12 After perceiving the explanation above, the writer summarize that
grammar consists of three points namely form, meaning and use. The first is form. Grammar has many forms and each form has its function and
characteristics. The second is meaning. Meaning is important in grammar in that because it helps a writer or a speaker understand what she says or
writes. Consequently, the learners need to learn not only what forms are possible, but also what particular forms will express their particular
meaning. The third is the usage. We must know when we use grammar, where, when, and how to use grammar. Because it is also an important thing
as important as meaning and form. Consequently the three dimensional grammar above is related to each other.
3. Teaching grammar
If we talk about teaching grammar, in the first we must know the reason why we teach grammar?. The first, languages have structural
features that are complicated and hard to learn. For learners to master them,
adequate experience, understanding and use of these features are necessary. Second, grammar has not gone away because we have discovered
lexis. In English, relative clauses follow their nouns; prepositions can come
at the ends of clauses; adverbs cannot generally be put between a verb and its object; there are two „present’ tenses which are used in different
situations. These are not facts about words – they are facts, which many
students need to learn, about general linguistic categories. It is true that some wide-ranging structural generalisations have lexical components
– English question formation can be presented as if it was a fact about the
verb „do’, or perfective aspect as if it was a fact about „have’. However, this merely amounts to some rather unconstructive relabelling, and tells us
nothing new that will help in teaching these difficult structural points. And while children arguably learn the grammar of their mother tongues by
starting with lexical „chunks’ which are later analysed and generalised from,
13 there is no good evidence that this is a generally viable strategy in second-
language learning.
12
After we know the reason why we teach grammar, then we discuss the definition of grammar. Celce-Murcia states that teaching grammar
means enabling language students to use linguistic forms accurately, meaningfully, and appropriately.
13
It is important to establish the fact that grammar teaching can mean different things to different people. It may mean simply teaching to a
grammar syllabus but otherwise not making any reference to grammar in the classroom at all. On the other hand it may mean teaching to a
communicative syllabus. But dealing with grammar question that arise in
the course of doing communicative activities.
14
Jeremy Harmer stated our aim of teaching grammar should be to ensure that students are communicatively efficient with the grammar they
have at their level.
15
The role of grammar teaching is to provide some controls in the early stages in the English acquisition. At a later stage it can help to guide
students away from permanently internalizing wrong generalizations about English The more mature students will also be interested in learning about
the language for its own sake. Any generalization about the best way to teach grammar-what kinds
of teaching procedures should be used and in what order will have to take into account both the wide range of knowledge and skills that need to be
taught, and the variety of different kinds of structures subsumed under the heading ’grammar’.
12
http:www.mikeswan.co.ukelt-applied-linguisticsteaching-grammar.htm October 14
th
2011
13
Celce-Murcia, Teaching English …p.256
14
Thornbury , How to Teach …p.73
15
Harmer, The Practice of .. p.23.
14 According to Celce-Murcia and Hilles, there are some stages in
teaching grammar:
a. Presentation, in which we introduce the grammar structure, either
inductively or deductively. There are a variety of techniques and resources that can be used during this step. Selection should be made
according to teacher strengths, student preferences, and the nature of the structure e.g., What is the structure-language-factor match?
b. Focused practice, in which the learner manipulates the structure in
question while all other variable are held constant. The purpose of this step is to allow the learner to gain control of the form without the added
pressure and distraction of trying to use the form for communication. The teacher should not proceed to the next phase until most students have
mastered at least the form of the structure.
c. Communicative Practice, in which the learner engages in
communicative activities to practice the structure being learned.
16
In addition, the following are the some stage in teaching grammar that was found by the writer from internet, there are four stage in teaching
grammar.
17
First, assess your students before you teach grammar. What are your objectives in grammar for your grade level, and where are your students in
regards to these objectives?.Second, making plan mini-lessons to address your students deficiencies with grammar. Third, teach grammar points
while you are also discussing books you are reading to the class or that students are reading themselves. Fourth, practice punctuation, proper
grammar, and capitalization with spelling sentences. Based on explanation some stage in teaching grammar above. The
writer summarize that the important stage in teaching grammar are the teacher know their students’ level, and then they make mini lesson plan to
determine the technique and the resources is used, and then they teach their students clearly and then give the students exercise.
16
Marriane Celce-Murcia . Sharon Hilles, Techniques and Resources in Teaching Grammar, Oxford: Oxford University Press, 1988,p.27
17
http:www.ehow.comhow_4471887_teach-grammar.html October 14
th
2011
