INTRODUCTION Many young students can understand spoken language, even without knowing a language’s proper grammar However, the problem that students face is that when students have to write a paragrap. INTRODUCTION Many young students can understand spoken language, even without knowing a language’s proper grammar. However, the problem that students face is that when students have to write a paragraph at school in English, for example, they need to write standard English grammar. Even if they score well in terms of content, they can still score poorly in terms of grammatical form. Of course, children can use tools to correct their writing, but at the end, a basic understanding of grammar to write grammatically correct essays and stories is a must. Comprehensible input is vital in material selection and development, but it does not necessarily refer to materials that learners have been exposed to. If the learner already knows a significant portion of the content, then new vocabulary, grammar, and expressions may be easily understood. According to Bao (2021), We should expose the youngsters in our classrooms to English that they can grasp now or that is just beyond their current level. However, some educators argue that teachers should only use materials that introduce students to linguistic structures they have already learned. This study will provide some rationale and discuss some reasons to argue that teachers should only expose students to the language structures they have been taught to solidify their knowledge before moving on to new language structures. DISCUSSION A. Investigation of theories about Language structures and Comprehensible input Comprehensible input is linguistic input that can be understood by the listener even though the learner does not understand the entire vocabulary and structure (Liu, 2013). Language structures also pertain to text comprehension at the sentence level, mainly how the arrangement of words inside sentences affects meaning. While vocabulary aids readers in their grasp of individual word meanings, understanding language structure aids readers in their interpretation of whole sentences (De Vos, Schriefers and Lemhöfer, 2018). Because the arrangement of words in a sentence can radically alter its meaning, paying attention to the rules of the language helps youngsters grasp texts and dialogues, as well as communicate effectively. Some key concepts when teaching language structures include Syntax, Grammar and Semantics. Comprehensible input is one of the foreign language learning theories proposed by Stephen Krashen. He is an expert in linguistics who studies the process of language acquisition and development, especially second language learning (Wang, 2013). According to Krashen, the process of language acquisition and development will help learners acquire the language more naturally, without memorizing speeches mechanically. Listening and reading are the inputs, and the outputs are speaking and writing. Stephen Krashen states that language acquisition only occurs when learners understand the content they are exposed to (Krashen, 1999). When learning a foreign language, input is converted into output, and what learners acquire when learning a language becomes the material that helps them reproduce and use that language independently. Listening and reading are the inputs, and the outputs are speaking and writing. Stephen Krashen posits that language acquisition only occurs when learners understand the content they are exposed to. If the learners current ability is i, then the inputs should be at i+1 (slightly above the learners ability). Thus, the newly learned information is not too far from the learners existing knowledge, helping them to absorb knowledge naturally, effectively, and quickly. Syntax is the fundamental mechanism within a language that governs how words are ordered to create sense. Reading is the process of interpreting texts, and children must learn to read by developing both fluent word reading and language comprehension (Babayiğit, 2014). Language understanding is built on background knowledge, vocabulary, morphology, grammar, and higherlevel language ability. The creation of sentences and the underlying grammatical rules is syntax (Sobin, 2014). Understanding how sentences work the meanings behind word order, structure, and punctuation requires knowledge of syntax. By offering support for growing syntactic abilities, we can help readers grasp increasingly complicated texts (Schneider, Abel and Maguire, 2022). Although the basis of the relationship between syntax and fast comprehension is still being researched, syntactic skills are correlated with text instruction and verbal fluency (Henry, Messer and Nash, 2015). Recent research has found that syntax and grammar are predictors of future critical reading ability (Royani and Arwida, 2021). Grammar is concerned with the rules governing how words can be used in a language or the word order that conveys the intended meaning. The syntax of a statement determines whether it is grammatically correct (Gianto, 2001). Most grammatical knowledge can be taught through language exposure, such as readalouds, conversations with proficient speakers, and other