identified through several conditions and tasks. In the teaching of grammar, learners‟ grammatical competence can be measured using grammar-based tasks.
1. Grammar Teaching
With the development of communicative methodology, the role of grammar instruction in second language learning is reduced. Teaching grammar is also seen
as dangerous. If students focus more on the grammar, it is believed that their communication ability will be disrupted. Krashen 1981 proposes that language
should be acquired through natural exposure, not learned through formal instruction. However, NassjaiFotos 2004 suggest that there is still a need for
formal instruction for the learners to attain high levels of accuracy. This is strongly related to the key to successful writing, in which accuracy is considered
as one of the main points in successful writing. Grammar teaching is also supported by Schmidt 2001. Schmidt 2001
suggests that conscious attention to form, which he calls as noticing, is an essential condition for language learning. Ellis 2002 supports that noticing or
awareness of target forms plays an important role in second language learning. It means that target forms, or in this case grammar, should be taught as input since
learners cannot process target language input both meaning and form at the same time Skehan 1998, Tomasello 1998. This is due to the inability of the
communicative language teaching to develop students‟ high levels of accuracy in the target language Ellis 2002, Mitchell 2000. Therefore, grammar still needs to
be taught in formal instruction so that learners are able to acquire them and process them to produce successful writing later on. Yet, Ellis 2002 asserts that
teaching grammar in the classroom is still needed as long as it is conducted with a PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
communicative focus. In fact, corrective feedback is considered to be an effective means in conducting grammar teaching Ellis, 2006
Teaching grammar is effective if it is conducted in a learner-centered approach Long, 2000. It means that students are aware of the learning process
and they can control their learning and adjust it based on their own need in the learning process. Textual enhancement is believed to be able to draw students‟
attention to grammar Calkins 1980, DiStefanoKillon 1984. It relates to the use of texts or writings as the media to teach grammar. With this way, teaching
grammar can be less explicit and intrusive Doughty Varela 1998. Therefore, students will be able to learn grammar and writing at the same time. Grammar
rules support their writing ability, and their writings will support their grammatical competence as well.
2. Grammar in Writing
