Approach to teach grammar

Dosen pengampu

Yuni Budi Lestari, MA., Ph.D.

Name: Misrohatun

Nim:E1D021096

English Education Program

Faculty of Teacher Training and Education

Mataram University

2023
 A. Intdoruction
Grammar is the weaving that creates the fabric” (Azar & Samuel, 2007). It means that
teaching grammar is to show how the language works and show how the language uses. The
accurate teaching of grammar guides learners is how to use the language correctly. Teaching
language without grammar will make learners confused and difficult to understand how the
language uses. So, teaching grammar is very important and teaching with a good knowledge
of grammar it can help the learners understand the language well.
The reason why I want to teach English grammar is because grammar guarantees a
person's proficiency and proficiency in a foreign language, both orally and in writing. That
way the foreign language knowledge you have can be used to find work and improve your
career.

Grammar is an essential component of language learning and plays a crucial role in

effective communication. Here are some theories that highlight the importance of teaching
grammar:

1. Communicative Competence Theory: According to this theory, developed by linguists

Hymes and Canale, language learners need to develop both grammatical competence
(knowledge of grammar rules) and communicative competence (ability to use
language in real-life situations) to become proficient language users. Grammar
provides the structure and framework for communication, allowing learners to convey
their thoughts, ideas, and intentions accurately.

2. Input Hypothesis: Proposed by linguist Stephen Krashen, the Input Hypothesis

suggests that learners acquire language by understanding input that is slightly above
their current language proficiency level. Grammar is an essential aspect of this input,
as it helps learners grasp the rules and patterns of the language, leading to improved
language acquisition.

3. Cognitive Processing Theory: Grammar instruction helps learners develop their

cognitive processing skills by promoting critical thinking, problem-solving, and
 analytical abilities. Studying grammar requires learners to understand and apply rules,
analyze language patterns, and make decisions on how to use language correctly,
which enhances their cognitive abilities.

4. Error Analysis Theory: By studying grammar, learners can identify and correct errors
in their language usage. Error analysis theory suggests that errors made by learners
provide valuable feedback and insight into their language development.
Understanding grammar rules helps learners recognize and correct errors, leading to
improved accuracy and fluency in their language use.

5. Academic and Professional Contexts: In academic and professional settings, accurate

grammar is crucial for effective communication. Grammar errors can lead to
misunderstandings, misinterpretations, and negative impressions. Therefore, teaching
grammar is essential to prepare learners for academic and professional success, where
precise language usage is often required.

In conclusion, grammar is a fundamental component of language learning, as it provides the

structure and framework for effective communication. Understanding grammar rules allows
learners to develop their language proficiency, cognitive processing skills, and accuracy in
language use, which are crucial for academic, professional, and real-life contexts.

B. Results of finding

Based on the descriptions provided, the approaches can be identified as follows:

- Deductive rule: In this approach, the teacher directly presents and explains the grammar
rules to the students.
- Guided discovery approach: In this approach, the teacher provides students with
opportunities to discover and understand grammar rules on their own through guided
activities or tasks.
- Unguided discovery approach: In this approach, the students are given more autonomy and
independence in discovering and constructing their own understanding of grammar rules
through exploration and experimentation.
The way how to teach in each approach:
*a. Deductive approach* :
• statement of the rule or pattern
• imitation of the sentence that teacher gives in example
• practice the new pattern
*b. Guided discovery approach* :
• opening by give a short information
• post questions
• practice

*c. Unguided discovery approach* :

• tell a short story
• post questions
• repetition
• retell the story by own understanding

C. Discussion

Here are some examples of applying the approach.

Lesson 1
Shows teachers using a deductive approach. There are three steps in grammar education
applied a priori by teachers. Explanation of rules and patterns, imitation of sentences given by
the teacher's example, and practice of new patterns. 
Teacher says:‘To form the present perfect continuous, use the auxiliary verb have plus the
past participle of the verb to be (been) plus the present participle, for example….’
I have been working.
Teacher says:
‘You use the present perfect continuous to talk about activities that started in the past and
continue to the present (or very recent past), especially when you want to focus on the
process itself, or its duration, for example …’
We have been living here since we got married
Teacher says:‘Now, make sentences using the present perfect continuous for these situations
‘Jeff started watching TV at five o’clock. He has just switched the TV off. It is now nine
o’clock’.

Lesson 2
Shows teachers using Guided discovery approach. The first is the teacher opening by give a
short information, second post questions and last practice.
Teacher says:
‘Dawn is standing outside the cinema. She is waiting for her friend. Dawn arrived at eight
o’clock. It’s now ten past eight. She has been waiting for ten minutes.

When did she start waiting? (Learners: ‘Eight o’clock.’)

Is she still waiting? (Learners: ‘Yes.’)

How do you express the idea of waiting that started in the past and is still continuing?
(Learners: ‘She has been waiting.”)
How is this tense formed? (Learners: ‘Have plus been plus –ing.’)
This tense is called the present perfect continuous. Here is another situation:
It is now nine o’clock and Jeff is watching TV at five o’clock.
He has been watching TV for four hours.