classroom listening and speaking activities. There is a plethora of evidence demonstrating the significance of grammar in reading comprehension, says Zhang Datian—Professor of Urban Education at the University of Illinois at Chicago, where he was Founding Chair of the Center for Literacy and chair of the Department of Instruction and Curriculum. His studies have established a clear association between syntactic or grammatical sophistication and reading ability over the years; as children learn to use more complex sentences in their spoken and written language, their ability to understand what they read improves. One school of thinking believes that when we teach grammar to our children comprehensively and systematically, they lose their creative side (Zhang, D. 2012). The cognitive effort to ensure that their sentence construction is technically correct stifles any attempts by the pupil to be innovative with their written expression. There is also an expectation that children will intuit grammar without direct instruction, and it is the students who suffer as a result of this belief that they will ultimately get it. So to achieve the end aim of reading comprehension, they should be explicitly taught grammar (Nutta, 2013). Semantics relates to the overall message of the sentence, including tone and mood, as determined by the words employed inside the sentence. Semantics is the study of words having similar meanings and discovering where they differ subtly or which would be more appropriate for the sentences tone (Esser, 1983). As text becomes more complicated, readers awareness of how words work within sentences helps them make sense more accurately. Hearing language frequently during reading experiences, play, discussions, multimodal texts, firsthand experiences, and explicit teaching of how sentences and words interact together to generate meaning can help children comprehend and practice language structures. Semantics is concerned with the intention of words. When pupils first begin reading, they deal with concrete objects, information, and meaning. Reading comprehension becomes increasingly tricky when pupils must generate meaning from concepts and information that are not directly sensory, such as abstract concepts or technical jargon (Mason, 1980). As a result, as students progress through school, they must broaden and diversify their vocabulary to gain more profound knowledge. For example, when children get older and face increasingly complex reading assignments, their knowledge of verbs (like “thinking” and “believe”) and conjunctions (like “because” and “although”) must expand. Students comprehension of specialized technical vocabulary words, such as those found in math, physics, and history, must also evolve.
INTRODUCTION Many young students can understand spoken language, even without knowing a language’s proper grammar However, the problem that students face is that when students have to write a paragraph at school in English, for example, they need to write standard English grammar Even if they score well in terms of content, they can still score poorly in terms of grammatical form Of course, children can use tools to correct their writing, but at the end, a basic understanding of grammar to write grammatically correct essays and stories is a must Comprehensible input is vital in material selection and development, but it does not necessarily refer to materials that learners have been exposed to If the learner already knows a significant portion of the content, then new vocabulary, grammar, and expressions may be easily understood According to Bao (2021), "We should expose the youngsters in our classrooms to English that they can grasp now or that is just beyond their current level." However, some educators argue that teachers should only use materials that introduce students to linguistic structures they have already learned This study will provide some rationale and discuss some reasons to argue that teachers should only expose students to the language structures they have been taught to solidify their knowledge before moving on to new language structures DISCUSSION A Investigation of theories about Language structures and Comprehensible input Comprehensible input is linguistic input that can be understood by the listener even though the learner does not understand the entire vocabulary and structure (Liu, 2013) Language structures also pertain to text comprehension at the sentence level, mainly how the arrangement of words inside sentences affects meaning While vocabulary aids readers in their grasp of individual word meanings, understanding language structure aids readers in their interpretation of whole sentences (De Vos, Schriefers and Lemhöfer, 2018) Because the arrangement of words in a sentence can radically alter its meaning, paying attention to the "rules" of the language helps youngsters grasp texts and dialogues, as well as communicate effectively Some key concepts when teaching language structures include Syntax, Grammar and Semantics Comprehensible input is one of the foreign language learning theories proposed by Stephen Krashen He is an expert in linguistics who studies the process of language acquisition and development, especially