A Constructing and Analyzing Model for the Teaching of Grammar

Facilitating students to succeed in learning grammar has received a lot of critical attention
from teachers. Grammar mastery is perceived as a determining aspect for the students to
communicate accurately in a written form, yet they often encounter problems to acquire it.
Students may have basic knowledge of the rules or of sentence structures, but most of them still
make frequent mistakes as well as errors in their subsequent writing although teachers have
provided adequate feedback. This notion attracts the writers to propose an alternative model, called
Constructing and Analyzing Model (CAM). Substantively, this model comprises five major steps;
composing sentences, peer review, self-review, teacher's feedback, and concluding the concept. It
is asserted that CAM is one of the communicative ways in teaching grammar that facilitates
students not only to learn it effectively but also assist them in constructing their own understanding,
making use of their knowledge in an acceptable context, and developing their writing skill.
Engaging students in various grammar activities using CAM enables them to be able to (a)
integrate the concept of grammar into writing, (b) become interactive and collaborative learners,
and (c) sharpen high-RUdeU WKLQNLQg VNLOOV. TKe ZULWeU¶V WZR-valuable-semester experiences have
shown that CAM is appropriately applied in a grammar class fRU LW LQcUeaVeV VWXdeQWV¶ VcRUeV LQ
grammar quizzes and learning involvement. In this regard, the current article is intended to
overview the concept and theoretical framework of the teaching of grammar using CAM, the five
major steps to implement it, the model, and its benefits.