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INTRODUCTION Many young students can still understand spoken language even without proper grammar However, the problem is that when students have to write a paragraph at school, they need to write sta. INTRODUCTIONMany young students can still understand spoken language even without proper grammar. However, the problem is that when students have to write a paragraph at school, they need to write standard English grammar in this case. 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 in the end, a basic understanding of grammar to writing 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, 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 advantages of applying the principle of teaching students to the language structures they have been taught. DISCUSSIONA. Investigation of theories about Language structures and Comprehensible inputComprehensible inputs are linguistic inputs that can be understood by the listener even though the learner does not understand the entire vocabulary and structure. 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, language structure understanding aids readers in their interpretation of whole sentences (De Vos et al., 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 text, dialogue, and communicate effectively. Some notes 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, studying the process of language acquisition and development, especially second language learning (Wang, 2013). According to Krashen, that process will help learners acquire the language more naturally, without memorizing the speech mechanically. Listening and reading are the inputs, and the outputs are speaking and writing. According to Stephen Krashen, language acquisition only occurs when learners understand the content they are exposed to (Krashen, 1999). When learning a foreign language, input (input) is converted into output (output). 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. According to Stephen Krashen, 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 does not go too far from the learners existing knowledge, helping them to absorb knowledge naturally, effectively, and quickly.The syntax is the fundamental mechanism within a language that governs how words are ordered to create sense. Reading is the process of interpreting texts. Children must learn to read by developing both fluent word reading and language comprehension (Babayiğit, 2014). Language understanding is built on 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 (Learner Variability Project). Although the basis of the relationship is still being researched, syntactic skills are correlated with text instruction and verbal fluency (Henry et al., 2015). Recent research has found that syntax and grammar are predictors of future critical reading ability (Royani Arwida, 2021). Grammar is 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 decides whether it is grammatically correct (Gianto, 2001). Most grammatical knowledge can be taught through language exposure, such as readaloud, 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. Studies have established a clear association between syntactic or grammatical sophistication and reading ability over the years; that is, as children learn to use more complex sentences in their spoken and written language, their ability to understand what they read improves.. A school of thinking believes that when we teach grammar to our children in such a comprehensive and systematic manner, they lose their creative side. The cognitive effort expended 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. 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 decided 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 fluently. 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 get a more profound knowledge. For example, when children age 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 taughtLanguage structures are the first tools to guide learning English communication later. Memorizing English formula tables is extremely necessary and a mandatory task for any level. Providing the proper requirements and exercises for grammar, Semantics, and Syntax will bring several benefits to students as follows:Students learn and recall language structures more quickly when they are only exposed to ones they have already been taught. This is because they can process information more effectively when they are not attempting to learn new structures simultaneously. 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 a 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, contributing to stimulating and creative thinking. Selfstudy capacity will be gradually enhanced through thinking and receptive ability development. Improve selfstudy through comprehension and problemsolving through enhanced homework assignments, notetaking 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, learning through practice, practice. Along with that are methods of remembering information, expressing ideas, writing paragraphs, and methods of selfexamination and assessment.
INTRODUCTION Many young students can still understand spoken language even without proper grammar However, the problem is that when students have to write a paragraph at school, they need to write standard English grammar in this case 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 in the end, a basic understanding of grammar to writing 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, 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 advantages of applying the principle of teaching students to the language structures they have been taught DISCUSSION A Investigation of theories about Language structures and Comprehensible input Comprehensible inputs are linguistic inputs that can be understood by the listener even though the learner does not understand the entire vocabulary and structure 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, language structure understanding aids readers in their interpretation of whole sentences (De Vos et al., 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 text, dialogue, and communicate effectively Some notes 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, studying the process of language acquisition and development, especially second language learning (Wang, 2013) According to Krashen, that process will help learners acquire the language more naturally, without memorizing the speech mechanically Listening and reading are the inputs, and the outputs are speaking and writing According to Stephen Krashen, language acquisition only occurs when learners understand the content they are exposed to (Krashen, 1999) When learning a foreign language, input (input) is converted into output (output) 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 According to Stephen Krashen, 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 does not go too far from the learners' existing knowledge, helping them to absorb knowledge naturally, effectively, and quickly The syntax is the fundamental mechanism within a language that governs how words are ordered to create sense Reading is the process of interpreting texts Children must learn to read by developing both fluent word reading and language comprehension (Babayiğit, 2014) Language understanding is built on 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" (Learner Variability Project) Although the basis of the relationship is still being researched, syntactic skills are correlated with text instruction and verbal fluency (Henry et al., 2015) Recent research has found that syntax and grammar are predictors of future critical reading ability (Royani & Arwida, 2021) Grammar is 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 decides whether it is grammatically correct (Gianto, 2001) Most grammatical knowledge can be taught through language exposure, such as read-aloud, 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 Studies have established a clear association between syntactic or grammatical sophistication and reading ability over the years; that is, as children learn to use more complex sentences in their spoken and written language, their ability to understand what they read improves." A school of thinking believes that when we teach grammar to our children in such a comprehensive and systematic manner, they lose their creative side The cognitive effort expended 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." 