second language learning (Wang, 2013) According to Krashen, the process of language acquisition and development will help learners acquire the language more naturally, without memorizing speeches mechanically Listening and reading are the inputs, and the outputs are speaking and writing Stephen Krashen states that language acquisition only occurs when learners understand the content they are exposed to (Krashen, 1999) When learning a foreign language, input is converted into output, and what learners acquire when learning a language becomes the material that helps them reproduce and use that language independently Listening and reading are the inputs, and the outputs are speaking and writing Stephen Krashen posits that language acquisition only occurs when learners understand the content they are exposed to If the learner's current ability is i, then the inputs should be at i+1 (slightly above the learner's ability) Thus, the newly learned information is not too far from the learners' existing knowledge, helping them to absorb knowledge naturally, effectively, and quickly Syntax is the fundamental mechanism within a language that governs how words are ordered to create sense Reading is the process of interpreting texts, and children must learn to read by developing both fluent word reading and language comprehension (Babayiğit, 2014) Language understanding is built on background knowledge, vocabulary, morphology, grammar, and higher-level language ability The creation of sentences and the underlying grammatical rules is syntax (Sobin, 2014) "Understanding how sentences work the meanings behind word order, structure, and punctuation requires knowledge of syntax By offering support for growing syntactic abilities, we can help readers grasp increasingly complicated texts" (Schneider, Abel and Maguire, 2022) Although the basis of the relationship between syntax and fast comprehension is still being researched, syntactic skills are correlated with text instruction and verbal fluency (Henry, Messer and Nash, 2015) Recent research has found that syntax and grammar are predictors of future critical reading ability (Royani and Arwida, 2021) Grammar is concerned with the rules governing how words can be used in a language or the word order that conveys the intended meaning The syntax of a statement determines whether it is grammatically correct (Gianto, 2001) Most grammatical knowledge can be taught through language exposure, such as read-alouds, conversations with proficient speakers, and other classroom listening and speaking activities "There is a plethora of evidence demonstrating the significance of grammar in reading comprehension," says Zhang Datian—Professor of Urban Education at the University of Illinois at Chicago, where he was Founding Chair of the Center for Literacy and chair of the Department of Instruction and Curriculum His studies have established a clear association between syntactic or grammatical sophistication and reading ability over the years; as children learn to use more complex sentences in their spoken and written language, their ability to understand what they read improves One school of thinking believes that when we teach grammar to our children comprehensively and systematically, they lose their creative side (Zhang, D 2012) The cognitive effort to ensure that their sentence construction is technically correct stifles any attempts by the pupil to be innovative with their written expression There is also an expectation that children will intuit grammar without direct instruction, and it is the students who suffer as a result of this belief that they will ultimately "get it." So to achieve the end aim of reading comprehension, they should be explicitly taught grammar (Nutta, 2013) Semantics relates to the overall message of the sentence, including tone and mood, as determined by the words employed inside the sentence Semantics is the study of words having similar meanings and discovering where they differ subtly or which would be more appropriate for the sentence's tone (Esser, 1983) As text becomes more complicated, readers' awareness of how words work within sentences helps them make sense more accurately Hearing language frequently during reading experiences, play, discussions, multimodal texts, firsthand experiences, and explicit teaching of how sentences and words interact together to generate meaning can help children comprehend and practice language structures Semantics is concerned with the intention of words When pupils first begin reading, they deal with concrete objects, information, and meaning Reading comprehension becomes increasingly tricky when pupils must generate meaning from concepts and information that are not directly sensory, such as abstract concepts or technical jargon (Mason, 1980) As a result, as students progress through school, they must broaden and diversify their vocabulary to gain more profound knowledge For example, when children get older and face increasingly complex reading assignments, their knowledge of verbs (like “thinking” and “believe”) and conjunctions (like “because” and “although”) must expand Students' comprehension of specialized technical vocabulary words, such as those found in