectic, but principled description of the target-language forms, created for the express purpose of helping teachers understand the linguistic resources of
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