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 decided 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 fluently 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 get a more profound knowledge For example, when children age 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 to guide learning English communication later Memorizing English formula tables is extremely necessary and a mandatory task for any level Providing the proper requirements and exercises for grammar, Semantics, and Syntax will bring several benefits to students as follows: Students learn and recall language structures more quickly when they are only exposed to ones they have already been taught This is because they can process information more effectively when they are not attempting to learn new structures simultaneously 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 a 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, contributing to stimulating and creative thinking Self-study capacity will be gradually enhanced through thinking and receptive ability development Improve self-study through comprehension and problemsolving through 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, learning through practice, practice Along with that are methods of remembering information, expressing ideas, writing paragraphs, and methods of self-examination and assessment There are some commonly made English grammatical mistakes, including missing commas, poor choice of wording, and syntax and verb errors Misplaced modifiers can also make sentences sound poorly written and hard to understand This happens when a word is separated from what it describes in a sentence In addition, in elementary school students, there are some structural errors such as Missing sentence components in a sentence that lacks a subject, predicate, or adverb element; And sentence redundancy error caused by a sentence with unnecessary repetition of a sentence element Students will identify and rectify faults in their usage of language structures because they will be more familiar with proper use and will be able to recognize any errors This can also help kids learn new structures faster because they will 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 if it is reversed Regardless of how wrong that sentence is, the teacher allows pupils to correct it such that it is correct and reasonable As a result, future writing will be less likely to have errors in that sentence Exposing pupils to only the language structures they have already been taught is an effective instructional strategy for preparing them for more advanced study of the structures 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 This strategy also guarantees that children are not inundated with too much new material at once, which can lead to irritation and misunderstanding, allowing teachers to assess students' comprehension and identify any areas of drawback 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 to only those language structures they have already been taught is an effective educational strategy for preparing them for more advanced study of the 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 and their 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, not a dream or unrealistic goal, and then force students to work hard to achieve high This will make children obsessed with achievement problems unable to develop themselves naturally This also makes students psychologically unstable and afraid when they not meet their parents' expectations 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 CONCLUSION 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, language structure understanding 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 will bring several benefits to students as follows: Students learn and recall language structures more quickly, automatically, and accurately; they also improve self-study through comprehension and problem-solving by enhanced homework assignments, note-taking examples, and memorizing outlines and keywords Along with that are methods of remembering information, expressing ideas, writing paragraphs, and methods of self-examination and assessment 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 those structures frequently This is because they will be more familiar with proper use and will be able to recognize any errors As a result, students are better prepared to tackle increasingly tricky concepts and succeed in their language learning journey Instead, 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, allowing them to focus on mastering the structures they have already known before moving on to new ones REFERENCE Alsop, T (1979) A Need to Discover How Students Have Been Taught Foreign Languages Foreign Language Annals, (3), 12 https://doi.org/10.1111/j.19449720.1979.tb00169.x 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), 24 https://doi.org/10.1007/s11145-014-9536-x Bao, K (2021) Should We Use It in Our Classrooms: An Analysis of Data-Driven Learning Research English Linguistics Research, 10(3), 66 https://doi.org/10.5430/elr.v10n3p66 De vos, j., Schriefers, H., & Lemhöfer, K (2018) Noticing vocabulary holes aids incidental second language word learning: An experimental study Bilingualism: Language And Cognition, 22(3), 15-16 https://doi.org/10.1017/s1366728918000019 Esser, J (1983) Tone Units in Functional Sentence Perspective Journal Of Semantics, 2(2), 12 https://doi.org/10.1093/semant/2.2.121 Gianto, A (2001) Word-Order Based Grammar (review) Language, 42 https://doi.org/10.1353/lan.2001.0083 Gorfein, D (1971) Are good subjective organizers good paired-associate learners? Psychonomic Science, 22(6), 34 https://doi.org/10.3758/bf03332611 Henry, L., Messer, D., & Nash, G (2015) Executive functioning and verbal fluency in children with language difficulties Learning And Instruction, 39, 137-147 https://doi.org/ 10.1016/j.learninstruc.2015.06.001 Krashen, S (1999) Principles and practice in second language acquisition Phoenix ELT 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), https://doi.org/10.2307/747325 Nutta, J (2013) Is Computer-Based Grammar Instruction as Effective as Teacher-Directed Grammar Instruction for Teaching L2 Structures? CALICO Journal, 16(1), 42 https://doi.org/10.1558/cj.v16i1.49-62 Royani, I., & Arwida, H (2021) Critical Reading for Self-Critical Writing Syntax Literate ; Jurnal Ilmiah Indonesia, 6(2), https://doi.org/10.36418/syntax-literate.v6i2.5111 Sobin, N (2014) Th/Ex, Agreement, and Case in Expletive Sentences Syntax, 17(4), 12 https://doi.org/10.1111/synt.12021 Wang, M (2013) Dr Stephen Krashen answers questions on The Comprehension Hypothesis Extended The Language Teacher, 37(1), 25 https://doi.org/10.37546/jalttlt37.1-5 Zhang, D (2012) Vocabulary and Grammar Knowledge in Second Language Reading Comprehension: A Structural Equation Modeling Study The Modern Language Journal, 96(4), 32 https://doi.org/10.1111/j.1540-4781.2012.01398.x