math, physics, and history, must also evolve B Benefits of simply introducing kids to linguistic structures that they have already been taught Language structures are the first tools used to guide later learning of English communication Memorizing English formula tables is extremely necessary and a mandatory task at any level Providing the proper requirements and exercises for grammar, semantics, and syntax will bring several benefits to students as follows: Students have time to learn and recall previously taught language structures This is because they can process information more effectively while not simultaneously attempting to learn new structures Furthermore, by only exposing pupils to language structures that they have already been taught, they may concentrate their efforts on mastering those structures As a result, in future conversations, they will be able to employ them more automatically and accurately (Alsop, 1979) With each new structure, parents should encourage children to use them as often as possible, and then it will be easier for children to remember those language structures This will help students remember longer, thus stimulating creative thinking Self-study capacity will be gradually enhanced through thinking and receptive ability development Students will improve self-study through comprehension and problem-solving via enhanced homework assignments, note-taking examples, and memorizing outlines and keywords In addition, students need to be equipped and practice well with learning methods such as: finding documents, reading documents, listening to lectures, mapping knowledge, learning with textbooks, learning with teaching aids, group learning, learning through scientific research, and learning through practice Missing commas, poor wording, and syntax errors are some of the most common English grammatical errors made by all English learners, both native speakers and nonatives Misplaced modifiers can also make sentences sound poorly written and hard to understand, they occur when a word is separated from what it describes in a sentence (like “She got home and fell onto the bed covered in sweat.”) In addition, in elementary school students, there are some structural errors, such as missing sentence components in a sentence For example, a sentence might lack a subject Furthermore, a poorly written sentence may contain a redundancy error caused by an unnecessary repetition of a sentence element Students will be able to identify and rectify faults in their usage of language structures when they become more familiar with proper use, and they will thus become able to recognize any errors This ability can also help kids subsequently learn new structures faster because they already have a base to build on Teachers could use examples of typical mistakes children make and then have students analyze each sentence to discover where it is incorrect and what components are missing Regardless of how wrong a sentence is, the teacher allows pupils to correct it until it is done to standard As a result, future writing will be less likely to have errors in a similar sentence Exposing pupils, for the time being, to only the language structures they have already been taught is an effective instructional strategy to prepare them for more advanced study as their language instruction progresses Students can then concentrate on and practice the individual language skills they have already learned This method enables pupils to gradually increase their knowledge and grasp of the language, making it easier for them to acquire increasingly complicated structures later This strategy also guarantees that children are not inundated with too much new material at once, which can lead to frustration and misunderstanding This methodology allows teachers to assess students' comprehension and identify deficient areas before moving on to new content As a result, students are better prepared to tackle increasingly tricky concepts and succeed in their language-learning journey Exposing pupils, for the time being, to only those language structures they have already been taught is an effective educational strategy for preparing them for more advanced study of subsequent structures Students can then focus on and practice the individual language skills they have already learned This method also allows teachers to assess understanding and identify areas of weakness before moving on to new content As a result, students are better prepared to deal with increasingly tricky concepts and succeed in their language-learning journey Most good students are not born good learners (Gorfein, 1971) Personality plays a prominent role in a child's readiness to learn, as does its disposition towards education and education in general This is reflected in the need for parents to give their children an expectation that can be met, rather than a dream or unrealistic goal, and then force students to work hard to achieve more When students fail to meet their parents' expectations, they will become psychologically unstable, fearful, and obsessed with achievement issues, rendering them unable to develop naturally Setting appropriate goals and letting children develop naturally without causing