Imperfect Learning The Grammatical Errors

Reading Perception and recognition of the written form Comprehension of what the written structure means in context Writing Production of well-formed examples in writing Use of the structure to convey meaning in writing Teachers sometimes were confused when they wanted to presented or teach grammar. They wanted to make their students like and easy in learning grammar. There is generalization about the best way to teach grammar. It is what kinds of teaching procedures should be used, and have to take into both the wide range of knowledge and skills that need to be taught. As Penny Ur wrote in her book, Grammar Practice Activities, she suggests four stages in teaching grammar; those are presentation, isolation, and explanatory, practice, and test. 26 Moreover, Thornbury suggests two basic principles for grammar teaching; those are:

a. The E-Factor: Efficiency = economy, ease, and efficacy

Given that dealing with grammar is part of a teacher‟s activities, and given that classroom time is very limited, it would be seem imperative that whatever grammar teaching is done as efficiently as possible. Efficiently can be broken down into three factors: economy, ease, and efficacy. When presenting grammar, a sound rule of thumb is: the shorter the better. It has been shown that economy is a key factor in the training of technical skills: when learning how to drive a car or operate a computer, a little prior teaching seems to be more effective than a lot . The more the instructors‟ piles on instructions, the more confused the trainee is likely to become. The same would seem to apply in language teaching: be economical in terms of planning and resources. The ease factor recognizes the fact that most teachers lead busy lives, have many classes, and simply cannot afford to sacrifice valuable free time preparing elaborate classroom materials. Of course, the investment of time and energy in the 26 Ibid., pp. 6 —7.