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a. The Way of Learning Grammar
Larsen and Freeman 2003 state some ideas about the learning and the teaching of grammar p. 19-22. There are three main ideas in the learning of
grammar, described as follows. 1 Grammar is not acquired naturally; it has to be taught.
Larsen and Freeman 2003 agree that second language learners have to be taught grammar by accommodating a classroom environment as natural as the
external environment where the target language is spoken p. 20. 2 Grammar structures are not acquired in a set order.
Larsen and Freeman 2003 say that the learning of grammar is not the learning of forms in a sequence which have steps to be passed and to be
continued p. 20. Indeed, when the learners have mastered certain forms of grammar structure and start to learn new forms, it does not mean that the
learners will be free from backsliding. 3 All aspects of grammar are not learned in the same way.
As Larsen and Freeman 2003 say that single explanation of the grammatical structure is insufficient to learn language as complex as it is p. 21. It
indicates that all aspects of grammar are not learned in a single process. There are three dimensions of the learning of grammar applied to language
in communication according to Larsen and Freeman 2003: 34-35. The first dimension is form. It focuses on the process of language units are formed, in
accordance with its syntactic structures. The second dimension is meaning semantics. This dimension explains that meaning is implied in language. There
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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are general categories of meaning, namely notions which are related to space location, distance, motion, size and time indication of time, duration, sequence.
The third dimension is use pragmatics. It will not focus on the meaning conveyed by the language, but it focuses on why ones use the language as means
for communication. There are two units of this dimension, namely social functions such as promising, inviting, agreeing, disagreeing, and apologizing
and discourse patterns such as those that contribute to the cohesion texts.
Figure 2.1: Larsen and Freeman’s Prototypical Units of the Three Dimensions 2003: 35
b. The Way of Teaching Grammar
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