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make and elaborate the form by ourselves as long as it is still in the same way of the level form itself.
2.2.3 Objectives of Audio-Lingual Method
Basically, there are two kinds of objectives in Audio-lingual Method. 1
Short-range objectives This includes training in listening comprehension, accurate pronunciation,
recognition of speech symbols as graphic signs on the printed page and ability to reproduce these symbols in writing Brooks, 1964: 111.
2 Long-range objectives
It must be language as the native speakers use it Richards, 2001: 58. It means that the implication of audio-lingual method needs long term rehearsal to get used
to creating the skill of spoken language as the native speakers do. In practical level, the focus in the very early stages is on oral skills, with
gradual links to other skills as learning develops. Meanwhile, the development of oral fluency is all relating to the teaching of listening comprehension,
pronunciation, grammar and vocabulary.
1.9 Grammatical Competence
2.3.1 Definition of Grammatical Competence
Grammatical competence is the ability to recognize and produce the distinctive grammatical structures of a language and to use them effectively in
communication.
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Lundquist 2009: 18 cites most English classes teach grammar as a foundation of spoken English. It can be right that the paradigm of learning foreign
language well is from the basic rules of grammar. The aim is to get the understanding while applying spoken language.
Then, he explains this concept of grammatical competence: “Grammar as we mean is simply your language, what your brain knows
and allows you to use the language we will call your grammar, your grammar is what enables you to understand the very words you are now
reading as well as to speak and writes words and sentences of your own. You have had a grammatical of English for as long as you have English.”
Based on the concept of grammar, we can take the idea of grammar. It comes from ourselves, as long as we understand what the interlocutor tells about.
2.3.2 The Importance of Grammatical Competence
It is obvious that in order to be able to speak a foreign language, it is necessary to know a certain amount of grammar and vocabulary Bygate, 1987: 3. But there
are other things involved in speaking issues, it can be infered that the learners are trying to actually say something in second or foreign language. Yet, they still
hesitate to speak, but it is meaningless due to the unknown background knowledge.
A beginning student doesn’t have enough background knowledge to be able to construct sentences properly. Moreover, the instruction program only has
enough teachers to correct every students’ error. Consequently, the beginning students regularly use incomplete sentences having incorrect syntax and verb
construction. The instruction often praises them for their valiant effort, in spite of
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the reality that they are learning to use English incorrectly. The students will now need to know even more re-learning the correct syntax.
2.3.3 Aspects of Grammatical Competence
