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d. Improving Sentence Structure
Brewton et al. 1962 write that improving sentence structure can be done by avoiding fragments p. 249. This error is commonly occurred in students’
writing. Brewton et al. 1962 add that “The sentence fragment is considered a very serious error in writing because it shows the writer’s misunderstanding of
what a sentence is” p. 249. The writer has made improvement of constructing sentences if the writer is able to write complete sentence.
Brewton et al. 1962 state that “To write sentences which express your ideas effectively, you must strive for unity and clarity” p. 251. The subject must
be clear and related to the predicate. Then, clarity in a sentence is achieved. Brewton et al. 1962 write “A sentence has unity when all the ideas expressed are
closely related and contribute to a single impression” p. 252. Therefore, unity is included to the criteria of effective sentences.
3. Teaching Grammar
It is important to teach grammar since producing good writing is related to the students’ ability in grammar. Cobbet 1819 states that to compose good
writing, it cannot be separated from grammar. Grammar can teach the students how to make use of words in the proper manner as cited in Nunan, 1999, p. 96.
a. The Meaning of Grammar
Nunan 2003 states “grammar is generally thought to be a set of rules specifying the correct ordering of words at the sentence level” p. 154. According
17 to Paulston and Bruder 1976, grammar is “the possible forms and arrangements
of words in phrases and sentences” p. 1. Grammar contains rules which are related to forms and arrangements of words. As a result, grammar helps the writer
to produce good sentences which have relationship between words and have different function.
Besides, Nunan 1999 defines grammar as 1 An analysis of the structure of a language, either as encountered in a
corpus of speech or writinhhhg a performance grammar or as predictive of a speaker’s knowledge a competence grammar. A contrast is often
drawn between a descriptive grammar, which provides a precise account of actual usage, and a prescriptive grammar, which tries to establish rules
for the correct use of language in society. 2 An analysis of the structural properties which define human language a universal grammar. 3 A
level of structural organization which can be studied independently of phonology and semantics p. 97.
From the definitions above, it is clear that writing is related to grammar.
Since grammar is related to writing, it is called performance grammar. It is called competence grammar if it is found in speaking. Therefore, grammar is important
in learning language because it is related to many aspects.
b. The Methods in Teaching Grammar
Nunan 2003 divides the methods in teaching grammar into two methods p. 158. The first one is deductive and the second one is inductive. Those will be
listed as follows.
1 Deductive Method
In deductive method, it focuses on the explanation then practicing in learning grammar. The teachers take the centre of the class. The teachers will
18 explain the grammar rules, and then the students make phrases or sentences using
new language. The students do not have much time to take part in the teaching learning activities.
2 Inductive Method
In inductive method, it focuses on practicing than generalizing the rule in teaching grammar. It means that the students have much time to practice in
learning grammar. They see the example of the language, and then they try to practice by themselves.
c. Teaching Grammar through Games
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