GRAMMAR AS A TOOL FOR ENHANCING SPEAKING COMPETENCE: A NARRATIVE INQUIRY INTO STUDENTS’ EXPERIENCE

Nisa', Ulvatun (2025) GRAMMAR AS A TOOL FOR ENHANCING SPEAKING COMPETENCE: A NARRATIVE INQUIRY INTO STUDENTS’ EXPERIENCE. Other thesis, UNIVERSITAS NURUL JADID.

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Abstract

Nisa’, Ulvatun. 2025. Grammar as a Tool for Enhancing Speaking Competence: A Narrative Inquiry into Students’ Experiences. Undergraduate Thesis, English Education Department, Faculty of Humanities and Social Sciences, Nurul Jadid University. Advisor: Syaiful Islam, M.Pd.

Keywords: Grammar, Speaking Competence, Narrative Inquiry, EFL Learners.

While grammar is often viewed as a formalistic set of rules, its functional role as a catalyst for oral communication is vital. This study explores students' lived experiences in utilizing grammar to enhance their English speaking competence. Specifically, the research investigates the obstacles students face when applying grammatical rules in spontaneous speech, the specific aspects of speaking proficiency improved through grammar mastery, and the factors influencing the effectiveness of grammar in oral communication.

A qualitative approach with a narrative inquiry design was employed to capture the depth of students' subjective journeys. Data were collected through semi-structured interviews and participant observations, then analyzed using a thematic analysis approach involving coding and narrative interpretation.

The findings reveal that grammar mastery significantly contributes to improved clarity, fluency, and logical coherence in speaking. However, grammatical knowledge does not automatically translate into communicative success; students still encounter psychological and linguistic barriers such as lack of confidence, limited practice opportunities, and first-language (L1) interference.

The study further identifies that external factors—including a supportive learning environment, the integration of technology, and the quality of instruction—heavily influence how effectively grammar is utilized in speech. The research concludes that grammar should be taught through a holistic, contextualized, and integrated approach rather than in isolation. It emphasizes the need for a collaborative synergy between psychological readiness and pedagogical support to foster true communicative competence.

Item Type:	Thesis (Other)
Subjects:	B Philosophy. Psychology. Religion > BF Psychology L Education > LB Theory and practice of education P Language and Literature > P Philology. Linguistics P Language and Literature > PE English
Divisions:	Fakultas Sosial dan Humaniora > S1 Pendidikan Bahasa Inggris
Depositing User:	Saiful Ghazi
Date Deposited:	08 Feb 2026 04:44
Last Modified:	08 Feb 2026 04:44
URI:	https://repository.unuja.ac.id/id/eprint/2040

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