Abstract:
This research was conducted to explore the role of short stories in teaching and learning
grammar for tenth-grade students in an EFL class at Agaro Jida Secondary School. In this
study, the researcher employed a quasi-experimental research design. The independent
variable of the study is the use of short stories, while the dependent variable is the grammar
skills of the students. Students were randomly selected from the tenth grade and assigned to
experimental and control groups. The target population of the study consisted of 356
students. The researcher selected sections A and B of the tenth-grade students from Jidda
Secondary School using a lottery method. Section A (control group) comprised 60 students,
while section B (experimental group) included 51 students. A mixed-methods approach was
utilized in this study. Pre- and post- lesson tests, questionnaires for students, and interviews
with teachers were the data collection instrument methods for the experimental group. The
experimental group was taught English grammar through short stories and was provided
with different kinds of tasks, whereas the control group was taught using only their textbook.
Finally, to observe the outcome of the experiment, both groups took pre- and post-lesson
tests. The results obtained by the experimental group were better than those of the control
group. The responses of the students in the questionnaire also indicated that teaching
English grammar through short stories helped motivate them and elevated their grammar
skills. Based on the findings, it was concluded that teaching English through short stories
helped teachers teach students more easily and increased students' motivation to learn
grammar. The study recommended that teachers should use short stories, in order to
enhance students' grammar skills. Textbook designers should include short stories in the
content of the book. Teachers should also help students practice grammar through short
stories in order to develop learners’ grammar skills.
