STUDENT ORGANIZATION’S STRATEGIES AND CHALLENGES IN INSTRUCTING GRAMMAR FOR STUDENTS’ DAILY COMMUNICATION: A STUDY OF LANGUAGE INSTITUTION

Maulidah, Silfiyah Hikmatul (2025) STUDENT ORGANIZATION’S STRATEGIES AND CHALLENGES IN INSTRUCTING GRAMMAR FOR STUDENTS’ DAILY COMMUNICATION: A STUDY OF LANGUAGE INSTITUTION. Other thesis, UNIVERSITAS NURUL JADID.

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Abstract

Maulidah, Silfiyah Hikmatul. 2025. Student Organization’s Strategies and Challenges in Instructing Grammar for Students’ Daily Communication: A Study of Language Institution. Undergraduate Thesis, English Education Department, Faculty of Humanities and Social Sciences, Nurul Jadid University. Advisor: Durratul Hikmah, S.S., M.Pd.

Keywords: Student Organization, Grammar Instruction, Focus on Form (FonF), Focus on Forms (FonFs), Daily Communication.

In a pesantren-based language institution, peer-led instruction plays a pivotal role in bridging the gap between theoretical knowledge and practical communication. This study investigates the strategies and challenges faced by the NATO student organization in instructing English grammar to enhance students’ daily communication at the Foreign Language Development Institute (FLDI). Utilizing a descriptive qualitative method, data were gathered through in-depth interviews and classroom observations involving four active organization members.

The findings reveal a multifaceted instructional framework consisting of three key strategies: (1) Explicit Instruction (Focus on Forms), characterized by direct explanations and structured syntactic exercises; (2) Implicit Instruction (Focus on Form), where grammatical elements are integrated into communicative tasks with incidental corrective feedback; and (3) A Hybrid Approach, which prioritizes initial language production followed by reflective grammar correction.

Despite these structured efforts, the study identifies two primary challenges: low student motivation during formal grammar sessions and significant difficulties in achieving grammatical accuracy during spontaneous real-time communication. The research concludes that while peer-led instruction at FLDI possesses strong potential, its long-term effectiveness necessitates standardized mentor training, the integration of interactive learning media, and a more robust evaluation system. These insights contribute to the development of peer-teaching models in English as a Foreign Language (EFL) contexts within boarding school environments.

Item Type:	Thesis (Other)
Subjects:	H Social Sciences > HM Sociology L Education > LB Theory and practice of education L Education > LC Special aspects of education P Language and Literature > PE English
Divisions:	Fakultas Sosial dan Humaniora > S1 Pendidikan Bahasa Inggris
Depositing User:	Saiful Ghazi
Date Deposited:	07 Feb 2026 08:02
Last Modified:	07 Feb 2026 08:02
URI:	https://repository.unuja.ac.id/id/eprint/2017

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