pressure is one principle that parents and teachers need to keep in mind This allows them to focus on mastering the structures they have already learned before moving on to new ones As a result, they are more likely to retain what they have learned and be able to use it effectively CONCLUSIONS To write a paragraph, students must use their language and thinking capacity That ability is shown first in expressing their thoughts or connecting those sentences to describe what they think Language structures pertain to text comprehension at the sentence level, mainly how the arrangement of words inside sentences affects meaning While vocabulary aids readers in their grasp of individual word meanings, understanding language structure aids readers in their interpretation of whole sentences Language structures are the first tools to guide learning English communication later Providing the proper requirements and exercises for grammar, semantics, and syntax requirements and exercises will bring several benefits to students Students learn and recall language structures more quickly, automatically, and accurately; they also improve their self-study ability through comprehension and problemsolving by completing enhanced homework assignments, viewing note-taking examples, and memorizing outlines and keywords Some commonly made English grammatical mistakes include missing commas, poor choice of wording plus syntax, and verb errors Students will identify and rectify faults in their usage of language structures if they are exposed to correct structures frequently This is because they will be more familiar with proper use and will be able to recognize errors As a result, students will be better prepared to tackle increasingly tricky concepts and succeed in their language-learning journey Accordingly, students must be able to apply their knowledge at high levels of awareness, comprehension, application, and application Students can then focus on and practice the individual language skills they have already learned, thus allowing them to focus on mastering the structures they already know before moving on to new ones References Alsop, T., 1979 A Need to Discover How Students Have Been Taught Foreign Languages Foreign Language Annals, 12(3), pp.197-199 Babayiğit, S., 2014 The relations between word reading, oral language, and reading comprehension in children who speak English as a first (L1) and second language (L2): a multigroup structural analysis Reading and Writing, 28(4), pp.527-544 Bao, K., 2021 Should We Use It in Our Classrooms: An Analysis of Data-Driven Learning Research English Linguistics Research, 10(3), p.66 De Vos, J., Schriefers, H and Lemhöfer, K., 2018 Noticing vocabulary holes aids incidental second language word learning: An experimental study Bilingualism: Language and Cognition, 22(3), pp.500-515 Esser, J., 1983 Tone Units in Functional Sentence Perspective Journal of Semantics, 2(2), pp.121-140 Gianto, A., 2001 Word-Order Based Grammar (review) Language, 77(2), pp.409-409 Gorfein, D., 1971 Are good subjective organizers good paired-associate learners? Psychonomic Science, 22(6), pp.340-340 Henry, L., Messer, D and Nash, G., 2015 Executive functioning and verbal fluency in children with language difficulties Learning and Instruction, 39, pp.137-147 Krashen, S., 1999 Principles and practice in second language acquisition New York: Phoenix ELT Liu, Y., 2013 Applying Comprehensible Input and Culture Input Methodology to Inspire College Students’ Learning Motivation Theory and Practice in Language Studies, 3(11), p.5 Mason, J., 1980 When Do Children Begin to Read: An Exploration of Four Year Old Children's Letter and Word Reading Competencies Reading Research Quarterly, 15(2), p.203 Nutta, J., 2013 Is Computer-Based Grammar Instruction as Effective as Teacher-Directed Grammar Instruction for Teaching L2 Structures? CALICO Journal, 16(1), 42 Royani, I and Arwida, H., 2021 Critical Reading for Self-Critical Writing Syntax Literate; Jurnal Ilmiah Indonesia, 6(2), p.1252 Schneider, J., Abel, A and Maguire, M., 2022 Vocabulary knowledge and reading comprehension account for SES-differences in how school-aged children infer word meanings from sentences Language Learning and Development, pp.12-13 Sobin, N., 2014 Th/Ex, Agreement, and Case in Expletive Sentences Syntax, 17(4), 12 Wang, M., 2013 Dr Stephen Krashen answers questions on The Comprehension Hypothesis Extended The Language Teacher, 37(1), 25 Zhang, D., 2012 Vocabulary and Grammar Knowledge in Second Language Reading Comprehension: A Structural Equation Modeling Study The Modern Language Journal, 96(4), 32 ... evolve B Benefits of simply introducing kids to linguistic structures that they have already been taught Language structures are the first tools used to guide later learning of English communication... structures that they have already been taught, they may concentrate their efforts on mastering those structures As a result, in future conversations, they will be able to employ them more automatically... done to standard As a result, future writing will be less likely to have errors in a similar sentence Exposing pupils, for the time being, to only the language structures they have already been taught