Use the present perfect continuous to make a sentence for these situations:
I first came to live in this town five years ago. I’m still living here.
Our company was set up over 100 years ago. We manufactured bicycles then, and we are still
manufacturing them.

Lesson 3
Shows teachers using unguided discovery approach. Teacher tell a short story and than post
questions, repetition and the last, the teacher ask student to retell the story with their own
understanding.
Teacher says:
‘Once upon a time, Goldilocks visited the Bears’ house. There was nobody home. She ate
some of Baby Bear’s porridge. She smoked one of Father Bear’s cigars. She drank some of
Mother Bear’s coffee, and she rode Mother Bear’s motorbike. She played with Buddy Bear’s
guitar. She read some of Missy Bear’s magazines, and she used Missy Bear’s computer.’
What did she do with Buddy Bear’s guitar? (Learners: ‘She played Buddy Bear’s guitar.’)
What did she do with Mother Bear’s motorbike? (Learners: ‘She rode Mother Bear’s
motorbike.’)
What did Goldilocks do with Missy Bear’s computer? (Learners: ‘She used her
computer.”)
etc.
Well, finally, she felt tired so she went upstairs to sleep. When the Bears came home, Baby
Bear said, ‘Who’s been eating my porridge?’ Repeat. (Learners: ‘Who’s been eating my
porridge?’)

Mother Bear said, ‘Who’s been drinking my coffee?’ Repeat. (Learners: ‘Who’s been
drinking my coffee?)

Father Bear said, ‘Who’s been smoking my cigars?’ Repeat. (Learners: ‘Who’s been
smoking my cigars?’)

What did Missy Bear say about her magazine? (Learners: ‘Who’s been reading my
magazines?)

And her computer? (Learners: ‘Who’s been using my computer?’)

What did Buddy Bear say about his toys? (Learners: ‘Who’s been playing with my toys?)
And his guitar? (Learners: ‘Who’s been playing my guitar?’)

What did Mother Bear say about her motorbike? (Learners: ‘Who’s been riding my
motorbike’) etc.
Now tell the story to your classmate.

So, here one of three lessons, the most effective in teaching grammer is the second
lesson using the guided discovery approach. The theories of Communicative Competence,
Input Hypothesis, Cognitive Processing, Error Analysis, and Academic and Professional
Contexts can provide theoretical foundations and insights that can inform and guide the
implementation of deductive, guided discovery, or unguided discovery approaches in
grammar instruction. It's important to consider various factors such as learners' proficiency
levels, learning context, and instructional goals when choosing and implementing a teaching
approach in grammar instruction.

The advantages of a deductive approach:

-It gets straight to the point, and so can be time-saving. Many rules-especially rules of form -
can be simply and quickly explained and allow more time for practice and application.
-It is very suitable for the intelligence and maturity of many adult students, as well
acknowledges to prepare some materials in advance. the role of cognitive processes in
language acquisition.
-It gives opportunity for the teacher to deal with language points as they come up, rather than
having

The disadvantages of a deductive grammar approach:

-Starting the lesson with a grammar presentation may be not understandable for some
students, especially at young ages. They may not have sufficient language (language which is
used to talk about grammar rules). They may not be able to understand the rules involved.
-----Grammar explanation encourages a teacher-centered, transmission-style classroom;
teacher explanation is often at higher position than students' involvement and interaction.
-Such an approach encourages the belief that learning a language is simply a case of knowing
the rules.

Advantages of guided discovery approach

-It helps the students to become more autonomous, self directed and responsible for their own
learning.
-It enhances the development of intellectual capacities and problem solving.
-It enhances motivation, interest and satisfaction. It minimizes verbal learning
-Give more time to the student to assimilate and accurate information.

Disadvantages of guided discovery approach

-More time
-Difficulties to slow learners.
-Teachers are not properly trained. Expected benefits don't show up in regular achievement
test.

Here are short summaries of the advantages and disadvantages of the unguided discovery
approach in grammar instruction:

Advantages:
-Autonomy and ownership
-Critical thinking and problem-solving skills
-Personalized learning
-Enhanced retention
-Transferability
Disadvantages:

-Potential misconceptions and errors

-Incomplete or inconsistent learning outcomes
-Time-consuming and inefficient
-Lack of scaffolding and support
-Not suitable for all learners or contex

D. Conclusion

In conclusion, the choice of approach to teach grammar depends on various factors such as
the learners' readiness and abilities, the context of instruction, and the goals of grammar
instruction. Each approach, whether deductive, guided discovery, or unguided discovery, has
its advantages and disadvantages.

Deductive approach: Provides explicit instruction of grammar rules, which may be efficient
and effective for learners who prefer structured learning and need clear explanations.
However, it may lack opportunities for meaningful language use and may not foster higher
order thinking skills.
Guided discovery approach: Involves learners in active exploration and discovery of
grammar rules with guidance from the teacher, which can promote critical thinking,
autonomy, and retention. However, it may require skilled facilitation and time management,
and outcomes may vary based on the level of guidance.

Unguided discovery approach: Encourages learners to independently discover grammar rules,

fostering autonomy and personalization. It may promote critical thinking and transferability
of grammar rules, but it may also lead to misconceptions, incomplete learning outcomes, and
be time-consuming.

E. References