11 Moreover, Williams says 1970:13 a grammar is the description that
represents our ability to speak in a certain way.
9
This definition concludes that grammar focuses on the development of grammatical systems as a
means for people to interact with each other. From those definitions the writer summarize that grammar is the rule
of a language, which will help us to understand and also help us to produce utterance spoken or written.
2. Scope of Grammar
Celce-Murcia stated in her book “ Teaching English as a Second or
Foreign Language” that she described about Three-Dimensional Grammar framework as bellow:
10
Figure 2.1 Three dimensional of grammar
Our framework takes the form of a pie chart. Its shape helps us to make salient that in dealing with the complexity of grammar, three
dimensions must concern us: structure and form, semantic or meaning and the pragmatic conditions governing use.
11
9
J.M.William,The New English. New York: The Free Press. A Division of the Macmillan company, 1970,p.13
10
Marianne Celce-Murcia, Teaching English as a second foreign language 2
nd
edition, Boston: Heinle Heinle, a division of Wadsworth, Inc,1991,p.253
11
Celce-Murcia, Teaching English …p.253
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,
