Learning grammar is important for us, because grammar is the

foundation of a language. Without it, we may encounter several

problems e.g. incorrect grammar leads to a misunderstanding because
grammar is the structure of a language. And also mastering grammar
will make us confidently master another subject such as speaking,
listening, reading, and writing.
Unfortunately, grammar doesn’t have a lot of variation of teaching
strategies. And many students considered that grammar is a difficult,
unattractive and boring subject.
I’m here to explain some approaches or strategies that I have found
from several articles. The first is ……..
Deductive and inductive
Harmer (2007) said that grammar have two common approaches……
According to a research that has been done by Saeful Effendi (2017)
stated that the students are more likely suitable to deductive approach.
It means that the students will understand more when the teachers are
giving the formula first and then followed by the examples…
GTM
GTM is a method that used to teach english which focuses on
translating sentences from target language into native language and
demonstrate the grammatical features at once.
Based on Ishraq’s research, he investigated the effect of using GTM to
teach english, and it is considered successful. The students completely
comprehend the grammar rules in a short time.
Semantico-syntactic
The first stage is to ensure that the students know about explicit
grammar instruction. In this stage the students are given some
activities. The activities were mostly translating Indonesian sentences
into English.
The second stage is the students are spontaneously translating
sentences spoken by the teacher. The frequencies were gradually
increased the speed along the stage.
Third is to monitor the students’ performance whether the goal was
achieved or not.
Result indicates….. handoyo (2010) suggested that this strategy can be
the alternative approach in teaching grammar
Story-based approach.
it has four practical steps:
1. Presentation. The teacher reads and english short story and the
students listen.
2. Attention. The teacher gives the students a handout text of the
story and ask the students to highlight the pronouns in the text
provided.
3. Co-construction. Teacher asks the students about the pronouns.
i.e. “where is the position of the pronouns in the sentence?”.
4. Extension. Teacher can ask students to do communicative
activities such as conversation or write another shorty story.
This is in-line with Haron and Cole (2007) that the most effective
approach to teach grammar is when we mix the approach with
another particular teaching strategy.

Interpretation.
Conclusion.