Edited some educators believe teachers should use materials that expose students to only those language structures they have alre

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.

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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
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—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
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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

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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
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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 do 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.

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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.

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