Significance of the Study

฀2 forms of the language, such as those used in writing and in formal oral presentations, and bad or no grammar with the language used in everyday conversation or used by speakers of no prestige forms. Language teachers who adopt this definition focus on grammar as a set of forms and rules. They teach grammar by explaining the forms and rules and then drilling students on them. This results in bored, disaffected students who can produce correct forms on exercises and tests, but consistently make errors when they try to use the language in context. Other language teachers, influenced by recent theoretical work on the difference between language learning and language acquisition, tend not to teach grammar at all. Believing that children acquire their first language without overt grammar instruction, they expect students to learn their second language the same way. They assume that students will absorb grammar rules as they hear, read, and use the language in communication activities. This approach does not allow students to use one of the major tools they have as learners: their active understanding of what grammar is and how it works in the language they already know. The communicative competence model balances these extremes. The model recognizes that over grammar instruction helps students acquire the language more efficiently, but it incorporates grammar teaching and learning into the larger context of teaching students to use the language. Instructors using this model teach students the grammar they need to know to accomplish defined communication tasks. ฀3 Based on some of the statements and definitionsof grammar, writer concludes that grammar is a rule of language which is used to construct and build a sentence with the utterances. Grammar is also an organized sentence of words to express a meaning which are thought and felt. On the other hand, grammar is the early basic to manage and to control in constructing or building the sequences of word to be sentence so the sentence has a good meaning for receiver. As we now that in learning a foreign language, without having a good knowledge in grammar of that language, someone will get problem and have many difficulties to make meaningful sentences. Besides, we also have a problem in expressing what we want, what we do and other, especially in written and oral. Different from that, if we have more knowledge about grammar even we master of the English grammar, we will be easy for them to understand what we meant. The function of it is to control whether we make mistake or not.

b. Definition of English Grammatical Tenses

Tenses is a part of grammar and it is a system which we use to refer to time; past, present, and future. According to Lyons 1995:132, the term tenses is derived from the Latin word ‘tempus’ which means time. Many languages use tense to talk about time. In English, we use tense as a method that we use to indicate time. Other languages may have no tenses, but of course they can still talk about time using different methods. Greenbaum 1990:47 defines that tense is a grammatical category that is realized by verb inflection. So it means that any of the forms of a verb, may be used to indicatethe time of the action. Meanwhile,