21 particular reasons. The fifth thought is that grammar deals with psychological and
social variables such as presupposition, focus, and emphasis, and social variables such as politeness, attitudes, status, and register become some considerations in
using particular linguistic form to convey a certain meaning. The sixth thought states that grammar has to do with syntax and morphology. It means that grammar
has to do not only with word order in sentences, word formation process, and the correct function of words but also the construction and interpretation of texts. The
discourse coherence and cohesion, and the interconnectedness of text are also composed by grammatical resources.
c. The Teaching of Grammar
Larsen-Freeman 2003 suggests many considerations in teaching grammar. They are error correction or feedback is necessary, grammar is never
boring, and all students need to be taught grammar pp. 21-22. Error Correction or Feedback is Necessary. The teachers can maximize
learning by giving feedback in helpful way for what is acceptable and what is not. Second consideration is that grammar is never boring. Therefore, teachers have to
engage students to be focused, relaxed, and attentive in teaching grammar. The teachers must find a way to make grammar practice meaningful and work on the
attitude of the students to avoid boredom. The third consideration is that all students need to be taught grammar. However, in facilitating the acquisition of
language introducing grammar upon children is better for they are more receptive to understand the form of the language.
In addition, some principles for teaching grammar are integrating both in-
22 ductive and deductive methods into the teaching, using tasks that make a clear
relationship between grammatical form and communicative function, and focus on the development of procedural rather than declarative knowledge Nunan, 2005,
pp. 158-160. Dealing with integrating both inductive and deductive methods into the
teaching, the deductive classroom allows the teachers to group a grammatical explanation or rule followed by exercises whose aims are to clarify and help the
learners understand the point. Meanwhile, inductive procedure allows the learners to work out the principle or rules for themselves through a guided-process of
discovery. In using tasks that make a clear relationship between grammatical form and communicative function, mostly, grammar is taught as an abstract system. It
presents the language as isolated sentences and fails to give learners the grammar point. Therefore, a solution is proposed to present grammar in a context. It aims to
make clear relationship between the grammatical form and the communicative function. And the last,in focusing on the development of procedural rather than
declarative knowledge, declarative knowledge is defined as “knowing the language rules while procedural knowledge is being able to use the knowledge in
communication” Nunan, 2005, p. 160. In mastering the target language students do not merely need memorizing the rules. They have to use the target language in
communicative context.
3. Group Activities
Jaques 1984 defines group as “a collection of people in which the mem-
